US - University Studies

US 101US First-Year Seminar: 3 Credits (3 Other)

PREREQUISITE: First-year students (less than 30 credits taken at MSU) only. (F, Sp) US 101US is an interdisciplinary, academic first-year experience course, taught seminar style, that builds communication and critical thinking skills while facilitating students' transition to college. The course examines questions of place, identity, and important societal issues. COMX 101US fulfills the university seminar requirement of the Core curriculum. It is only open to first-year students and can only be repeated with approved enrollment in a unique retake section

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Demonstrate critical thinking and problem-solving abilities.\\n
Effectively communicate ideas verbally in formal presentations and informal classroom discussions.
Effectively communicate analytical, critical, and creative thinking in written communication.\\n
Develop engagement with and connections to the MSU campus community. \\n
Build integrative learning skills through critical self-reflection.\\n

US 102 Career Connections: 1 Credits (1 Other)

Course is designed to assist students in the selection of a major in accordance with their interests and abilities. This course does not cover the US (University Seminar) CORE requirement.

US 103 Learning Strategies: 1 Credits (1 Other)

(F, Sp) In this course, students will “learn how to learn” and develop critical thinking skills to solve problems. Study skills for effective reading, note taking, and test preparation are covered, as well as time management, organization, preventing procrastination, improving motivation, and reducing anxiety. Awareness and effective use of campus resources are also emphasized. The overarching purpose is to help students apply this information to their college coursework and be more effective and engaged students.

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The course is based upon metacognition models, methods, theories, practices, and techniques. Using this metacognitive framework, learning outcomes for the course will include An understanding and application of learning theories and models including but not limited to Bloom’s Taxonomy, Kahneman’s Thinking Fast and Slow, Maslow’s Conscious Competence, Dweck’s Fixed vs. Growth Mindsets, and other influences from cognitive science.
Develop broader understanding of the role active learning techniques can play in subject mastery
students will be taught how to synthesize active learning techniques with course content (i.e. Cornell and other note-taking methods such as concept maps, sketch-noting, story boarding; self-quizzing/assessment; study groups with emphasis on explaining and quizzing; etc.).
Applying pre-and-post test results from the Metacognitive Awareness Inventory will allow students to critically assess their current learning strategies and determine the “best practices” to employ for improved course outcomes.
Students will develop and understanding of executive functioning methods and practice including goal-setting, time management, task prioritization, organization, and maintaining motivation.
Students will learn how to utilize important campus resources designed to support their success.
Synthesizing all from above, students will create an action plan for meeting future academic and life goals.

US 135 Veteran Academic Strategies: 1 Credits (1 Lec)

Study skills for student veterans that targets developing and applying the academic strategies necessary for persistence and degree completion. Topics include utilizing campus resources, continuing federal educational benefits, and generalizing skills to new academic situations. -.

US 191 Special Topics: Foundations for Academic Success: 1-3 Credits (1-3 Other)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand

US 210D Education, World of Work, and You: 3 Credits (2 Lec, 1 Lab)

(F, Sp, Su) This class is dedicated to “designing your life” by understanding the importance of: education, shifts in the global economy/demography, technology, global trade, etc. and how these considerations affect your future career. Students will also study the value of an education relative to deaths of despair, career progression, and other socio-economic considerations. Students will gain important self-knowledge and skills related to: communication, problem solving, leadership, teamwork, professionalism, and global/intercultural fluency. Students will also develop their career management plan while exploring their personal values. Ultimately, students will be able to visualize how they will utilize their degree with purpose. This course requires extensive writing, self-reflection, and synthesizing of concepts. This course does not cover the US Core requirement.

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comprehend and articulate the value, advantages, and responsibilities that accompany an educated citizenry within the context of employment, economy, and civic issues
compare and contrast and understand various career development models and theories, considering historical contexts and cultural influence
know the changes in the nature of work due to the emergence of the knowledge economy and global de-supply chain and how a college degree will promote successful navigation of that uncertainty
apply design mindsets/models and tools to understand and build plans for their time at MSU and choose or commit to a college major based on their examined relationship to the world of work and education
demonstrate the ability to identify opportunities to develop the National Association of Colleges and Employers (NACE) Career Readiness Competencies
demonstrate critical thinking and problem-solving skills by analyzing and researching a “wicked problem”
cultivate public presentation skills through a final presentation of an examined “wicked problem”

US 290R Undergraduate Research: 1-6 Credits (1-6 Other)

Directed undergraduate research which may culminate in a written work or other creative project. Course will address responsible conduct of research. May be repeated.
Repeatable up to 99 credits.

US 291 Special Topics: 1-3 Credits (1 Other)

Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand.

US 292 Independent Study: 1-3 Credits (1 Other)

PREREQUISITE: Consent of instructor and approval of the Director of University Studies. Directed study on an individual basis
Repeatable up to 6 credits.

US 391 Special Topics: 1 Credits (1 Other)

US 460 Peer Leadership: 3 Credits (1 Lec, 2 Other)

PREREQUISITE: Accepted Peer Leader Status, Restricted Entry. (F, Sp) Provides selected upper division students an opportunity to develop leadership and mentoring skills through the involvement with the US 101US First Year Seminar course. Includes training in group leadership and includes topics such as counseling and communication skills, student development, problem solving, and conflict resolution. Peer leaders work closely with faculty to enhance the academic, cultural, and social experiences of students in the seminar course
Repeatable up to 6 credits.

US 490R Undergraduate Research: 1-6 Credits (1-6 Other)

Directed undergraduate research/creative activity which may culminate in a research paper, journal article, or undergraduate thesis. Course will address responsible conduct of research. May be repeated.
Repeatable up to 12 credits.

US 491 Special Topics: 1-3 Credits (1 Other)

US 492 Independent Study: 1-3 Credits (1 Other)

PREREQUISITE: Junior standing, consent of instructor, and approval of the Director of University Studies. (F, Sp) Directed study on an individual basis
Repeatable up to 6 credits.

US 498 Internship: 1-12 Credits (1-12 Other)

PREREQUISITE: Junior standing, consent of instructor, and approval of the Director of University Studies. An individual assignment arranged with an agency, business, or other organization to provide guided experience in the field
Repeatable up to 12 credits.