Loyola Marymount University Bulletin 2021-2022 [ARCHIVED CATALOG]
Course Descriptions
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Specialized Programs in Urban Education (EDUR) |
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EDUR 5014 Multiple Subjects in Curriculum and Instruction
3 semester hours
This course covers curriculum and instruction in a multiple subjects classroom. Content includes unit and lesson design in Math, Science, Social Science. Culturally and linguistically diverse student needs will be emphasized.
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EDUR 5016 Teaching Students with Special Needs in Urban Education
3 semester hours
This class will focus on the education of special needs students in urban K-12 classrooms.
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EDUR 5018 Research in Urban Education
3 semester hours
This is the capstone course in the Urban Education program. Students will be expected to complete a research project focusing in urban education.
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EDUR 5021 Teaching English Learners
2 semester hours
Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for Limited English Proficient students. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education, federal, state, and local legislation, bilingual education models, and the role of parents and paraprofessionals in English language development.
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EDUR 5022 Transformative Pedagogy
1 semester hours
Transformative Pedagogy is an online seminar that explores transformative pedagogies of education and their significance for urban schools. Through conceptual and practical knowledge development, intern teachers learn how to integrate transformative pedagogies into their own teaching practices. They also develop and critically construct their personal philosophy on teaching. Candidates are also introduced to components of on-line and blended instruction so that they may critically examine how digital technologies impact teaching and learning.
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EDUR 5023 Introduction to Teaching and Learning
3 semester hours
This course is for credential candidates who will be the teacher of record in a public or private school classroom. Candidates complete this course in the semester prior to the full-time teaching assignment. Seminars will focus on effective classroom practice and teaching, reflective problem-solving, introductory practices for Literacy, and an introduction to human development (including learning theories which impact social and emotional development). Candidates are provided with experiences that will help them become prepared to teach while continuing to study for the California teaching credential. Candidates will be expected to develop skills related to classroom management, lesson planning, instructional strategies, and data driven assessment. Candidates must have access to a field placement during the class.
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EDUR 5024 Critical Issues in Education
3 semester hours
A sociological and anthropological analysis of contemporary education emphasizing the historical/cultural context, culturally responsive pedagogy, cultural and ethnic diversity, equity, access to the core curriculum, and intersectionality in schools and society. Candidates discuss factors which impact education including various learning needs and stages of human development as it relates to culture. This class also addresses theoretical perspectives on the language learning experience of English learners. The course emphasizes the preparation of professionals for the teaching profession and their awareness of social, systemic, and cultural forces shaping schooling today so that they are prepared to work with all learners, take a critical, active stance, collaborate with community, and make an impact on educational opportunity gaps.
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EDUR 5025 Introduction to Elementary Methods and Literacy
3 semester hours
This course is designed to provide opportunities for elementary intern teachers to identify, experience, and describe current best practice pedagogy for multiple content areas in elementary classrooms. Because literacy is a foundational component of elementary education, the course is based on a progression of English Language Arts development with the integration of other disciplines including mathematics, social studies, science, the arts, physical education, and technology. Candidates will explore topics including classroom culture and management, inquiry in teaching and learning, differentiation, thematic unit and lesson planning, student engagement, and assessment for/as learning. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Course content is connected to culturally and linguistically diverse students in urban education settings, 21st century teaching and learning, and special population needs so interns can teach in fully inclusive urban classrooms. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5027 Introduction to Assessment
1 semester hours
The seminar style course will assist candidates in the area of evidence-based inquiry with the support and advice of their fieldwork and course instructors. This class will focus on effective approaches in assessment and learning in an inquiry-based classroom. It will include inclusive approaches to engage diverse students and will use critical pedagogy as the theoretical foundation. Candidates will utilize the Universal Design for Learning (UDL) framework and work of Rick Wormeli as a foundation to meet the course outcomes. Candidates will be familiar with several key tenets and types of assessment for students learning in an urban setting. Candidates will be familiarized with literacy assessments to develop RICA test preparation knowledge. This course will require active online and in-class assignments, discussions, and participation.
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EDUR 5029 Introduction to Secondary Mathematics and Literacy
2 semester hours
Candidates will learn how to design, deliver, and assess mathematics instruction for all students in grades 6-12. This course focuses on creating learning experiences in mathematics that are active, connected, sensory, emotional, and center on problem solving and communication as fundamental to learning mathematics. Candidates learn how to teach mathematical thinking through the eight Common Core Standards for Mathematical Practices within the context of storytelling and the engineering design process. Candidates learn how to engineer high impact instruction through the Mathematics Learning by Design (MLD) five instructional moves (lesson cycle) and a unique grading system that supports assessment as learning for all students, including English Learners (EL) and students with disabilities (SN). Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5031 Introduction to Approaches to Teaching Science and Literacy
2 semester hours
This one semester course introduces candidates to teaching secondary science using an inquiry approach by integrating the three dimensions: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas (NRC, 2012) with literacy, in an effort to meet the performance expectations outlined in the Next Generation Science Standards (NRC, 2013). The emphasis of the course is “how” to teach science; methods for long and short range planning, unit plan design, and creation of authentic assessments are woven together to support teachers in creating effective learning environments for all learners. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines, and teaches candidates how to organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. This course requires active participation both in-class and online through activities, assignments, discussions, and fieldwork. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5033 Introduction to Approaches to Teaching Social Science and Literacy
2 semester hours
This course introduces teaching techniques, innovations, and development of teaching and evaluation skills in the area of secondary school social studies. The emphasis of the course is “how” to teach social studies, as well as some theoretical exploration of the history, purposes, and direction of social studies. Students will learn, practice, and reflect on the technical aspects of the art and science of teaching social studies, including the adaptation of instruction to individual learner differences, and selection and design of instructional materials. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5035 Introduction to Teaching English Language Arts in a Departmentalized Setting
2 semester hours
This course will include a variety of teaching strategies for teaching ELA in typical departmentalized settings in Middle and Secondary schools. Students in the course will participate in whole class discussions, in and out of class evaluations of contemporary ELA teaching and learning, and the design of materials and approaches for teaching contemporary ELA. The instructor for the course will facilitate these activities and provide formative assessment feedback for each student. Each class will include in-depth discussions and all classes will require the use technology. The class will be facilitated using web-based resources. The instructor will facilitate student work on individual class projects via email communication, online discussion forums, and synchronous video conferencing and in person class meetings. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for students in ELA focusing on reading, writing, speaking, and listening.
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EDUR 5037 Introduction to Teaching World Languages in a Departmentalized Setting
2 semester hours
This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for World Languages and the English Language Development standards. Candidates learn how to integrate the target culture in their instruction. Major themes include: proficiency-based instruction; the competency-based classroom/curriculum; critical issues in the reception and the production stages of second language acquisition; the nature of language, including basic linguistics. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state adopted academic content standards for World Languages focusing on reading, writing, speaking, and listening.
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EDUR 5039 Introduction to Teaching Physical Education in a Departmentalized Setting
2 semester hours
This course covers Physical Education programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Physical Education, including the Common Core. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Physical Education.
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EDUR 5041 Introduction to Teaching Industrial and Technology Education in a Departmentalized Setting
2 semester hours
This course covers Industrial Technology Education programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Industrial Technology Education, including the Common Core. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5043 Introduction to Teaching Music in a Departmentalized Setting
2 semester hours
This course covers Music programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Music, including the Common Core. Candidates learn strategies for teaching music theory and analysis including transcription of musical excerpts. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5045 Introduction to Teaching Health Science in a Departmentalized Setting
2 semester hours
This course covers Health Science programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Health Science, including the Common Core. Topics include coordinated health school systems, positive youth development and resiliency, personal health, and resiliency. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.
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EDUR 5047 Introduction to Teaching Art in a Departmentalized Setting
2 semester hours
This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for Art and the English Language Development standards. Candidates learn strategies that model and encourage student creativity, flexibility, collaboration and persistence in solving artistic problems. Candidates also learn how to teach students about the cultural contribution of Art. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Art.
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EDUR 5501 Practicum: Educational Practices in Action in Secondary Math and Science Classrooms
3 semester hours
Candidates learn how to model professional behavior that addresses job responsibilities and the expectations of mathematics or science secondary teachers working in a multilingual, multicultural, and economically diverse community.
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EDUR 5580 Teaching Mathematics and Science in Urban Schools
3 semester hours
Candidates learn how to implement instruction that reverses the achievement gap and improve student engagement and achievement in mathematics or science by engaging students in a learning culture that values mathematical and scientific thinking.
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EDUR 5581 Mentorship in Math and Science Education
3 semester hours
This course is designed to build authentic and trusting relationships that value a teacher’s paradigm within the context of expected exceptional practice aligned with effective students learning. The use of data to create and move through disequilibrium to strengthen student learning of math or science will be discussed.
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EDUR 5998 Special Studies
1 TO 3 semester hours
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EDUR 5999 Independent Studies
1 TO 3 semester hours
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EDUR 6100 Anthropological Analysis of Cultural Diversity
3 semester hours
An in-depth study of cultural diversity using methods from educational sociology and anthropology. The course will examine the major theoretical models advocating responses to cultural diversity and their practical implications for education. Themes/issues covered: contemporary demographics, genetic and cultural deficit theory, cultural mismatch theory, cultural ecological theory, sociocultural theory (neo-Vygotskian) and culturally responsive instruction, multicultural education and intercultural communication, critical pedagogy, and qualitative evaluation.
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EDUR 6102 The Context of Schooling
3 semester hours
This course focuses on the governmental, political, financial, legal, and historical perspectives of education in the United States. Students are given opportunities to integrate course topics and relate policy initiatives to the welfare of all students in responsible and ethical ways. School governance and management of human and fiscal resources in culturally diverse settings are stressed.
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EDUR 6221 Methodology in English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) for Elementary, Secondary, and Adult Educators
3 semester hours
The goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs). Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills for English Learners. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose student’s language abilities and develop lessons promoting students’ access and achievement in relation to state-adopted academic standards.
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EDUR 6222 Applied Linguistics: A Second Language Acquisition/Bilingual Instructional Perspective
3 semester hours
This course provides the linguistic foundations for language educators from an instructional perspective. English language systems and the use and variations of the English language in social/linguistic contexts are closely examined. Students will be able to integrate pedagogical approaches to the principles of the language systems in teaching ELLs and assessing their interlanguage development. Topics of emphasis: phonology, grammar, lexicon, discourse analysis, pragmatics, sociolinguistics, and constrative analysis.
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EDUR 6252 Secondary School Curriculum and Methods for Language Arts and Social Studies
3 semester hours
Objectives, methods, materials, and problems involved in teaching language arts and social studies in the secondary schools. Explores methods of long and short range planning, course overviews, unit plans and lesson planning. Presents alternative strategies of instruction and methods of diagnosing needs and evaluating learning. Current approaches to classroom discipline, management, and organization are studied.
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EDUR 6324 Technology in Multilingual Settings
3 semester hours
Offered as an elective, this course emphasizes the use of instructional technologies with multilingual population. Of particular emphasis is the bridging of the Digital Divide, access and equity in technology with diverse populations, and uses of instructional technology within dual language contexts.
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EDUR 6327 Learning and Teaching with Technology
3 semester hours
In this course, constructivism will be explored as a foundation for teaching and learning with technology. The course will explore how technology can be used to promote the notion that students construct knowledge rather than just receive knowledge passively.
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EDUR 6328 Survey of Digital Technologies for Urban Education
3 semester hours
This course explores how different technologies can be used to promote equity in teaching and learning in urban schools. As technology evolves, candidates study how new forms of technology, beyond the personal computer, can be used for teaching and learning. Candidates will create projects using these new technologies.
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EDUR 6329 Assistive Technology
3 semester hours
Students with special needs benefit the most from the use of technology for teaching and learning. In this course, candidates learn the principles of university design for learning, review federal and state laws regarding the education of students with special needs, and the use of appropriate technology to promote high standards for all students.
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EDUR 6602 Language and Literacy in Culturally and Linguistically Secondary Settings
3 semester hours
This course will address critical areas of instructional decision making while focusing on evidence-based language and literacy instruction that builds upon the cultural and linguistic backgrounds of students with learner variability in secondary school environments.
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EDUR 6613 Special Education Intern Seminar 1
2 semester hours
This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
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EDUR 6614 Special Education Intern Fieldwork 1
1 semester hours
The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
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EDUR 6615 Special Education Intern Seminar 2
2 semester hours
This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates and is a continuation of EDUR 6613 .
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisite: EDUR 6613 .
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EDUR 6616 Special Education Intern Fieldwork 2
1 semester hours
The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisite: EDUR 6614 .
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EDUR 6961 Fieldwork Supervision: Portfolio and Assessment of Teaching
3 semester hours
This course is for candidates who are employed as full-time teachers either in a private/parochial school or with an emergency permit or intern credential in a public school. This should be the last course in the combined Masters/teaching credential program sequence. Supervised field experience, portfolio assessment of personal growth, development, problem solving and documentation of teaching competencies will be completed during this course. Candidates must submit a school site supervisor/mentor contract agreement. Additionally, for private/parochial school teachers, this course requires 30 hours of public school observation/participation and a comprehensive journal. The EDUR 6960 /6961 course sequence meets the California State requirement of student teaching for multiple and single subject credential candidates. Only one other course may be taken during the semester of fieldwork supervision.
Special approval required.
Prerequisites: EDUR 6960 , all professional education courses in program sequence, including Health Education (EDES 8000) , formal documentation of completed subject matter competency, and passage of all appropriate examinations.
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EDUR 6963 Seminar in Advanced Teaching Methodologies
3 semester hours
Candidates build on the material that was learned in the methodology course for the teaching credential program. In this course, candidates are presented with more strategies that promote high standards for all students. The theories behind these strategies are also discussed.
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EDUR 6968 Action Research in Urban Education
3 semester hours
In this course, candidates will learn how to use self-reflection to improve their practice as urban classroom teachers. Using real classroom experiences, candidates will learn how to systematically and collaboratively identify a problem, collect data, and evaluate solutions. Emphasis is placed on journal writing, observation skills, and methods for sharing the action research project. Case studies will be examined, and candidates will create an action research project in an urban education setting.
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EDUR 6998 Special Studies
1 TO 3 semester hours
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EDUR 6999 Independent Studies
0 TO 3 semester hours
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Education (EDUZ) |
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EDUZ 9000 Introduction to Degree Completion
2 semester hours
An intensive seminar experience that examines the major principles and techniques of writing a college-level research paper. Students will explore and practice developing a comprehensive paper that avoids plagiarism by including appropriate citations. This course will also include essential themes for academic success that include study skills, emotional self-regulation, reading, writing, math, and technology.
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EDUZ 9099 Independent Studies
1 TO 4 semester hours
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Electrical Engineering (ELEC) |
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ELEC 281 Logic Design
3 semester hours
Introduction to computer systems, number systems, and codes. Boolean algebra, combinational and sequential logic design, minimization and analysis techniques. Concepts of modular and programmable logic devices.
Lecture, 3 hours.
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ELEC 298 Special Studies
0 TO 3 semester hours
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ELEC 299 Independent Studies
0 TO 3 semester hours
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ELEC 301 Junior Lab I
3 semester hours
Introduction to the use of contemporary lab equipment and techniques of measurement and experimentation; introduction to technical report writing; class is used to provide a laboratory experience related to junior level courses.
Laboratory, 3 hours; Lecture, 1 hour.
Prerequisites: ELEC 220 , ELEC 281 , and concurrent enrollment in ELEC 353 or permission of the instructor.
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ELEC 353 Electronics I
3 semester hours
Fundamentals of semiconductor devices and the physics of their operation. Applications of semiconductor devices in electronic circuits and device modeling. Introduction to CAD tools. Design of single stage amplifiers.
Lecture, 3 hours.
Prerequisite: ELEC 220 .
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ELEC 354 Electronics II
3 semester hours
Introduction to engineering design methods utilized in the synthesis of contemporary analog electronic circuits including extensive use of CAD tools. Topics include amplifier frequency response, multitransistor circuits, large signal limitations, feedback techniques, stability and oscillation.
Lecture, 3 hours.
Prerequisite: ELEC 353 .
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ELEC 371 Linear Systems
3 semester hours
Time and frequency domain analysis of continuous and discrete-time signals and systems. Signal characterization, Laplace transform, Z-transform, Fourier series, Fourier transform, discrete Fourier transform, state variable analysis. Applications to systems described by differential and difference equations.
Lecture, 3 hours.
Prerequisite: ELEC 220 .
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ELEC 383 Introduction to Microprocessors
3 semester hours
Basic concepts in design and organization of microprocessors and microcomputers. Assembly language programming design for incorporating peripheral devices in solving application designs.
Lecture, 3 hours.
Prerequisite: ELEC 281 .
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ELEC 398 Special Studies
1 TO 4 semester hours
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ELEC 399 Independent Studies
1 TO 4 semester hours
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ELEC 400 Design Methodology
2 semester hours
A study of design methodology and development of professional project-oriented skills including understanding the customer, requirements definition, communication, team management, creative problem solving, interpersonal management and leadership skills. Team project activities are also used to apply project-oriented skills to the solution of design problems. Periodic design reports and design reviews are presented to, and critiqued by, faculty and industry customers.
Lecture, 3 hours.
Corequisite: ELEC 401 .
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ELEC 401 Senior Lab I
3 semester hours
Course provides a laboratory experience to complement other senior level theory courses; emphasis is on design, technical report writing, and oral presentation.
Laboratory, 3 hours; Lecture, 1 hour.
Prerequisites: ELEC 302 , ELEC 354 , and ELEC 383 .
Corequisite: ELEC 400 .
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ELEC 402 Senior Project
3 semester hours
A study of design methodology and development of professional project-oriented skills including communication, team management, creative problem solving, interpersonal management, and leadership skills. Team project activities are used to apply project-oriented skills to solution of design problems. Periodic design reports and design reviews are presented to, and critiqued by the faculty and the design team.
Lecture, 1 hour; Laboratory, 3 hours.
Prerequisites: ELEC 400 and ELEC 401 .
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ELEC 423 Communications I
3 semester hours
Review of topics in Signals and Systems, Fourier transform and frequency-domain analysis. Introduction to the principles of operation of typical analog and digital communication systems. Extensive discussion on modulation and demodulation.
Lecture, 3 hours.
Prerequisite: ELEC 371 .
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ELEC 424 Communications II
3 semester hours
Fundamentals of probability, random variables, and random processes. Performance analysis of typical communication systems. Introduction to information theory and coding theory.
Lecture, 3 hours.
Prerequisite: ELEC 423 .
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ELEC 472 Control Systems
3 semester hours
Analysis and design of feedback systems using root locus, Bode, Nyquist, and state variable techniques; introduction to discrete feedback control system analysis.
Lecture, 3 hours.
Prerequisite: ELEC 371 .
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