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Reference: Section c , Education Code. Abandonment of inadequate facilities may be recommended by the California Department of Education to the State Allocation Board for approval when it appears from the estimated cost of structural rehabilitation plus the estimated cost of desirable modernization that the facility would meet the criteria for replacement established by the State Allocation Board.
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Reference: sections , , , and through , Education Code. In accordance with Education Code Section California Department of Education. Minimum Standards. Educational facilities planned by school districts shall be: Evolved from a statement of educational program requirements which reflects the school district's educational goals and objectives. Master-planned to provide for maximum site enrollment.
Located on a site which meets California Department of Education standards as specified in Section Designed for the environmental comfort and work efficiency of the occupants. Designed to require a practical minimum of maintenance. Designed to meet federal, state, and local statutory requirements for structure, fire, and public safety. Designed and engineered with flexibility to accommodate future needs. Article 2. Standards for School Site Selection. The following standards shall apply: The net usable acreage and enrollment for a new school site shall be consistent with the numbers of acres and enrollment established in Tables of the Edition, " School Site Analysis and Development " published by the California Department of Education and incorporated into this section by reference, in toto, unless sufficient land is not available or circumstances exist due to any of the following: Urban or suburban development results in insufficient available land even after considering the option of eminent domain.
Sufficient acreage is available but not within the attendance area of the unhoused students or there is an extreme density of population within a given attendance area requiring a school to serve more students on a single site. Choosing an alternate site would result in extensive long-term bussing of students that would cause extreme financial hardship to the district to transport students to the proposed school site. Geographic barriers, traffic congestion, or other constraints would cause extreme financial hardship for the district to transport students to the proposed school site.
If a school site is less than the recommended acreage required in subsection a of this section, the district shall demonstrate how the students will be provided an adequate educational program including physical education as described in the district's adopted course of study. The property line of the site even if it is a joint use agreement as described in subsection o of this section shall be at least the following distance from the edge of respective power line easements: feet for kV line. If the proposed site is within 1, feet of a railroad track easement, a safety study shall be done by a competent professional trained in assessing cargo manifests, frequency, speed, and schedule of railroad traffic, grade, curves, type and condition of track need for sound or safety barriers, need for pedestrian and vehicle safeguards at railroad crossings, presence of high pressure gas lines near the tracks that could rupture in the event of a derailment, preparation of an evacuation plan.
In addition to the analysis, possible and reasonable mitigation measures must be identified. The site shall not be adjacent to a road or freeway that any site-related traffic and sound level studies have determined will have safety problems or sound levels which adversely affect the educational program. Pursuant to Education Code sections and The site shall not be located near an above-ground water or fuel storage tank or within feet of the easement of an above ground or underground pipeline that can pose a safety hazard as determined by a risk analysis study, conducted by a competent professional, which may include certification from a local public utility commission.
The site is not subject to moderate to high liquefaction or landslides. The shape of the site shall have a proportionate length to width ratio to accommodate the building layout, parking and playfields that can be safely supervised and does not exceed the allowed passing time to classes for the district. The site shall be easily accessible from arterial roads and shall allow minimum peripheral visibility from the planned driveways in accordance with the Sight Distance Standards established in the " Highway Design Manual ," Table The site shall not be on major arterial streets with a heavy traffic pattern as determined by site-related traffic studies including those that require student crossings unless mitigation of traffic hazards and a plan for the safe arrival and departure of students appropriate to the grade level has been provided by city, county or other public agency in accordance with the "School Area Pedestrian Safety" manual published by the California Department of Transportation, edition, incorporated into this section by reference, in toto.
Existing or proposed zoning of the surrounding properties shall be compatible with schools in that it would not pose a potential health or safety risk to students or staff in accordance with Education Code Section and Government Code Section and available studies of traffic surrounding the site. The site shall be located within the proposed attendance area to encourage student walking and avoid extensive bussing unless bussing is used to promote ethnic diversity.
The site shall be selected to promote joint use of parks, libraries, museums and other public services, the acreage of which may be included as part of the recommended acreage as stated in subsection a of this section. The site shall be conveniently located for public services including but not limited to fire protection, police protection, public transit and trash disposal whenever feasible. The district shall consider environmental factors of light, wind, noise, aesthetics, and air pollution in its site selection process.
Easements on or adjacent to the site shall not restrict access or building placement. The cost and complications of the following shall be considered in the site selection process and should not result in undue delays or unreasonable costs consistent with State Allocation Board standards: Distance of utilities to the site, availability and affordability of bringing utilities to the site. Site preparation including grading, drainage, demolition, hazardous cleanup, including cleanup of indigenous material such as serpentine rock, and off-site development of streets, curbs, gutters and lights.
Eminent domain, relocation costs, severance damage, title clearance and legal fees. Long-term high landscaping or maintenance costs. Existence of any wildlife habitat that is on a protected or endangered species list maintained by any state or federal agency, existence of any wetlands, natural waterways, or areas that may support migratory species, or evidence of any environmentally sensitive vegetation.
If the proposed site is on or within 2, feet of a significant disposal of hazardous waste, the school district shall contact the Department of Toxic Substance Control for a determination of whether the property should be considered a Hazardous Waste Property or Border Zone Property. At the request of the governing board of a school district, the State Superintendent of Public Instruction may grant exemptions to any of the standards in this section if the district can demonstrate that mitigation of specific circumstances overrides a standard without compromising a safe and supportive school environment.
A state-funded school district, before acquiring title to real property for school use, shall obtain written approval from the California Department of Education using the following procedures: Request a preliminary conference with a consultant from the School Facilities Planning Division and in consultation review and evaluate sites under final consideration. Prepare a statement showing how the site is appropriate in size as justified by the school district's Facilities Master Plan, including acreage increases above the California Department of Education recommendation made to compensate for off-site mitigation.
A school district may choose, in place of a master plan, a developer fee justification document or a five-year plan if it addresses enrollment projections, needed schools, and site sizes. Prepare maps showing present and proposed school sites, significant roads or highways, unsanitary or hazardous installations, such as airports or industries and the indicated boundary of the pupil attendance area to be served as delineated on form SFPD 4. Meet with appropriate local government, recreation, and park authorities to consider possible joint use of the grounds and buildings and to coordinate the design to benefit the intended users as required by Education Code Section Give written notice to the local planning agency having jurisdiction, to review the proposed school site or addition to an existing school site and request a written report form the local planning agency of the investigations and recommendations for each proposed site with respect to conformity with the adopted general plan as required by Public Resource Code Section Comply with Education Code sections and Whether the site is located within a special study zone as defined in Education Code Section Potential for earthquake or other geological hazard damage.
Whether the site is situated on or near a pressure ridge, geological fault or fault trace that may rupture during the life of the school building and the student risk factor. Economic feasibility of the construction effort to make the school building safe for occupancy. Other studies shall include the following: Population trends Transportation Water supply Waste disposal facilities Utilities Traffic hazards Surface drainage conditions Other factors affecting initial and operating costs.
Prepare an environmental impact report, or negative declaration in compliance with the Environmental Quality Act, Public Resources Code , Division 13 , commencing with Section with particular attention to Section As required by Education Code Section , the written findings of the environmental impact report or negative declaration must include a statement verifying that the site to be acquired for school purposes is not currently or formerly a hazardous, acutely hazardous substance release, or solid waste disposal site or, if so, that the wastes have been removed.
Also, the written findings must state that the site does not contain pipelines which carry hazardous wastes or substances other than a natural gas supply line to that school or neighborhood. If hazardous air emissions are identified, the written findings must state that the health risks do not and will not constitute an actual or potential danger of public health of students or staff. If corrective measures of chronic or accidental hazardous air emissions are required under an existing order by another jurisdiction, the governing board shall make a finding that the emissions have been mitigated prior to occupancy of the school.
For purposes of Environmental Site Assessment, school districts shall comply with Education Code sections Follow the recommendations of the State Superintendent of Public Instruction report based upon the Department of Transportation, Division of Aeronautics, findings, if the proposed site is within two miles of the center line of an airport runway or proposed runway as required by Education Code Section Follow the standards for school site selection in Section of this article.
Conduct a public hearing by the governing board of the school district as required in Education Code Section to evaluate the property using the standards described in Section of this article. The school district's facility advisory committee may provide an evaluation of the proposed site to the governing board.
Submit the request for exemption from a standard in Section of this article, with a description of the mitigation that overrides the standard, to the California Department of Education. Certify there are no available alternative school district-owned sites for the project deemed usable for school purposes by the California Department of Education or certify that the school district intends to sell an available alternative school district-owned site and use the proceeds from the sale for the purchase of the new school site.
A locally-funded school district, before acquiring title to real property for school use, shall: Evaluate the property using the standards established in Section and items e through l in Section ; Comply with terms of the complaint investigation described in Section d ; and May request advice from the California Department of Education as described in Education Code Section a.
Prepare documentation of and retain for purposes of a complaint investigation the exemption from the standard in Section of this article with a description of the mitigation that overrides the standard. Locally-funded school districts may request from the California Department of Education a review of the adequacy of the mitigation measure. Comply with Education Code Section regarding potential safety or health risks to students and staff.
Article 4. The following standards for new schools are for the use of all school districts for the purposes of educational appropriateness and promotion of school safety: Educational Specifications. Prior to submitting preliminary plans for the design and construction of school facilities, and as a condition of final plan approval by CDE, school board-approved educational specifications for school design shall be prepared and submitted to the California Department of Education based on the school district's goals, objectives, policies and community input that determine the educational program and define the following: Enrollment of the school and the grade level configuration.
Emphasis in curriculum content or teaching methodology that influences school design. Type, number, size, function, special characteristics of each space, and spatial relationships of the instructional area that are consistent with the educational program.
FA by Cidney and Randy Carver, published by Outskirts Press
Community functions that may affect the school design. Site Layout. Parent drop off, bus loading areas, and parking shall be separated to allow students to enter and exit the school grounds safely unless these features are unavailable due to limited acreage in urban areas or restrictive locations, specifically: Buses do not pass through parking areas to enter or exit school site unless a barrier is provided that prevents vehicles from backing directly into the bus loading area. Parent drop off area is adjacent to school entrance and separate from bus area and parking. Vehicle traffic pattern does not interfere with foot traffic patterns.
Foot traffic does not have to pass through entrance driveways to enter school. Crosswalks are clearly marked to define desired foot path to school entrance. Parking stalls are not located so vehicles must back into bus or loading areas used by parents. To provide equal access to insure the purposes of the least restrictive environment, bus drop off for handicapped students is in the same location as for regular education students. Playground and Field Areas. Adequate physical education teaching stations shall be available to accommodate course requirements for the planned enrollment, specifically: A variety of physical education teaching stations are available to provide a comprehensive physical education program in accordance with the district's adopted course of study including hardcourt, field area and indoor spaces.
The physical education teaching stations are adequate for the planned student enrollment to complete the minimum instruction and course work defined in Education Code sections g , d and Supervision of playfields is not obstructed by buildings or objects that impair observation. Joint use for educational purposes with other public agencies is explored. Joint use layout with parks is not duplicative and fulfills both agencies' needs. Delivery and Utility Areas.
Trash pickup is fenced or otherwise isolated and away from foot traffic areas. Future Expansion. Site layouts shall have capability for expansion without substantial alterations to existing structures or playgrounds: Site layout designates area s for future permanent or temporary additions that are compatible with the existing site plans for playground layout and supervision. Utilities to the expansion area are included in the plans and have the capacity to accommodate anticipated growth.
Placement of Buildings. Building placement shall consider compatibility of the various functions on campus and provide optimum patterns of foot traffic flow around and within buildings. Site layout of buildings, parking, driveways, and physical education areas shall be adequate to meet the instructional, security and service needs of the educational programs: Building placement is compatible with other functions on campus; e. Physical relationship of classrooms, auxiliary, and support areas allows unobstructed movement of staff and students around the campus.
Building placement has favorable orientation to wind, sun, rain, and natural light. Restrooms are conveniently located, require minimum supervision, and, to the extent possible, are easily accessible from playground and classrooms. Parking spaces are sufficient for staff, visitors, and students where applicable.
The campus is secured by fencing and electronic devices such as code entries, electronic monitoring or motion sensors when needed. Classrooms at new school sites shall have adequate space to perform the curriculum functions for the planned enrollment as described in the school district's facility master plan, specifically: Classroom size standards: General classrooms, grades one through twelve are not less than square feet.
Classrooms proposed of less than square feet require written justification to be submitted to and approved by the State Superintendent of Public Instruction. Adjacent instructional space shall be included in the calculation of square feet for purposes of approving classroom design. Proposed classrooms of less than square feet have written justification consistent with the educational program and curriculum indicating that the district's education program can be delivered in the proposed size classrooms.
Total classroom space meets or exceeds the capacity planned for the school using the district's classroom loading standards in accordance with State Allocation Board policy. Consideration is given to some classrooms which are easily alterable in size and shape at a reasonable cost. Specialized Classrooms and Areas. Specialized classrooms shall be designed to reflect the function planned for that portion of the educational program. If any of the following classrooms are needed, these standards apply: Small-Group Areas.
Small-group instruction areas are not included in the computation of classroom size unless the area is an integral part of the classroom and can be visibly supervised by a teacher from the classroom. Small-group instruction areas are designed to allow for collaborative learning opportunities where appropriate to support the regular education program and are located in the vicinity of classrooms.
Kindergarten Classrooms. Kindergarten classroom size for permanent structures is not less than square feet, including restrooms, storage, teacher preparation, wet and dry areas. Kindergarten classrooms are designed to allow supervision of play yards unless prevented by site shape or size and all areas of the classroom. Play yard design provides a variety of activities for development of large motor skills.
Classrooms are located close to parent drop-off and bus loading areas. Storage, casework, and learning stations are functionally designed for use in free play and structured activities; e. Windows, marking boards, sinks, drinking fountains, and furniture are appropriate heights for kindergarten-age students. Restrooms are self-contained within the classroom or within the kindergarten complex. Special Education Classrooms and Areas. Students will read about different kinds of analyses, and then put theory into practice by classifying and analyzing prehistoric artifacts. Students will learn how to build interpretations of the past by using artifact assemblages, how to discriminate between reliable and less reliable information, and collaborate in group activities.
Ceramics are the most ubiquitous and variable materials on many archaeological sites and, as such, they offer archaeologists a vast amount of information about the past. In this class, we approach ceramics from the perspective of research questions, and investigate how analytical techniques can help address them. The class also has a large practical component. Students will conduct analyses on collections and present their findings at the end of the class.
This course is meant to provide a framework for developing hypotheses, methods and skills directly applicable to senior projects, MA theses, and Ph. Survey of the discoveries, methods, and theories that provide the background for modern research in macroevolution. Detailed introduction to human osteology emphasizing the identification of fragmentary remains and the criteria for determination of age, sex, and race. Two hours- lecture, two hours- laboratory. This course provides an introduction to evolutionary and biocultural approaches within anthropology to the central and peripheral nervous systems and their interconnections.
Topics include the evolution of the brain; how culture and social structure shape the brain, its development, and its activity; and anthropological perspectives on connections among culture, behavior, brain, mind, and body. An introduction to the biocultural and evolutionary bases of human adaptability. An introduction to anthropological inquiries in nutrition—including food habits, food systems, dietary variability, and food movements—from a cross-cultural perspective. Health culturally competent socialized adults and mature physical forms arise from a developmental process with evolutionary, biological, social and cultural dimensions.
Course investigates skeletal pathology and trauma. Topics included: 1. Understanding disease processes, 2. Distinguishing accidental and violent trauma on bone, 3. Recognizing the following conditions in skeletal remains: congential anomalies, circulatory disorders, joint diseases, infectious diseases, metabolic diseases, skeletal dysplasias, neoplastic conditions, diseases of the dentition and other conditions. Students will inventory, evaluate and analyze sets of human skeletal remains for pathology and trauma and complete final reports on those remains.
This course is an introduction to teaching anthropology at the primary and secondary levels. It is a service-learning course, which means that all students will serve as instructors in a local anthropology course offered in the Tuscaloosa area. This course will expose students to applied anthropology through teaching the anthropological perspective via an activity-based four-subfield curriculum in conjunction with local elementary schools, after-school programs, or similar community partners.
These programs will be taught by teams, and each student will be responsible for attending weekly course meetings, developing curricular material and implementing it in a classroom setting, and co-teaching with other students. This is an introductory course to the Arabic language and is intended for those with no prior knowledge of the language. Students in this semester will be introduced to new vocabulary that will help them extend their sentence structuring in order to engage in more conversations and be able to negotiate meaning in various contexts.
In addition, students will be engaged into the four communication skills reading, speaking, listening and writing and will be immersed in Arabic language and culture through various audio and visual activities. Continuation of Arabic language on the intermediate level. Students who already have basics of Arabic speaking, writing and reading will develop their skills further.
The class meets three hours per week. Native speakers or near native speakers of the language are NOT allowed to enroll. Emphasis is on the development of reading skills and writing proficiency. Not repeatable without the permission of the CLC director. The Arabian Nights are a collection of stories framed in one story narrated by Shahrazad. The narratives are a mixed potion of magic, love, fear, and death. This course will discuss the history of the tales as well as the different translations, in addition to the socio-cultural concepts of antagonists and protagonist forces, such as magic spells and the Jinni.
The students will cover a variety of tales: Sinbad, Ali Baba, and Aladdin. The course will also examine the Islamic context in the Arabian Nights. Taught in English. Study of contemporary Arabic language and culture. This course will emphasize the development of practical communicative ability in Arabic along with cultural knowledge of Arabic speaking countries. Not applicable to the studio or art history majors or minors. Introduction to the appreciation of art through an examination of the nature, themes, and purposes of art, the exploration of visual arts media and methods; and a survey of art history and artistic masterpieces.
Survey of major examples of painting, sculpture, and architecture from the prehistoric through the medieval periods. Survey of major examples of painting, sculpture, and architecture from the Renaissance through the modern periods. Survey of major examples of painting, sculpture, and the applied arts of India, China, Korea, Japan, and Southeast Asia. This number is used for special projects determined by the instructor or for independent research projects proposed by students.
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In the latter case, the project must be approved by a sponsoring faculty member and the department chairperson. A survey of the contributions of Egypt, Greece, and Rome to the development of Western architecture, sculpture, and painting. This course focuses on major monuments of painting, sculpture, and architecture, as well as wider visual culture, produced in the Early Christian West and the Byzantine Empire CE.
This course will examine the varied traditions and genres of art and architecture produced in China during its important imperial era from the Tang to Qing dynasties 7th century to late 19th century. This course will examine the varied traditions and genres of Japanese art from the Asuka period to the Meiji period 6th to early 20th century. A survey of the material and artistic products of the Islamic world, from the seventh to seventeenth centuries.
This course focuses on major monuments of painting, sculpture, and architecture, as well as wider visual culture, produced in Western Europe between CE. This course examines the wealth of visual and material cultures of Europe and the broader Mediterranean from roughly Materials considered will include sculpture, architecture, painting and manuscripts, as well as metal work and enamels, ivories, textiles, and portable objects from both European and non-Western cultures.
Objects and monuments will be explored within their relevant social, political, religious, cultural and historical contexts. Various course themes may include the natures of religious and devotional art; the intersections between faith and power; the influence of non-Western societies and artworks on Western medieval culture; and the various roles of art in medieval societies. Selected monuments of peninsular Spanish art from the prehistoric period to the contemporary period.
This course provides students with a survey of painting, sculpture and architecture produced in Northern Europe France, Flanders, Germany, England between and , concentrating on knowledge of major monuments and artists. Beginning with backward glances at the fourteenth century, attention will be focused on developments and major themes important to study of the period including relations between North and South, the status of the artist, and the impact of religious change on works of art , thus encouraging students to have a long-range view of the traditions behind the focus works.
Survey of the art of Florence emphasizing the artists and the patrons, such as the religious orders, guilds, and private families who created the Renaissance style in painting, sculpture, and architecture. This course provides students with a survey of painting, sculpture and architecture during the early Italian Renaissance in major city centers, concentrating on knowledge of major monuments and artists. Attention will be focused on fourteenth-century traditions, fifteenth-century developments, and major themes important to study of the period technical innovations, the inheritance and influence of antiquity, the status of the artist, religious and political symbolism, the requirements of patrons and the market, and the impact of social conditions and historical events.
This course provides students with a survey of painting, sculpture and architecture in the later Italian Renaissance c. Beginning with backward glances at the fifteenth century, attention will be focused on sixteenth-century developments and major themes important to study of the period including Mannerism, the status of the artist, and the impact of religious change on works of art , thus encouraging students to have a long-range view of the traditions behind the focus works. This course provides a survey of Southern Baroque painting, architecture, and sculpture, focusing primarily on Italian and Spanish art produced between A variety of genres are addressed including Christian and mythological works, portraiture, still-life, and landscape.
Issues considered include the impact of the Counter Reformation on artistic production; patronage; gender; classicism and naturalism; and the status of artists. A study of American Art and visual and material culture before This course examines the artistic, material, and visual cultures of the African diaspora. Various geographic regions and historical periods will be covered. A study of American Art and visual and material culture from the to This course examines many different examples of painting, architecture, photography and sculpture that served to define modernism in European and American art.
We will follow the development of those aesthetics associated with modernity from the late nineteenth to the early twentieth century c. This course is meant to familiarize students with major movements, concepts, and styles, and also to help them develop an understanding of how these movements relate to one another within a larger cultural and historical context.
Students will produce two, individual written assignments one submitted and returned before the mid-term and one after that demonstrate coherent, logical, and carefully edited prose. In these assignments, students must demonstrate higher-level critical thinking skills, such as analysis and synthesis. This class will focus on the creative production, contemporary reception, and critical interpretation of African American art from the colonial period to the present—an examination that intersects inexorably with studies in American art, material culture, Modernism, and post-colonialism among a host of other fields and disciplines.
So, while visual representations of and by African Americans provide the content for this course, the broader methodological and theoretical issues they raise are applicable to images, objects, and structures from a variety of cultures and civilizations. Indeed, this course will engage at least three general themes central to art historical and visual cultural studies generally: 1. Cultural encounters within colonial contexts; 2. Throughout the 20th century, African Americans employed a variety of strategies toward the attainment of social, political, and economic equality.
At different historical moments, specific agenda, tactics, and participants have come to the forefront, yet the overall objectives remain the same. During the s and s, many African Americans put forth a fusion of cultural and political activism as the vanguard of the movement. While exploring the rich art of the era, this course looks beyond traditional artistic models and delves into the work of literary and performing artists to present students with a deeper and more complete understanding of the complex and dynamic social, cultural, and political phenomenon known as the New Negro or Harlem Renaissance.
We will explore the intersection between culture and politics during a specific moment in African American history and examine its place within the larger quest for equality. Study of the history of photography, with a particular emphasis on photographic culture and reproduction. They will also begin investigating foundational readings in community engagement scholarship. To join this class, students must complete an application and interview process. This course does not meet at regularly scheduled class times during the day and much of course itself is conducted off-site at a school within the Tuscaloosa City School system.
Students must undergo a mandatory state required background check before starting the program. This seminar course will examine the rich and varied tradition of Buddhist art in Asia by focusing on the artistic products of India, China, Korea, Japan, Southeast Asia, Tibet, and Nepal. Selected topics in the art and architecture of the Middle Ages.
This course provides students with an in-depth study of a specific issue or theme in Renaissance or Baroque Art. Study of a selected theme in American art or architecture. May be repeated for a maximum of 9 hours. This course surveys various aesthetic theories that have informed art production from the early s to the present day. In this course we will study the politics of representation and the relationship between the image and ideology in African American photography from the s to the present. We will consider the production, distribution, consumption, and archiving of these visual texts, as well as the materiality and mass replication of the photographic artifact, and examine various genres of visual texts, from the social documentary to portraiture to art photography.
As we analyze the photography of Jules Lion, A. This seminar examines the disciplinary foundations, historiography, and major issues of art history and explores the various methodological approaches used in the field. It investigates the ways in which the methods and theories of art history contribute to our understanding of history, aesthetics, and social practices through art objects. Students will explore the methodologies employed by art historians and evaluate — as scholars, readers, and writers — complex issues and a range of scholarship.
Class time will center on verbal communications, including student-led discussions of assigned readings and oral presentations. Basic studio course concerned with comprehension of visual concepts and development of skills through exposure to drawing media. Introductory course that explores three-dimensional concepts in a variety of processes and media. Continuation of Drawing I with emphasis on creative development of visual ideas using traditional and experimental techniques and media.
Exploration of ceramics media and processes with emphasis on the development of individual concepts. An introduction to skills and techniques used in graphic design, problems in visual priorities, and development of idea generation skills. An introductory course designed to strengthen the individual student's awareness of the history and techniques of the craft of painting while exposing the student to contemporary styles and ideas of painting. Study of digital photography as a creative medium. Introduction to technical, conceptual, and aesthetic concerns, as well as individual approaches to media, methods, and activities.
Projects will make use of specific materials and techniques which combined with individual concept generation by the student will develop ability in the field of sculpture. An introduction to computer-based art making, digital literacy, image processing, and digital printing. The theory and history of the art institutions that shape artists' careers and practical strategies for sustainable creative opportunities beyond the degree. Course offers students a chance to explore figurative ceramic modeling and sculpting as it relates to representing a likeness.
Topics will vary as course is repeated for credit. Emphasis is on individual approaches to media, methods, and activities. Further development of design methods and processes including typography, image processing, visual communication, and digital design production. Further development of design methods and processes including grids, page layout, visual communication, and digital design production. A course designed to increase understanding of subject, meaning and context with the objective of making the transition between guided assignments and personal pursuits.
Study of intermediate digital photographic art practices. Emphasis on technical, conceptual and aesthetic concerns, as well as individual approaches to media, methods, and activities. Study of black-and-white, darkroom-based photography as a creative medium. Emphasis on technical, conceptual, and aesthetic concerns, as well as individual approaches to media, methods, and activities.
Assignments emphasize both technical and conceptual development. This course explores traditional and experimental approaches to stone and plate lithography. Students will make a series of lithographs using a variety of approaches, matrices, and drawing materials. Introduction to advanced sculptural thinking and problem solving with assignments geared toward the development of skills and abilities in working with a range of materials and techniques.
Emphasis is focused on developing craftsmanship and content as applied to the making of objects. Continued development of 3-D thinking and technical skills through assignments addressing a variety of materials and processes, including physics in three dimensions, the illustration of intangible thoughts with physical objects, the relevance of self to sculpture, and an examination of personal aesthetic. Projects allow for individual approaches and further development of digital art methods and processes. This course examines printmaking through the lens of painting, including the vocabulary, materials, and techniques of painting with acrylics or oils.
Students will use drawing and brushwork techniques to establish images on a variety of printable matrices, using a variety of printmaking processes. Assignments emphasize experimentation, collaboration, and exploring the creative process. Students will explore contemporary structure of narrative and conversely the non-narrative by creating, producing, and sharing stories using computer-based tools.
This course will cover all aspects of digital photography from picture-making to output. Students will learn best practices for building and managing files that will drive top-quality output. All elements of traditional scanning and RAW workflow will be considered from acquisition through editing and output. Aesthetically, these skills will be put into practice in through the creation of refined and realized artworks.
There will be critiques to facilitate the creative process. The semester will culminate in the production of a final portfolio. This course examines printmaking through the lens of photography, including the vocabulary, materials, and techniques of the analog and digital photograph. Students will create work using a variety of light sensitive printmaking processes. An intermediate course developing design skills used in the creation and production of printed materials for visual communications with an emphasis on logos, identity systems, stationery sets, advertising, and promotional materials.
An intermediate course developing design skills used in the production of printed materials for visual communications with an emphasis on both digital and printed newsletters, magazines, and annual reports. The course will present essential skills in photographic studio lighting. Both natural and artificial light sources will be explored for producing aesthetically and conceptually engaging artworks.
A wide range of applications will be explored including still life, portraiture, classic lighting problems, and open creative projects. Experimentation and improvisation is highly encouraged. Topics will reference both historical precedents and contemporary practices. The course will culminate with a portfolio of work. This course covers drawing at the intermediate level, including media, form, content, and theory.
This course emphasizes personal direction. This course is designed to encourage student investigation into experimental drawing and contemporary art practices. All topics will be devoted to promoting individual student creativity, mastery of drawing means and techniques, and a further understanding of graphic concerns. An overview of art museum practices. Students acquire informed perspectives on the general operations, strategies, policies, and practices inherent in a small art museum. Students may make proposals for projects not taught in the regular curriculum. Proposals must be approved by a sponsoring faculty member and the department chairperson.
This course is designed to focus on a variety of topics in Studio Art that are not regularly offered within the Studio Arts curriculum. Topics will vary on media chosen form ceramics, digital media, drawing, painting, photography, printmaking, and sculpture. The course can be taken for a maximum of 6 hours. Self-directed studio practice overseen by the instructor. The student works toward creating a consistent and conceptually sound body of work that investigates contemporary and traditional definitions of drawing.
Directed studio practices overseen by the instructor and designed to enhance the student's understanding of advanced ceramics concepts and techniques. An advanced level course that prepares students for pursuing a career in graphic design. Students organize and refine past projects into a printed and digital portfolio.
Students apply written communication skills to draft resumes, cover letters and invoices. All of the professional materials are unified through a systematic self-identity system. This course provides students with a valuable opportunity to gain firsthand experience working with creative professionals in the industry. Internships must be approved beforehand with all required documents completed and submitted to the internship faculty supervisor. Students must work no less than hours during the semester to earn 3 credit hours. The Department of Art and Art History offers support in identifying potential positions, but it remains the obligation of the student to obtain the position.
The student is expected to work toward creating a consistent and conceptually sound body of work. Enrollment for 4, 5, or 6 hours requires permission of the instructor. Study of alternative, experimental, and extended approaches to photography. Emphasis on technical, conceptual and aesthetic concerns, as well as individual approaches to advanced photographic practice resulting in a cohesive body of work suitable for exhibition.
Emphasis on individual approaches resulting in a cohesive body of work suitable for exhibition. Provides students with a practical experience in the printmaking field by working on-site with artists, designers, or other visual arts professionals. Development of work and thought at an advanced level in preparation for completion of the BA or BFA degree. Graduating semester includes a BA or BFA thesis exhibition accompanied by a written thesis requirement. This course is designed to introduce and familiarize the student to the fundamental issues involving both making and thinking in three dimensions as applied to making art in the public realm.
Assignments are formed to familiarize the student with a variety of materials and techniques that make up the foundations with which to address public sculpture. We will be developing proposals for public art to be placed and installed around Tuscaloosa. Classes will take place in the form of class discussions, guest lecturers, and studio work days. Special topics in digital media. This course presents technical, aesthetic and conceptual concerns at an advanced level.
Content will be delivered through lecture, demonstrations, workshops, and experiential learning. The primary emphasis is on student-driven production of fully realized artworks. There will be regular critiques to facilitate the creative process. The semester will culminate in the production of a final portfolio and works presented for exhibition.
An intermediate course to package design, this course covers the history, science and process of package design. Students will explore 3D templates, typography, color and imagery to design and assemble an array of structures that follow the strategy of a creative brief. Conceptual approaches, materials and techniques used to solve problems in illustration, emphasizing developing rendering skills in both traditional and digital mediums.
An introduction to interactive applications. This course provides instruction in innovative, artistic design and development of visual communication skills related to interactive applications. This course covers drawing at the advanced level, including media, form, content, and theory.
The Capstone is an interdisciplinary course that represents the culmination of the Studio Art program at The University of Alabama. The course would focus on development of a written statement, production of promotional materials, refining of verbal skills in the discussion of work and various other skills in the development of professional practices. This course focuses on the development of an independent thesis project of a body of creative work in the area of the primary concentration and is restricted to BFA studio art majors with senior standing.
The thesis must be publicly exhibited. An orientation course designed to introduce students to the University and the College of Arts and Sciences and to assist in academic planning. Open to freshmen. May be repeated for a maximum of 4 hours. This course allows students to execute creative projects or research with a faculty mentor.
Students and their faculty mentor will be required to develop an Undergraduate Research Mentoring Agreement in consultation with the College Coordinator of Undergraduate Research. This course is open to all majors. Since credit hours are variable, course expectations will be adjusted to reflect the desired credit hours. This course is designed to open students minds to what evolution is and how it applies to all life.
Toward that end, students will view lectures given by evolutionary scholars from varied institutions and disciplines. This course introduces students to the multiple disciplines involved in the study of the medieval and early modern and the broad issues, methods, and areas of study in the field via readings and interactions with participating faculty through guest lectures and related activities. In addition to reviewing applications of evolutionary theory in the natural, social, and applied sciences and in the humanities, students will also conduct or complete a culminating project, present this work to the class, and submit an article based the project for publication in a peer-reviewed science journal.
This course is for students studying any beginning level of less commonly taught languages offered by the Critical Languages Center or abroad, and repeatable for credit with different languages. Supervised self-study system applied. This course will be taught as a hybrid of online and in-class instruction by native users to utilize the best approaches to learning this visual language.
Students are required to study the textbooks and practice with assigned materials by themselves outside of the class. Students will also be expected to spend 5 field hours at Deaf-related events within the community. English use will be kept to minimum in class. This course will emphasize the development of practical communicative ability in ASL along with cultural knowledge of Deaf Culture. This is a hybrid supervised self-study class. Spoken language use will be kept to a minimum in class. Regular class attendance and participation is required.
This course surveys the development of our current understanding of the Universe, including our Solar System, exoplanets, stars and stellar evolution including white dwarfs, neutron stars, black holes, and supernovae , galaxies and cosmology dark matter, dark energy, the Big Bang, the accelerating universe, supermassive black holes , and life in the Universe. This laboratory course involves indoor hands-on activities interpreting stellar spectra, stellar luminosity-temperature diagrams, celestial spheres, and astronomical imagery of the Moon, stars including the Sun , star clusters, nebulae, galaxies, and galaxy clusters.
This course is a survey of the new and rapidly-developing interdisciplinary science of astrobiology, accessible to the non-science major. Using the tools of astronomy, biology, geology, and chemistry, we will explore some of the biggest questions ever asked: How did life start on the Earth? Did life start elsewhere in our solar system, and elsewhere in our galaxy? Are we alone in the Universe? If there is life on other planets, how would we recognize it?
Using the example of the history of life on Earth, we will explore locations in our solar system to gather evidence of whether life could have started, and could currently thrive in those locations. We will then broaden our scope to explore possibilities of life on planets orbiting other stars in our galaxy and beyond by summarizing what has been learned recently from surveys of planets orbiting other stars, in the Search for Extra Terrestrial Intelligence.
In this course students learn to observe and record images and spectra of planets, stars, nebulae, and galaxies using portable telescopes on campus, the inch telescope of the campus observatory, telescopes located in the darker skies at Moundville, and observatory telescopes in Arizona and Chile by internet control. Both indoor exercises and observing projects are undertaken. This course provides 1 a discussion of orbital mechanics and of the interior structure, surface features, atmosphere, and origin of the sun, planets, and solar system; 2 an understanding of the detection techniques and current census of extrasolar planets; and 3 a discourse on the possibility of life on other planets.
This course: 1 connects the observed properties of stars including our Sun to their physical structure and evolution, up to their final endpoints as white dwarfs, neutron stars, or black holes; 2 surveys the properties of galaxies including our Milky Way , their baryonic and dark matter content, their dynamics and evolution star formation history, feedback, secular processes, mergers, growth of central supermassive black holes and galaxy clustering; and 3 presents modern cosmology, including the Big Bang, the Cosmic Microwave Background, the accelerating expansion of the Universe, dark energy, inflation, and the formation of the lightest elements.
This course provides a broad introduction to the theoretical foundations of astrophysical phenomena, demonstrating how fundamental phenomenology arises from physical laws. Several broad domains of astrophysics are covered, including planetary and stellar orbits, radiation, radiative transfer, ionization, star and planet formation, stellar evolution, binary stars, special and general relativity including black holes , galactic structure and dynamics including dark matter , active galaxies, spacetime structure, formation of large scale matter structure, and cosmology including the accelerating expansion of the Universe, dark energy, and Grand Unification of forces in the early Universe.
Students will learn to perform astronomical observations with eye, telescope, and modern detectors, using techniques of digital imaging, photometry, and spectroscopy. Wavelength ranges from radio to gamma-ray will be addressed. Students will gain familiarity with current software tools for data analysis, model fitting, and error analysis. Students will carry out and report on all components of observational research, from concept and data collection to analysis and presentation of conclusions. This course is intended to facilitate a fairly complete understanding of stars, including their structure, evolution formation, stages of burning, end states , synthesis of elements, and the physical processes involved in each of these, as well as introduce the modern computational modeling techniques used to apply stellar physics to stars.
For astronomy students, this course will provide the background necessary to understand the underlying principles of stellar processes and modelling as they are used both in ongoing research into stellar physics and phenomena and in support of other areas of astronomical research where stellar populations, products and processes are important. In a broader context, relevant for any physics student, this course will discuss how understanding the physical principles in fluid dynamics, high-density materials, heat transfer, plasma physics, nuclear structure, and nuclear processes are assembled into our modern understanding of how stellar objects behave, and how the study of stars pushes the frontier of understanding in these areas of physics.
This course may deal with any astronomy topic not covered by existing courses. The course title is added at the time the course is taught. Repeat credit is allowed for different course titles. Lecture and laboratory. Survey of the basic principles of cellular biology, genetics, plant and animal diversity, and evolution.
Usually offered fall, spring, and summer. Not open to biology majors or minors, or to pre-health professions students. Study of the physiology of living organisms with emphasis on the physiology of humans. Includes an overview of general ecology and animal behavior. Usually offered fall, spring and summer. For biology majors, biology minors and pre-health professions students.
Study of general biological principles, including the chemical basis of life; cellular biology, including cell structure and metabolism, genetics evolution; and a survey of simple organisms, including viruses, bacteria, protista and fungi. Offered fall, spring and summer. For biology majors, biology minors, and pre-health professions students. Study of the structure, function, and ecology of organisms, including bryophytes, vascular plants, invertebrate animals, and vertebrate animals. Offered fall, spring, and summer. Lecture, discussion period, and laboratory.
Thorough study of general biological principles, including the chemical basis of life, cellular biology, genetics, evolution, and a survey of prokaryotic organisms. Thorough study of the structure, function, physiology, and ecology of organisms, including higher and lower plants and vertebrates and invertebrate animals. Lecture, laboratory, and laboratory lecture. Integrated survey of human anatomy and physiology that includes cellular aspects; tissues and skin; the skeletal, muscular, nervous and endocrine systems; and the special senses of sight, hearing, taste, and smell.
Integrated survey of human anatomy and physiology that includes the respiratory, circulatory, digestive, urinary, and reproductive systems. An introductory course on the evidence for evolution, mechanisms of evolutionary change, natural and sexual speciation, and common misconceptions about evolution. For students majoring in nursing, education, and human environmental sciences. Introduction to microbiology with an emphasis on the relationships between man and protozoa, bacteria, viruses, and fungi.
The course is designed to provide an understanding of the molecular basis of cell function. Topics include metabolism, gene control, cell membranes, and cell-to-cell signaling. A field-based course with lecture and lab combined. A survey of the taxonomy, ecology, and identification of local biota. Offered irregularly. Survey course on microorganisms, including protozoa, bacteria, viruses, fungi, and algae. Fundamental course in bacteriology with emphasis on bacterial morphology, physiology, nutrition, and genetics. Course presents methods for the isolation, microscopic observation, enumeration, and determination of the biochemical characteristics of bacteria.
This class will be a combination of lectures, field trips, and some inside laboratory plant identification exercises. The majority of the class will be conducted in natural areas surrounding Tuscaloosa. Most class time is dedicated to lab- and field-based activities. Study of transmission and function of genes, gene organization, regulation of prokaryotic and eukaryotic genes, and applications of genetics.
Introduction to freshwater natural history and ecology with specific emphasis on the common freshwater habitats of Alabama. The purpose of this course is to familiarize students with the relevant aspects of tropical ecosystems and tropical plants. Introduces students to basic principles of natural resources conservation, including fundamental concepts in natural resource conservation and management. Discusses conservation of natural resources, including soil, water, air, forests, rangelands, energy, wildlife and fisheries, based on scientific principles.
This course is designed to provide you with comprehensive exposure to the subject of plant biology. You will learn about the structure, function, systematics, evolution and ecological roles of plants including algae, mosses, liverworts, ferns, gymnosperms and angiosperms. If you are a person who has over-specialized in zoology or human biology, this course will expand your horizons significantly. As a study of producers plants! Human survival is dependent on plants. At the end of this course students should take away an appreciation for the extensive role plants play in our ecosystem as well as our everyday life.
The course will consist of lectures, laboratory experiments, group discussions and other activities relating to course material. Registration is required for both lecture and laboratory. Lecture and Laboratory. This course is designed to provide you with comprehensive exposure to the subject of biology of lower plants. You will learn about the morphology, systematics, evolution, economic significance and ecological roles of the lower plants including cyanobacteria, algae, mosses, liverworts, fern allies and ferns with emphasis in their diversity in the southeastern USA.
This course will examine these organisms that are essential to life because of their position at the energy pyramid and the food web, the negative effect on the environment and human health, and their commercial importance. At the end of this course students should take away an appreciation for the extensive diversity and roles the lower plants play in our ecosystem as well as our everyday life. Introductory course in the study of vertebrate zoology. Subjects included are principles of systematics and nomenclature, a survey of vertebrate taxa, the species concept, analysis of taxonomic characters, and an introduction to zoogeography and behavior.
The classification, morphology, evolution, and ecology of invertebrate animals. This course will provide an introduction to probability and statistical methods that are commonly used in the biological sciences. Practical, real-world examples from biology, ecology, and natural resources management will be used throughout the course. This course is aimed at level students who intend to work with biological data, or anyone interested in statistics.
Computing proficiency is required for a passing grade in this course. This course introduces the student to two fundamental disciplines in biology — ecology and evolution. We introduce the student to the processes common to both disciplines and show how these have shaped the diversity and organization of life on this planet. Individual research conducted under the direction of an advisor and reported in an acceptable thesis. May be repeated over two to four semesters for a maximum 8 hours. Survey of the literature relating to a topic approved by the supervising faculty member; not to include laboratory or field research.
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May be taken for one credit hour in each of two consecutive semesters, or for one or two credit hours in any one semester. Service learning. A maximum of 4 hours credit may be applied to the requirements for the biology or microbiology major. Prerequisite: Written approval from the department office prior to registration. Credit awarded is determined by the extent of the student's participation but may not exceed 6 hours. Independent research or research participation. Exploration of the process of presenting research results in different written formats including: abstract, poster, and full journal article.
How the needs for clear presentation and response to peer review can inform the experimental process will also be covered. Recommended for pre-health professions students. The comparative anatomy of the vertebrates with emphasis on functional features of several vertebrate species. Laboratory work deals mainly with identifying anatomical features of several vertebrate species. Seminar and discussion. In the first semester, students present seminars based on the current literature.
In the second semester, students present seminars derived from their honors theses. This course provides a one semester apprenticeship at a local health care facility and is intended for all pre-health professional students. This course also has a service learning component. It does not count as applicable hours for the biology major or minor. A research-based laboratory course that isolates and characterizes bacterial viruses phages using modern microbiology, microscopy, and molecular biology techniques.
Study of freshwater environments and the organisms that live in lakes, ponds, and streams. May be taken with BSC or separately. An in-depth analysis of wetland ecology emphasizing the biology and ecology of vascular plants, including plant adaptations to anaerobic soils, reproductive adaptations, habitat and plant zonation, and the role of plants in ecosystem function. Offered in alternate years. An integrated study of quantitative principles and computer-based solution techniques important for understanding environmental systems and for environmental problem solving.
Introduction to the principles, methods, and applications of systematics to analysis of morphological and molecular data. Includes introduction to biological classifications and nomenclature. This course will examine biological techniques that are advancing medical research and care. Topics include personalized medicine, direct-to-consumer genetic testing, predictive medicine, pharmacogenomics, and preimplantation genetic diagnosis. It will also explore concomitant ethical, legal, and societal ramifications related to many of these discoveries, such as ownership of biological material, informed consent for human experimentation, the burden of knowledge regarding genetic information, eugenics, and the Genetic Information Non-Discrimination Act.
This course is an introduction to the biological principals that explain the origins, development, pathology, and treatment of cancer. Students will work in teams assigned to particular types of cancer and will investigate what is known on various topics as related to that type of cancer. Topics covered are the digestive, nervous, reproductive, immune, muscular, blood, cardiovascular, respiratory, urinary, and body-fluid systems.
Hands-on experience for understanding the principles and mechanisms of physiological processes of the human body. Major emphases on organ system performance, whole-body metabolism, and energetics. Computational Biology Lab introduces the programming skills, statistical methods and conceptual foundations necessary to pursue computational analysis and modeling of biological systems. This course is designed for biology students, and it is not expected that students will have prior with experience with computing or programming.
Survey of the structure, function, ecology, and classification of fishes. Study of microorganisms related to health and disease with emphasis on molecular mechanism of pathogenesis. Practical experience in the isolation, characterization, and identification of pathogenic microorganisms.
Characteristics and distribution of the major families of vascular plants as well as practice in the collection and identification of flowering plants. One weekend field trip required. Thorough exploration of various aspects of modern immunology at the molecular and cellular levels. Students participate in the generation of new knowledge, thus the experiments vary. Techniques taught include agarose gel electrophoresis, cycle sequencing, sequence analysis, plasmid purification, restriction endonuclease digestion, gel purification of DNA, ligation, transformation, primer design, PCR, gene knockouts, protein fusions, and enzyme assays.
The course provides basic information about events in developing animal systems, emphasizing cellular, molecular, and genetic research approaches to the study of development. An advanced discovery-based laboratory course designed to introduce the process of gene discovery and integrate modern genomics techniques and bioinformatic database usage. A survey of viruses, viral replication, and viral pathogenesis, including bacterial, animal, and plant viruses. The role of viruses in molecular biology is emphasized.
This course is designed to provide modern perspectives on the study of animal behavior, pulling from fields as diverse as evolutionary biology, ecology, neurobiology and economics. However there will be a historical undercurrent which will illustrate the roots of this truly interdisciplinary field. A detailed examination of the vertebrate endocrine system that uses a comparative approach to explore intricate relationships between the brain, endocrine glands, hormones and target organs.
A one-semester survey of protein structure, enzymes, bioenergetics, metabolism and its regulation. Designed for advanced undergraduate students. A one-semester survey of molecular biology that emphasizes gene structure, function, and regulation of expression. Study of microorganisms in the environment, with emphasis on their roles in energy transformations, biogeochemical cycles, and biotic interactions.
Development of the human embryo and fetus, including molecular, physiological, and structural aspects of morphogenesis, and functional development.