Bachelor of Innovation Family of Degree Programs

"Research is the transformation of money into knowledge Innovation is the transformation of knowledge into money! "
Ray Mears, 3M, "Protect and Survive" Design Council Business Network Surgery, April 5, 2001

Creativity is thinking up new things. Innovation is doing new things. - Theodore Levitt

Background and Motivation.

What is Innovation?.

A. Program Description and Goals.

Innovation and Cross Discipline Cores:

Program Administration.

Overall Program Student Learning Goals:

B. Concerns to be addressed.

The Need/Demand for Bachelors of Innovation family:

Why name the familyBachelor of Innovation ?.

Why should UCCS offerBachelor of Innovation ?.

C. Program Quality and Institutional Capacity.

1. Admission, Transfer and Graduation Standards.

2. Curriculum Description .

Proposed Bachelors of Innovation majors.

Bachelor of Innovation in Business Administration.

Bachelor of Innovation in Computer Science.

Bachelor of Innovation in Computer Security.

Bachelor of Innovation in Game Design and Development (GDD)

Bachelor of Innovation in Electrical Engineering.

New Course Descriptions.

Background and Motivation

The Bachelor of Innovation family of programs is an interdisciplinary undergraduate program. The Bachelors of Innovation is actually a family structure, much like a bachelor of science or a bachelor of arts, in which particular majors are defined. The Bachelor of Innovation is a very structured program with a common core in innovation, a cross-disciplinary core to help ensure the breadth needed for innovation, and an in-depth major field of study. We begin with motivation on the need for such a radical new approach.

In its report, Innovate America, the National Innovation Initiative (NII) calls for an "innovation infrastructure" as the foundation for the nation s future productivity and competitiveness. The report notes: "Innovation generates the productivity that economists estimate has accounted for half of U.S. GDP growth over the past 50 years. ... It s not only about offering new products and services, but also improving them and making them more affordable."

The National Academy of Engineering (NAE) report onEducating the Engineer of 2020 concludes:

If the United States is to maintain its economic leadership and be able to sustain its share of high technology jobs, it must prepare for this wave of change. While there is no consensus at this stage, it is agreed that innovation is the key and engineering is essential to this task; but engineering will only contribute to success if it is able to continue to adapt to new trends and provide education to the next generation of students so as to arm them with the tools needed for the world as it will be, not as it is today.

The NAE report goes on to state that there is

an undercurrent of awareness that current complexities are so daunting that tinkering at the edges reforming one course, one program, one department at a time, developing isolated instances of success here and there is no longer a viable response if we are to build the kind of robust programs in research and education now needed to strengthen the U.S. engineering community by 2020.

The need for a dramatic reform in engineering education is not something we are claiming, it is a nationally recognized need to which we are responding. The comprehensive nature of the proposed Bachelor of Innovation is directly in line with the NAE engineering 2020 guidelines. At a recent NAE-sponsored leadership event to which a team of University of Colorado at Colorado Springs (UCCS) Engineering and Business faculty was invited, the ideas in the proposed BI program became a central focus of the meeting.

The technology revolution and globalizations also have had a major impact on business; it is commonly acknowledged that business degrees need to adapt to incorporate the ever-changing technology landscape and the impact of globalization.

A 2006 survey sponsor by the Business Roundtable[1] found:

The last of these survey results may be the most disturbing. While the problem of declining student enrollment in STEM areas is widely acknowledged, parents will be giving their children s preference total, or at least a strong weight, in their career choices. Thus, it is critical, if we are to change the tide flowing away from technology degrees, that we find a way to change the attractiveness of these fields. Many of today s students are not choosing majors based on potential careers but on interest and to help establish their independence and further their personal preferences. It is not enough to teach well, we must motivate students and develop and market programs attractive to today s students. In a 2003 national survey commissioned by GE, only 9% of college students polled indicated that they felt the United States is doing enough to foster innovation among young people. Central to the educational uniqueness of this program is the multi-year, multidisciplinaryteaming experience that students will have. Students from different emphasis areas will be assigned to teams that will work on projects identified by local industries. These teams will work together towards a solution and a technology product that will impact society. The Bachelor of Innovation s unique long-term teaming will attract a different type of student. The Bachelor of Innovation in Game Design and Development will attract students into a program that at first glance may not seem like a technology degree, but which contains significant technical rigor, particularly in computer science; one perspective would be to view this as a track within a computer science degree. The social and fun factors of these new degrees reflect the changing demographics and preferences, yet the programs retain the rigor and self-learning abilities needed in tomorrow s leaders.

The Bachelor of Innovation family of programs directly addresses this national need and provides a unique program in the state and in the nation. The uniqueness of the program, and the strong teaming nature, is expected to attract students that might otherwise forego technology degrees and, at the same time, to expose non-technology students to enough technology to make them better team players when working with technologists. The Bachelor of Innovation is not just preparation for a career it is about teaching critical thinking and transforming the students for their own continuing self-innovation. This family of degrees is unique enough that we propose to trademark (or more properly service mark) the name Bachelor of Innovation to protect it as a marketing advantage. Innovation is a commonly overused term, often confused with creativity, invention and research; innovation is something more. Before describing the program in detail and its goals, we briefly introduce innovation.


---

What is Innovation?

A simple definition of innovation is "introducing something new" (Merriam Webster dictionary). Note how this differs from invention, which is defined as "discovery or a device, contrivance or process originated after study and experimentation". The key difference is that innovation means introducing the new thing to a group or to society. It is not enough to invent-- the invention must be adopted and used to become an innovation. Consider the more detailed definition (from http://en.wikipedia.org/wiki/innovation):

"Innovation is the sequence of activities by which a new element is introduced into a social unit, with the intention of benefiting the unit, some part of it, or the wider society. The element needs not to be entirely novel or unfamiliar to members of the unit, but it must involve some discernible change or challenge of the status quo."

Innovation need not be technological. For example, when McDonald's applied the production line concept to producing restaurant food, it could use low-skilled workers and known technology to produce food quickly - thus innovating and changing our society. Today there are many US Business Method Patents, protecting business innovations with little or no technological novelty, just novel applications of technology to improve business and society.

Another definition is found in "London Innovation":

Innovation is the successful exploitation of new ideas and is a vital ingredient for competitiveness, productivity and social gain within businesses and organizations. Innovation involves the successful exploitation of new ideas in any setting. Indeed, it can be anything from changing a daily business procedure and designing a new product for sale to discovering a new drug that reduced heart disease.

CBI Innovation and Trends Survey promotes this definition:

"The innovation process is the combination of activities - such as design, research, market investigation, process development, organizational restructuring, and employee development and so on - which are necessary to develop and support an innovative product or production process."

The goal of these new Bachelors of Innovation majors is to go beyond simply teaching students about the innovation process. It will involve them directly in the interdisciplinary nature of innovation projects working with real companies. This experiential learning is a critical part of the program design because the innovation culture is critical to effective innovation, and to transforming the people involved.

Innovation is an attitude, a state of mind, and a creative process, as much as a specific task or action. Effective innovation is more than just changing organizations. As observed by Ralph Ardill, Marketing & Strategic Planning Director, Imagination at the London Innovation Conference, 2003:

Once you've worked on a truly innovative project you realize how important transformation is to the success or failure of a project. Your way of thinking changes, your priorities change, your company changes and your way of working changes forever. True innovation is not just about changing a product, a service or even a marketplace; it's also about recognizing and relishing the need to change yourself."

The Bachelor of Innovation is not just preparation for a career it is about teaching critical thinking and transforming the students for their own continuing self-innovation.

A. Program Description and Goals.

Similar to the way in which schools have collections of common requirements for a Bachelor of Arts in various fields or for a Bachelor of Science in other fields, the Bachelor of Innovation (BI) does not specify the content of a major. Rather the BI specifies the common elements for a family of degrees, where specialization areas define the details of their major. The goal of this family is to define the common cores, leaving the disciplines to define the majors. The BI Program has four significantcomponents in each degree, as show in the following diagram. Each of these four components is briefly described below.

 

 

Innovation Core

is 27 Credits, geared toward innovation and entrepreneurship; a key component is multi-disciplinary team activities over the sophomore, junior and senior years. The team project is not acohort type process, with students in each year moving through in tandem. Teams are expected to include students from all years, and maybe even graduate students. The teams will have dynamic membership and team member roles will change on a regular basis. Ideally these teams will be distributed world-wide, will conduct business through electronic means, and will serve real-customers across the globe.

Degree/Major

Emphasis is the set of courses that a student takes to satisfy the main area of emphasis -- thecore of the Bachelors degree program. In Engineering, it is expected to be 40-50 credits; in business areas, it may be smaller, say 42 credits. The expectation is that this is designed to be an accredited degree in the appropriate area (e.g. ABET or AACSB). However, it can have differences from the traditional major of the same name to better support innovation or the cross-disciplinary aspect of the degree. The major may include its own topic-specificCapstone , as the Innovation-core team project will, in general, not be subject to change or definition on a major-by-major basis.

Each Cross-discipline core is a coherent collection of 21 credits from onecross over area the individual will include in the degree program. The goal is to provide some basic knowledge, appreciation and experience about what people in that area do and to provide sufficient background to effectively interact with people from that area. This is expected to be a targeted list of courses, not just a total number of credits in an area. The courses in each cross-discipline cores are detailed on the following pages.

The program may include many choices here, but the initially defined cores are:

Technology Core (for non-technology degrees) will provide a broad coverage of engineering and technology. These may be new courses (if resources permit) or may be a collection of existingintroductory courses in engineering.

Business Core (for non-business degrees) will provide a broad coverage of business topics, likely to be based on the core business courses of marketing, management, finance and economics.

Globalization Core (for any BI major) will provide a selection of courses on international issues. It will have a language requirement (passing at the second year level) and also international business/policy courses. It is being considered that students in this option should be required to demonstrate at least 3 months residence in a non-English speaking country, and a one-semester study abroad will be encouraged. While abroad, involvements in the Innovation team projects will bevirtual , but will be required.

Creative Communication Core

(for any BI major) will provide coverage of a variety of communication mechanisms. These will be a collection of existing courses, including both traditional (e.g., oral communication) and non-traditional (e.g., visual arts) communication approaches.

Innovation draws extensively from material across all four of the above cores. However, in a single undergraduate program we must balance depth and breadth. The requirement that a student must have a major plus one cross-disciplinary core, ensures that the student has enough depth in two of the key components of innovation and, moreover, that the student could effectively lead a team in one area. Working on the multi-disciplinary team, students will be learning skills that span the full range of the cores and will learn to appreciate the benefits of working together.

General Education Requirements

-- The remaining set of classes cover the basic breadth of background needed: Social Science, Sciences, Math, Humanities, etc. This set of courses will depend on the college of the emphasis major; for example, the student who is enrolled in the BI of Finance would use this block of courses to fulfill the College of Business general education requirements.

The total number of credits needed to graduate in the BI program is either 120 or 128 credit hours depending on the emphasis area. The Game Design and Development and the Business Administration majors require 120 hours while the Computer Science, Computer Security, and the Electrical Engineering majors, like the analogous B.S. degrees in these areas, require 128 hours.


---

Innovation and Cross Discipline Cores:



INNOVATION CORE (Revised Spring 2007) --(27 Credits) --

Credits	Course Identifier	Note
3*	INOV 101 The Innovation Process	New Course
3	ENTP 100 - Introduction to Entrepreneurship
3	ID 101 - COB/EAS Freshman Seminar (choice of BYOB, ITechKnow or Mindstroms)	Mindstorm required for BI in EE
3	INOV 201/202/301 Innovation Team, Reporting & Analysis(1 credit 3 terms) Meets with 302/401/402	New Course   (Inter)
6	INOV 302/401/402 Innovation Team, Design & Research (2 credits 3 terms)	New Course   (Inter)
3	INOV 210 Technical Writing, Proposals and Presentations	New Course   (Inter)
3	BUAD 400. Government, Law, and Society	Existing Class
3	BLAW 201 Business and Intellectual Property Law	Variation on Existing class
27	TOTAL

 

CROSS DISCIPLINE CORE -- BUSINESS (21 Credits) --
Credits	Course Identifier	Note
3	ECON 101	Intro to Economics
3	ACCT 201	Introduction to Accounting
3	OPMT 300	Fund Of Operations Mgt
3	ORMG 330	Organizational Management
3	MKTG 300	Introduction to Marketing
3	INFS 300	Business Information Systems
3	FNCE 301	Entrepreneurial Finance
21	TOTAL

 

CROSS DISCIPLINE CORE -- Engineering Technology (21 Credits) --
Credits	Course Identifier	Note
3	ECE 1001	Intro to Robotics
3	ID 101-014	Introduction to Engineering Innovation (ITechKnow)##
2	MAE 1503	Intro to Engineering Design
3	MAE 1502	Principals of Engineering
2	ECE 1411	Intro to Logic Circuits I
2	ECE 2411	Intro to Logic Circuits II
3	CS 110	Problem Solving through Game Creation
3	CS 115	Principles of Computer Science* (If the student is already taking INFS 300, they may substitute any other CS course for CS 115).
21	TOTAL

##If ITechKnow is as freshman seminar choice in Innovation core, substitute with an Engineering elective.

 

CROSS DISCIPLINE CORE -- Creative Communication (21 Credits) --
Credits	Course Identifier	Note
3	Comm 201	Oral Communication in the Workplace
3	Lead 106	Leadership Communication
3	VA 101	Beginning Studio -- 2D
3	VA 104	Beginning Drawing
3	VA 210	Digital Imaging
6	Choose 6 credits from the list on right.	Buad 390 Improving Personal and Team Creativity   Comm 102 Interpersonal Communication Comm 328 Intercultural Communication Engl 205 Introduction to Creative Writing -- Fiction Engl 312 Technical Editing and Style Psy 100 General Psychology Psy 315 Psychology of Motivation
21	TOTAL

 

CROSS DISCIPLINE CORE -- GLOBALIZATION (21 Credits) Draft
Credits	Course	Note
12	Foreign Language	A working knowledge (grammar and conversation) of at least one foreign language; may be satisfied with 4 years of high school foreign language and passing second year proficiency test. If waived in whole or in part, student must substitute the credits from the list below or from other foreign language courses as approved by the advisor.
9	Choose 9 credits from the list on right.	COMM 328 Intercultural Communication ECON 328 International Political Economy ECON 341 International Economics FCS 318 German and Austrian Civilization and Culture FCS 322 Japanese Culture and Civilization FCS 339 -- Internships in Foreign Cultures FNCE 440 International Financial Management INTB 360 International Business INTB 461 Regional Business Environment: Europe INTB 480 International Management INTB 496 Internship in International Business MKTG 490 International Marketing PHIL 309 Philosophies of Asia PSC 101 Introduction to Global Politics PSC 322 Eastern Political System PSC 413 Latin-American Political System PSC 421 International Politics PSC 425 International Law SOC 222 Communities in a Global Environment SOC 438 Globalization and Development
21

 

---

Program Administration

A program committee will administer this interdisciplinary program with one representative each from the college with a BI degree program, initially College of Business and the College of Engineering and Applied Science. As the family of degrees is focused on interdisciplinary learning, adding new majors within the family will be determined by policies set by the Office of the Vice Chancellor for Academic Affairs.

Students will have a home department, based on their major. The home department will be responsible for student advising. Credit for the interdisciplinary courses will be shared based on the distribution of majors.

In general, the Bachelor of Innovation degree in some field, say X, will be associated with an existing BA or BS degree and will be administered by the same group that administers the existing degree. From one view, the BI in X, where X is also an existing BS or BA degree, can be viewed as a special track within the existing degrees. As a result, the BI majors will be counted with the majors in the existing BA or BS degrees. In particular, the majors in the BI in Computer Science, the BI in Game Design and Development, and the BI in Computer Security will be counted with the majors in the BS in Computer Science. The BI in Electrical Engineering is a track with the BS in Electrical Engineering and so the majors of the BI in Electrical Engineering will be counted with the majors in the BS in Electrical Engineering. The majors in the BI in Business Administration are counted with the majors in the BS in Business Administration.

Future members of the family that are variations on existing degrees (e.g. a BI in Biology) will be, as would adding a track in an existing program, a campus-level decision. Future BI degrees that are not just a variation/track of an existing degree will be subject to standard new program process approval. In either case, the diploma and transcript will read Bachelor of Innovation in major-field-of-study.

---

Overall Program Student Learning Goals:

The goals of the BI programs can be separated into the overall program goals and the specific major goals. The overall program goals are to produce students with knowledge of and demonstrated experience in multiple phases of the innovation process, strong multi-disciplinary team skills, and demonstrated communication/presentation skills. In addition, they are expected to have the depth of knowledge of their major and a cross-disciplinary core that complements their major and improves their ability to function on multi-disciplinary teams. Specific student learning goals are as follows:

1. Students will learn the foundational topics in the innovation and cross-disciplinary cores

This student-learning goal focuses on the objective that the students gain the depth of learning in the innovation core and their selected cross-disciplinary core to complement their major-specific learning. Evaluating student learning for this goal will be done at the course level, which will include assessment forms completed by the external organizations/companies that sponsor the innovation teams.

2. Students will learn the foundational topics in their BI major

This student-learning goal focuses on student learning within the major. Evaluating student learning for this goal will be accomplished using existing assessments for the majors included in the program. Each major will have education outcomes consistent with the existing accredited programs. The majors have been designed, where appropriate, to be consistent with AACSB or ABET accreditation guidelines. The programs cannot be accredited, however, until they graduate their first class. Some majors, such as the Game Design and Development major, have no associated accrediting body.

3. Students will learn to work effectively in teams

One of the cornerstones of the coursework in this program is the use of teams across the Freshman Innovation courses and the long-term innovation teams spanning sophomore, junior, and senior years as well as in many of the core and major courses. The use of teams also allows students to tackle complex problems because the work can be distributed across the team members, and because there is a broader range of student skills and interests for each team to address the problem. In addition, industry development is usually conducted in teams -- sometimes in teams with hundreds of members, spanning multiple countries -- so developing these skills in our students will also help them in the longer term.

B. Concerns to be addressed

---

The Need/Demand for Bachelors of Innovation family:

A survey of 50 companies, done in Spring 2005 by Dr. Boult at UCCS, is briefly summarized; full details are available upon request or by visiting www.vast.uccs.edu/~tboult/BI/survey-results.html. (Note the survey includes components not discussed herein as, based on feedback and other considerations, we address the most relevant component for the BI family.)

This summary focuses on the Likert scaleagreement type questions , where the users answered on a scale of 1-5, with 1 being strongly disagree, 3= neutral and 5= strongly agree. If the mean is statically significantly greater than 3, we accept the hypothesis, if it is significantly less than 3, we reject it; and if it is not significantly distinguishable from neutral we cannot accept or reject the hypothesis. We apply 1-sided T-tests to the hypothesis and consider p=0.05 or 95% confidence as the criterion to either accept or reject the hypothesis as statistically significant and 99.9% or better as very significant.

The request was sent to email lists from the Greater Colorado Springs Economic Development Corporation (EDC), the UCCS Business recruiting list, the Rocky Mountain Technology Alliance (RMTA) members and the Colorado Institute for Technology Transfer and Implementation (CITTI) mailing lists. The lists are generally Colorado-Springs centric, but at least 15% of those surveyed are from other parts of the Front Range. Fifty (50) different people completed the survey. They came from a mix of backgrounds and positions and less than 20% of those who reported degree information hold engineering degrees.

The key questions about need/demand for the Bachelors of Innovation students and students with multi-year multi-disciplinary team experience were accepted at a very significant level (99.9999999%), as was the need for the new programs to be accredited. According to the survey, the total expected number (per-year) of hires across the proposed BI majors was 60.

The survey asked for input about the current UCCS students compared to those from other schools. The hypothesis about current students/majorI would generally choose a UCCS BS/BA graduate over a BS/BA from other schools such as CU Boulder was rejected at the 98.8% (p=0.0112) significance level, showing that even in a Colorado-Springs biased sample, current UCCS students are not the preferred choice.

However, when asked if they would agree with the statement I would generally choose a UCCS BI graduate over a BS/BA from other schools such as CU Boulder , the hypothesis was accepted at the very significant 99.95% (p=0.0005) level and when asked to agree with the statement I would be unlikely to hire a UCCS BI student the hypothesis was rejected at the very significant 99.998% (p=0.00002) level. This strongly suggests that the new BI degree students will be more employable than our current UCCS graduates, and that the new degrees will be accepted by industry. Companies will continue to hire traditional students as well, but such students are produced by many schools. The BI majors will be unique to UCCS and will provide our students a competitive edge, both in the short and long term job market.

The statement Including the Innovation core is not important, an Engineering with Business minor would be sufficient was rejected at the very significant 99.9998% level, strongly suggesting that the innovation components are viewed as critical, and will provide marketable differentiation of the proposed programs from other engineering & business programs.

The support/involvement question I would be interested in being a corporate partner for one of the innovation teams. My company would likely be willing to fund (hire) an innovation team to address our problems resulted in a positive response from 12 companies, suggesting there is a base from which to attract enough partners to make the team projects and overall program work.

---

>Why should UCCS offer Bachelor of Innovation ?

Comparatively, UCCS has strong and balanced undergraduate and graduate programs. In both the 2006 and 2007 editions of U.S. News and World Report, UCCS ranked in the top tier of all public and private master s universities in the West. Masters universities provide a full range of undergraduate and master s degree programs. UCCS has only two Ph.D. programs, one of which is a long-established program in Engineering.

In the 2007 college rankings edition, America s Best Colleges, released Aug. 21, 2006, UCCS ranked seventh among top public Western masters universities. In the 2006 edition, UCCS ranked eight.

More significant for the Bachelor of Innovation degrees, in the same 2007 edition of America s Best Colleges , the undergraduate engineering program at UCCS earned a ranking of 3.2, ranking the program 16^th among public and private universities and seventh among public universities, including military service academies. Again, this ranking is nationwide among masters universities, not a regional rating. These national rankings show UCCS has sufficient reputation to initiate and sustain a novel initiative such as the BI program.

In addition, the UCCS campus is very active in the technology transfer area, which is an important part of the innovation process, and has a history of offering courses in that area. With three endowed chairs focused on technology transfer and innovation and an extremely high ratio of invention disclosures, the UCCS faculty is ideally situated to define and lead the innovation teams. Dr. Boult, the El Pomar Chair in Communications and Computation, has been extremely active with the federally-sponsored Small Business Innovation Research grant program, providing courses and support across the state on these proposals, including involving multi-year, multi-disciplinary undergraduate students in both the proposal preparation process as well as doing the actual work on the contracts with successful companies. These SBIRS/STTRs, totaling more than $3Million in funding for various companies and the university, also are directly inline with our goals of community engagement. With this type of record, there will be no difficulty attracting the corporate partners needed for the teams. The innovation teams are not something we are hoping will work, they are the formalization and extension of the ongoing process Dr. Boult has been using in his own efforts at UCCS. Companies partnered on existing SBIR/STTRs with UCCS have commented positively about the quality of the teams and their slight surprise to learn that many of students were undergraduates -- based on their behavior and production output they presumed the students were graduate students.

C. Program Quality and Institutional Capacity

---

1. Admission, Transfer and Graduation Standards

a) Program admission requirements are the same as the college entrance requirements for the associated colleges.

b) This is a unique program with a multi-year required student project. Transfer student will be permitted to take 201/202 concurrently (serving on two different teams) and to take 301/302 concurrently (serving on two different teams) to allow them to finish with only 2 years at UCCS.

Because of the strong overlap with existing majors in both business and engineering, UCCS students may easily transfer out of these majors, but may face the same issue as external transfer students if they have not been involved in the project courses. The existing articulation agreements for engineering majors apply to the BI in engineering fields.

c). Enrollments are not expected to be limited, but will depend on resource allocations. Particular classes in the program will have capped enrollment and, with limited faculty dedicated to the program, the number of sections cannot be expanded in a particular year unless new resources are identified. Thus substantial growth beyond the current resource base may temporarily limit the programs.

d). Each major defines its own standard for continuing in the program, which are identical to the BS requirements for the related degree.

---

2. Curriculum Description and Assessment Process

Given the number of BI majors being proposed, and their similarity to existing degrees, this presentation of the curriculum provides a short overview of the courses to be taken. The innovation and cross-discipline cores were described in the previous section. The following pages provide an overview of the Bachelor of Innovation in Computer Science, Bachelor of Innovation in Computer Science: Security Track, Bachelor of Innovation in Game Design and Development (GDD), Bachelor of Innovation in Electrical Engineering, and the Bachelor of Innovation in Business Administration.

---

Proposed Bachelors of Innovation majors.

>Bachelor of Innovation in Business Administration

Objectives
The Bachelor of Innovation in Business Administration will provide students with both the business background and skills of a classical Bachelor of Science in Business Administration plus the technical and team skills to work on innovative projects including the ability to: (1) recognize the broader issues in engineering technology-related problems or in global innovation problems; (2) understand the business, legal and societal constraints affecting this technology; and (3) have the ability to communicate the key issues, needs, potential options, and final solution to a challenge. The program seeks to prepare students for successful careers and lifelong learning. In addition to the technical competence to be expected of a graduate with a bachelor degree in business, students will develop the critical thinking skills, multi-faceted team oriented skills and basic innovation background to ensure that they can effectively compete in the changing career landscape in areas driven by innovation.

Degree Requirements
The degree requirements for the Bachelor of Innovation degree in Business Administration require completion of at least 120 credit hours, participation in the Exit Interview, a minimum 2.0 grade point average in all COB courses and all courses taken at the University of Colorado. The courses for the degree are outlined as follows:

Innovation Core (27 credits)

Engineering Core (21 credits)

or Globalization Core (21 credits)

Business Core (42 credits)



BLAW 200. Business Law BLAW 200	3
COMM 201. Oral Communication in the Workplace	3
ACCT 201 / ACCT 202. Intro To Financial Acct/ Intro Managerial Acct	6
QUAN 201 / QUAN 202 Business Statistics / Process And Statistics - Based Decisions	6
BUAD 300. Integrated Skills For Management	3
INFS 300. Intro To Mgmt Info Sys	3
FNCE 305. Basic Finance	3
MKTG 300. Principles Of Marketing	3
ORGM 330. Intro To Mgmt & Organization	3
OPTM 300. Fund Of Operations Management	3
BUAD 400. Government,Law & Society	3
BUAD 450. Cases & Concepts-Bus Policy	3


General Education and Electives (30 credits)


ENGL 131	3
ECON 101//ECON 202	6
MATH 111. Calculus I	3
MATH 112. Calculus II	3
Humanities Electives	6
Non-Freshman Communication	3
Social Science Elective	3
Free Elective	3


Bachelor of Innovation in Computer Science

Objectives
The Bachelor of Innovation in Computer Science will provide students with both the technical and business background to work on innovative computer-related projects, including the ability to: (1) recognize the broader issues in computer technology-related problems; (2) understand the technological, business, legal and societal constraints affecting this technology; and (3) have the ability to communicate the key issues, needs, potential options, and final solution to a challenge. The program seeks to prepare students for successful careers and lifelong learning. In addition to the technical competence expected of a graduate with a bachelors degree in computer science, students will develop the critical thinking skills, multi-faceted team oriented skills and basic business background to ensure that they can effectively compete in the changing computer career landscape for positions that are unlikely to be off-shored.

 

Degree Requirements
The degree requirements for the Bachelor of Innovation degree in Computer Science requires completion of at least 128 credit hours, a minimum 2.0 grade point average in all computer science courses and courses taken at the University of Colorado, and completion of the Computer Science Major Field Assessment Test. This test will be given on a Saturday morning about three weeks prior to the end of the fall and spring semesters. A student must have completed 110 credit hours before taking the exam. The courses for the degree are outlined as follows:

Innovation Core (27 credits, 15 of which are Humanities and Social Science (HSS)

Business Core (21 credits, 6 of which are HSS)

 

or Globalization Core (21 credits, all of which are HSS)

or Creative Communication Core (21 credits, all of which are HSS)

English (3 credits):

Eng 131 Writing and Rhetoric 3

Mathematics (17 credits):



MATH 135. Calculus I	4
MATH 136. Calculus II	4
MATH 215. Discrete Mathematics	3
MATH 313. Introduction to Linear Algebra	3
ECE 3610. Engineering Prob. and Stat.	3


Science (10 credits):


10 Credits of science selected from classes below must include 1 year in same subject and at least 1 lab	10
Physics: PES 111, 112, 115, CHEM 103, 106; Biology: BIOL 110 and 111 or 115 and 116; GEOL 101, 101L, 102 or additional physics courses that require PES 111 as a prerequisite.


Computer Science Core (39 credits):


CS 115. Principles of Computer Science	3
CS 145. Data Structures and Algorithms /Java	3
CS 208. Programming in UNIX	2
CS 206. Programming with C	3
CS 216. Computer Organization and Assembly Language	3
CS 306. Object-Oriented Programming in C++

Or CS 302 Object-Oriented Programming in C#	3
CS 316. Concepts of Programming Languages	3
CS 305. Social and Ethical Implications of Computing	1*
CS 330. Software Engineering	3
CS 442. DataBase	3
CS 422. Computer Networks	3
CS 450. Operating Systems I	3
CS 472. Design and Analysis of Algorithms	3
Computer Science Electives (CS 401-489 or 502-599)	3


Electives (11 credits):



Free/HSS Electives	5
Professional Electives Select from:	6
Computer Science (300 level or above)
Electrical and Computer Engineering (2000 level or above, except ECE 2400)
Mathematics (300 level or above, except MATH 465)
Science (additional courses from the list above or with them as prerequisites)
College of Business (300 level or above, except 301, 302 or 303)

Note: Classes marked with * satisfy HSS requirements for ABET accreditation

The Bachelor of Innovation students are required to participate in research/innovation projects. Most of these will be industry-sponsored projects. Students employed full-time who wish to pursue a degree in this program will be required to sign IP agreements and have such agreements executed by their employer, or arrange for their employer to be one of the industry-sponsored projects.

The major still prepares students for traditional graduate programs in computer science. Students considering graduate work in CS should consider including the following among their electives:

� CS 470. Computability, Automata, & Formal Languages

� CS 420. Computer Architecture I

� MATH 235. Calculus III


---

Bachelor Of Innovation in Computer Science Sample Program


The following document is intended for student use only. It represents the suggested order and semesters in which students should take courses to graduate within 4 years. Since each student starts at a different level of mathematical ability this listing should only be considered a guide. Specific questions about the sample program should be directed to the Engineering Advisor at (719) 255-3427. Please refer to the Major Checklist for elective options and course prerequisites and corequisites.

Courses marked with an * are often available in the summer. Courses marked with ** are ONLY offered in that semester. Please check with the Engineering Advisor if you would like to take some of these courses during the summer. Please note that C S 305 is only offered in the spring semester. Please note that CS students may want to offload some of the heavier semesters, making up the hours by taking courses during the summer semester, and still graduate in 4 years.


FRESHMAN YEAR, Calculus ready


FALL SEMESTER (16 credit hours)	SPRING SEMESTER (16 credit hours)
*MATH 135 Calculus I -- 4 *CS 115 Principles of Computer Science -- 3 *ENGL 131 Rhetoric & Writing I -- 3 **BUAD 100 Intro. to Entrepreneurship -- 3 ID101 COB/EAS Fresh. Seminar (BYOB, ITeckKnow, Mindstorms) -- 3	*MATH 136 Calculus II -- 4 *CS 145 Data Structures & Algorithms -- 3 *CS 206 Programming in C -- 3 **INOV 101 The Innovation Process -- 3 * Cross Disciplinary Core -- 3



SOPHOMORE YEAR


FALL SEMESTER (17 credit hours)	SPRING SEMESTER (16 credit hours)
Science (PES,Chem/Bio) with lab -- 5 *MATH 215 Discrete Mathematics -- 3 CS 208 Programming with UNIX -- 2 CS 216 Computer Org. & Assembly Language -- 3 **INOV 210 Tech. Writing, Proposals,and Presentations -- 3 INOV 201 Innovation Team, Reporting, & Analysis -- 1	Science (PES,Chem/Bio) with Lab -5 CS 306 Object-Oriented Programming in C++ OR C S 302 Adv Object Tech Using C#/.NET.C# -- 3 **BLAW 201 Business and Intellectual Property Law -- 3 INOV 202 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 3 *Free Elective 2



JUNIOR YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (15 credit hours)
*MATH 313 Intro. to Linear Algebra -- 3 CS 316 Concepts of Programming Languages -- 3 CS 442 Database -- 3 INOV 301 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 6	ECE 3610 Engineering Probability & Stats -- 3 CS 330 Software Engineering -- 3 INOV 302 Innovation Team, Design & Research -- 2 CS 422 Computer Networks -- 3 *Cross Disciplinary Core -- 3



SENIOR YEAR

FALL SEMESTER (17 credit hours)	SPRING SEMESTER (15 credit hours)
**CS 450 Operating Systems I -- 3 **CS 472 Design & Analysis of Algorithms -- 3 INOV 401 Innovation Team, Design & Research -- 2 BUAD 400 Government, Law, and Society -- 3 *CS Professional Elective Course (>= 300 level) -- 3 *Cross Disciplinary Core -- 3	*CS Elective (C S 400 -- 599) -- 3 CS 305 Ethical Implications of Computing -- 1 *Free Elective --5~ 3 INOV 402 Innovation Team, Design & Research -- 2 *CS Professional Elective Course (>= 300 level) -- 3 *Cross Disciplinary Core -- 3

 



FRESHMAN YEAR, Needing 1 term PreCalculus

FALL SEMESTER (15 credit hours)	SPRING SEMESTER (15 credit hours)
*MATH 105 Elementray Func for Calculus -- 3 *C S 115 Principles of Computer Science -- 3 *ENGL 131 Rhetoric & Writing I -- 3 **ENTP 100 Intro. to Entrepreneurship -- 3 ID101 COB/EAS Fresh. Seminar (BYOB, ITeckKnow, Mindstorms) -- 3	*MATH 135 Calculus I -- 4 *CS 145 Data Structures & Algorithms -- 3 *CS 206 Programming in C -- 3 **INOV 101 The Innovation Process -- 3 * Cross Disciplinary Core -- 3



SOPHOMORE YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (16 credit hours)
Math 136 Calculus II -- 4 C S 208 Programming with UNIX -- 2 C S 216 Computer Org. & Assembly Language -- 3 **INOV 210 Tech. Writing, Proposals,and Presentations -- 3 INOV 201 Innovation Team, Reporting, & Analysis -- 1	*MATH 215 Discrete Mathematics -- 3 C S 306 Object-Oriented Programming in C++ OR C S 302 Adv Object Tech Using C#/.NET.C# -- 3 **BLAW 201 Business and Intellectual Property Law -- 3 INOV 202 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 3 *Free Elective 3



JUNIOR YEAR

FALL SEMESTER (15 credit hours)	SPRING SEMESTER (16 credit hours)
Science (PES,Chem/Bio) with Lab -5 *MATH 313 Intro. to Linear Algebra -- 3 CS 316 Concepts of Programming Languages -- 3 CS 442 Database -- 3 INOV 301 Innovation Team, Reporting & Analysis -- 1	Science (PES,Chem/Bio) with Lab -5 ECE 3610 Engineering Probability & Stats -- 3 CS 330 Software Engineering -- 3 INOV 302 Innovation Team, Design & Research -- 2 CS 422 Computer Networks -- 3



SENIOR YEAR

FALL SEMESTER (17 credit hours)	SPRING SEMESTER (18 credit hours)
**CS 450 Operating Systems I -- 3 **CS 472 Design & Analysis of Algorithms -- 3 INOV 401 Innovation Team, Design & Research -- 2 BUAD 400 Government, Law, and Society -- 3 *CS Professional Elective Course (>= 300 level) -- 3 *Cross Disciplinary Core -- 3	*CS Elective (C S 400 -- 599) -- 3 CS 305 Ethical Implications of Computing -- 1 *Free Elective -- 3 INOV 402 Innovation Team, Design & Research -- 2 *CS Professional Elective Course (>= 300 level) -- 3 *Cross Disciplinary Core -- 6

---

>Bachelor of Innovation in Computer Science: Security

Objectives
The Bachelor of Innovation in Computer Security will provide students with both the technical and business background to work on innovative security and computer-security-related projects, including the ability to: (1) recognize the broader issues in security technology-related problems; (2) understand the technological, business, legal and societal constraints affecting this technology; and (3) have the ability to communicate the key issues, needs, potential options, and final solution to a challenge. The program seeks to prepare students for successful careers and lifelong learning. In addition to the technical competence to be expected of a graduate with a bachelor s degree in security, students will develop the critical thinking skills, multi-faceted team oriented skills and basic business background to ensure that they can effectively compete in the changing security career landscape for positions that are unlikely to be off-shored.



Degree Requirements
The degree requirements for the Bachelor of Innovations degree in Computer Security, a track with Computer Science, Track requires completion of at least 128 credit hours, a minimum 2.0 grade point average in all computer science courses and courses taken at the University of Colorado, and completion of the Computer Science Major Field Assessment Test. This test will be given on a Saturday morning about three weeks prior to the end of the fall and spring semesters. A student must have completed 110 credit hours before taking the exam. The courses for the degree are outlined as follows:

Innovation Core (27 credits, 15 of which are HSS)

Business Core (21 credits, 6 of which are HSS)

or Globalization Core (21 credits, all of which are HSS)

or Creative Communication Core (21 credits, all of which are HSS)

English (3 credits):

Eng 131 Writing and Rhetoric 3

Mathematics (13 credits):



MATH 135. Calculus I	4
MATH 215. Discrete Mathematics	3
MATH 313. Introduction to Linear Algebra	3
ECE 3610 Engineering Prob. and Stat.	3


Science (10 credits):



10 Credits of science selected from classes below. Must include 1 year in same subject and at least 1 lab	10
Physics: PES 111, 112, 115; OR CHEM 103, 106; OR; Biology: BIOL 110 and 111 or 115 and 116 GEOL 101 and 101L, 102 or additional physics courses that require PES 111 as a prerequisite.


Computer Science Core for Security (30 credits):



CS 115. Principles of Computer Science	3
CS 145. Data Structures and Algorithms in Java	3
CS 208. Programming in UNIX	2
CS 206. Programming with C	3
CS 216. Computer Organization and Assembly Language	3
CS 306. Object-Oriented Programming in C++ Or CS302 Object-Oriented Programming in C#	3
CS 305. Social and Ethical Implications of Computing,	1*
CS 330. Software Engineering	3
CS 420. Computer Architecture	3
CS 422. Computer Networks	3
CS 450. Operating Systems I	3


Security Specific Core (21 credits):



CS 291 System Admin and Security (New Course)	3
PAD 340: Public Administration and Homeland Security	3*
CS 491 Fundamentals of Computer/Network Security	3
PAD 440: Understanding Terrorism	3*
CS 492. Applied Cryptography	3
Security Electives (CS, Management, BIS, Forensic, PAD)	6


Electives (3 credits):



Free/HSS Electives

3

This track, which may also be called the BI in Computer Security, is a restructuring of the UCCS CS degree with added courses outside of CS that are critical to understanding some of today s larger security threats. In terms of duplication, we note that UCCS and the United States Air Force Academy are the only two institutions in the state that are certified at the NSA Committee on National Security Systems (CNSS) 4011 level, and the academy is certified at the 4014 level. While other schools have some level of course work, no state supported institution has an NSA acknowledged curriculum. This new curriculum will bring UCCS up to the 4014 level, permitting us to seek status as an NSA center of excellence which can be an opportunity for additional fund raising and attracting students.

Bachelor Of Innovation In Computer Security Sample Program

The following document is intended for student use only. It represents the suggested order and semesters in which students should take courses to graduate within 4 years. Since each student starts at a different level of mathematical ability this listing should only be considered a guide. Specific questions about the sample program should be directed to the Engineering Advisor at (719) 255-3427. Please refer to the Major Checklist for elective options and course prerequisites and corequisites.

Courses marked with an * are often available in the summer. Courses marked with ** are ONLY offered in that semester. Please check with the Engineering Advisor if you would like to take some of these courses during the summer. Please note that CS students may want to offload some of the heavier semesters, making up the hours by taking courses during the summer semester, and still graduate in 4 years

FRESHMAN YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (15 credit hours)
*MATH 135 Calculus I -- 4 *CS 115 Principles of Computer Science -- 3 **ENTP 100 Intro. to Entrepreneurship -- 3 *ENGL 131 Rhetoric & Writing I -- 3 ID101 COB/EAS Fresh. Seminar (BYOB, ITeckKnow, Mindstorms) -- 3	*MATH 215 Discrete Mathematics -- 3 *CS 145 Data Structures & Algorithms -- 3 *CS 206 Programming in C -- 3 **INOV 101 The Innovation Process -- 3 *Cross Disciplinary Core -- 3


SOPHOMORE YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (15 credit hours)
Science (PES,Chem/Bio) with lab -- 5 C S 208 Programming with UNIX -- 2 CS 216 Computer Org. & Assembly Language -- 3 **INOV 210 Tech. Writing, Proposals,and Presentations -- 3 INOV 201 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 3	Science (PES,Chem/Bio) with Lab -5 CS 306 Object-Oriented Programming in C++ OR C S 302 Adv Object Tech Using C#/.NET.C# -- 3 CS 291 System Admin. and Security -- 3 **BLAW 201 Business and Intellectual Property Law -- 3 INOV 202 Innovation Team, Reporting & Analysis -- 1


JUNIOR YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (17 credit hours)
*MATH 313 Intro. to Linear Algebra -- 3 CS 472 Design & Analysis of Algorithms -- 3 PAD 340 Public Admin. and Homeland Security -- 3 INOV 301 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 6	ECE 3610 Engineering Probability & Stats -- 3 CS 422 Computer Networks -- 3 CS 330 Software Engineering -- 3 CS 420 Computer Architecture I -- 3 *Cross Disciplinary Core -- 3 INOV 302 Innovation Team, Design & Research -- 2


SENIOR YEAR

FALL SEMESTER (17 credit hours)	SPRING SEMESTER (15 credit hours)
**CS 450 Operating Systems I -- 3 **CS 470 Computability, Automata & Formal Lang. -- 3 **CS 491 Fundamentals of Computer/Network Security -- 3 INOV 401 Innovation Team, Design & Research -- 2 *Cross Disciplinary Core -- 3 *Security Elective Course -- 3	**CS 492 Applied Cryptography -- 3 **CS 305 Ethical Implications of Computing -- 1 INOV 402 Innovation Team, Design & Research -- 2 PAD 440 Understanding Terrorism -- 3 *Security Elective Course -- 3 *Cross Disciplinary Core -- 3

 

---

Bachelor of Innovation in Game Design and Development (GDD)

Objectives
The Bachelor of Innovation in Game Design and Development (GDD) will provide students with a firm foundation in the basics of game design and development while also giving them the flexibility to pursue their special interests through concentration courses. In addition, students will learn the business and communication background required for working effectively in the interdisciplinary teams that are the norm in game design and development. The Bachelor of Innovation in Game Design and Development will therefore provide students with the technical, business, and communication background to work on innovative game design and development projects, including the ability to: (1) recognize the broader issues in GDD-related problems; (2) understand the technological, business, legal and societal constraints affecting this technology; and (3) have the ability to communicate the key issues, needs, potential options, and final solution to a challenge. The program seeks to prepare students for successful careers and lifelong learning, whether they pursue traditional game industry employment, form their own companies, or pursue other employment opportunities outside the game domain.

 

(3) have the ability to communicate the key issues, needs, potential options, and final solution to a GDD challenges. The program seeks to prepare students for successful careers and lifelong learning, whether they pursue traditional corporate employment or form their own companies.

Degree Requirements
The degree requirements for the Bachelor of Innovation degree in Game Design and Development requires completion of at least 120 credit hours and a minimum 2.0 grade point average in all computer science courses, GDD courses, and courses taken at the University of Colorado. The courses for the degree are outlined as follows:

 



Innovation Core (27 credits, 15 of which are HSS)

Business Core (21 credits, 6 of which are HSS)

or Globalization Core (21 credits, all of which are HSS)

or Creative Communication Core (21 credits, all of which are HSS)

Note: GDD students who select the Business Core or Globalization Core are required to take VA 101, VA 104, and VA 210 as free electives.

Mathematics (7 credits):



MATH 135. Calculus I	4
MATH 313. Introduction to Linear Algebra	3


Science (10 credits):



Physics: PES 111, 115	5
5 more credit hours from Biology, Chemistry, Geography and Environmental Studies, Geology, and Physics and Energy Science	5


English (3 credits):

Eng 131 Writing and Rhetoric 3

GDD Core (30 credits):



CS 110. Problem Solving through Game Creation	3
CS 302. Advanced OO Techniques using C#/.NET OR CS 306. Object-Oriented Programming in C++	3
CS 335. Introduction to Game Design and Development	3
CS 478. Advanced 3D Games and Digital Content Creation	3
CS 480. Computer Graphics	3
GDD 120. Introductory Programming for Game Developers	3
GDD 220. Data Structures for Game Developers	3
GDD 410. Advanced Game Design Concepts	3
MUS 215. The Computer in Music	3
WMST 201. Gaming and Society: Gender and Ethnicity	3


GDD Concentration Requirements (15 credits):

Students select 15 hours of concentration courses related to game design and development from the table below. We believe that there will be a significant number of students interested in opportunities for even deeper exploration of GDD topics than undergraduate courses provide. The table below also includes a variety of graduate-level courses that are regularly taken by undergraduates at UCCS.

CS 422. Computer Networks	3
GDD 330. Modeling and Simulation for Games	3
GDD 360. Developing Serious Games	3
GDD 440. Artificial Intelligence for Games	3
GDD 450. Online Game Development	3
GDD 499. Independent Study	3
CS 575. Computational Geometry	3
CS 576. Geometric Modeling	3
CS 577. Animation and Visualization	3
CS 579. Wearable Computing and Complex Systems	3
CS 581. Advanced Graphics	3
CS 677. Virtual Reality/HCI	3


Free Electives (7 credits):



Free Electives

7

The Bachelor of Innovation students are required to participate in research/innovation projects. Most of these will be industry-sponsored projects. Students employed full-time who wish to pursue a degree in this program will be required to sign IP agreements and have such agreements executed by their employer, or arrange for their employer to be one of the industry-sponsored projects.

GAME DESIGN AND DEVELOPMENT SAMPLE PROGRAM (Calculus Early)

The following document is intended for student use only. It represents the suggested order and semesters in which students should take courses to graduate within 4 years. Since each student starts at a different level of mathematical ability this listing should only be considered a guide. Specific questions about the sample program should be directed to the Engineering Advisor at (719) 255-3427. Please refer to the BI GDD Checklist for elective options and course prerequisites and corequisites.

Courses marked with an * are often available in the summer. Courses marked with ** are ONLY offered in that semester. Please check with the Engineering Advisor if you would like to take some of these courses during the summer. Note that the default Cross Discipline Core for GDD students is the Creative Communication Core. If a GDD student wants to take the Business of Globalization cores instead, they can, but they re still required to take VA 101, VA 104, and VA 210 amoung their free electives.


Freshman YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (14 credit hours)
**ENTP 100 Intro. to Entrepreneurship -- 3 CS 110 Problem Solving Through Game Creation -- 3 *ENGL 131 Rhetoric & Writing I -- 3 *MATH 135 Calculus I -- 4 ID101 COB/EAS Freshman Seminar (BYOB, ItechKnow, Mindsorms)- 3	GDD 120 Intro. Programming for Game Developers - 3 **INOV 101 The Innovation Process -- 3 PES 111 General Physics I -- 4 PES 116 Advanced Physics Lab I -- 1 VA 101 Beginning Studio 2D - 3


SOPHMORE YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (16 credit hours)
GDD 220 Data Structures for Game Developers -- 3 INOV 201 Innovation Team, Reporting & Analysis -- 1 **INOV 210 Tech. Writing, Proposals,and Presentations -- 3 LEAD 106 Leadership Communication - 3 MUS 215 The Computer in Music-- 3 VA 104 Beginning Drawing - 3	BLAW 201 Business and Intellectual Property Law -- 3 Comm 201 Oral Comm. In the Workplace - 3 CS 302 Adv Object Tech Using C#/.NET.C# OR CS 306 Object-Oriented Programming in C++ -- 3 INOV 202 Innovation Team, Reporting & Analysis -- 1 VA 210 Digital Imaging - 3 WMST 201 Gaming and Society: Gender and Ethnicity -- 3


JUNIOR YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (15 credit hours)
CS 335 Intro. to Game Design and Development -- 3 INOV 301 Innovation Team, Reporting & Analysis -- 1 *MATH 313 Intro. to Linear Algebra -- 3 GDD Concentration Course -- 3 Cross Discipline Core Course -- 3 Natural Science Elective -- 3	CS 480 Computer Graphics -- 3 INOV 302 Innovation Team, Design & Research -- 2 Cross Discipline Core Course -- 3 GDD Concentration Courses -- 3 Natural Science Elective -- 2 *Free Elective -- 2


SENIOR YEAR

FALL SEMESTER (14 credit hours)	SPRING SEMESTER (13 credit hours)
BUAD 400 Government, Law, and Society -- 3 CS 478 Adv. 3D Games and Digital Content Creation -- 3 INOV 401 Innovation Team, Design & Research -- 2 GDD Concentration Course -- 3 *Free Elective -- 3	GDD 410 Advanced Game Design Concepts -- 3 *Free Elective -- 2 INOV 402 Innovation Team, Design & Research -- 2 GDD Concentration Course -- 3 GDD Concentration Course -- 3




---


Bachelor of Innovation in Electrical Engineering

Objectives
The Bachelor of Innovation in Electrical Engineering will provide students with both the technical and business background to work on innovative electrical engineering-related projects, including the ability to: (1) recognize the broader issues in electrical engineering technology-related problems; (2) understand the technological, business, legal and societal constraints affecting this technology; and (3) have the ability to communicate the key issues, needs, potential options, and final solution to a challenge. The program seeks to prepare students for successful careers and lifelong learning. In addition to the technical competence to be expected of a graduate with a bachelor s degree in electrical engineering, students will develop the critical thinking skills, multi-faceted team oriented skills and basic business background to ensure that they can effectively compete in the changing technological career landscape for positions that are unlikely to be off-shored.

Degree Requirements
The degree requirements for the Bachelor of Innovation degree in Electrical Engineering require completion of at least 128 credit hours, participation in the Exit Interview, a minimum 2.0 grade point average in all ECE courses and all courses taken at the University of Colorado, and a minimum 2.0 in ECE 1411, ECE 2205 and ECE 2411. The courses for the degree are outlined as follows

Innovation Core (27 credits, 15 of which are HSS)

Business Core (21 credits, 6 of which are HSS)

or Globalization Core (21 credits, all of which are HSS)

Mathematics (18 credits):



MATH 135. Calculus I	4
MATH 136. Calculus II	4
MATH 235. Calculus III	4
MATH 340. Intro to Differential Equations	3
ECE 3610. Engineering Probability & Statistics	3



Science (11 credits):



Physics: PES 111, 112, 213

11


English (3 credits):

Eng 131 Writing and Rhetoric 3

EE Core (39 credits)



ECE 1001 Intro. to Robotics	3
ECE 1411, 2411. Logic Circuits I, II	4
ECE 1021. Computer Based Modeling	3
ECE 2050. Introduction to Physical Electronics	3
ECE 2205, 3205 Circuits and Systems I, II	8
ECE 2610. Introduction to Signals and Systems	4
ECE 3020. Semiconductor Devices I	3
ECE 3110. Electromagnetic Fields I	3
ECE 3210 Electronics I	3
ECE 3230 Electronics Laboratory I	1
ECE 3420. Microprocessor Systems Laboratory	1
ECE 3430. Intro to Microcomputer Systems	3


Electives (9 credits)



Technical Electives Select from:	9
Electrical and Computer Engineering (3000 level or above)
Computer Science (300 level or above)


Bachelor Of Innovation In Electrical Engineering Sample Program


The following document is intended for student use only. It represents the suggested order and semesters in which students should take courses to graduate within 4 years. Since each student starts at a different level of mathematical ability this listing should only be considered a guide. Specific questions about the sample program should be directed to the Engineering Advisor at (719) 255-3427. Please refer to the Major Checklist for elective options and course prerequisites and corequisites.

Courses marked with an * are often available in the summer. Courses marked with ** are ONLY offered that semester. Please check with the Engineering Advisor if you would like to take some of these courses during the summer. Please note that all ECE courses numbered above 3000 are generally only offered during the indicated semester, except for ECE 4890 and 4899.

FRESHMAN YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (16 credit hours)
*MATH 135 Calculus I -- 4 *PES 111 General Physics I -- 4 ID101 Mindstroms Freshman Seminar -- 3 *ECE 1411 -- Logic Circuits I -- 2 **ENTP 100 Intro. to Entrepreneurship -- 3	*MATH 136 Calculus II -- 4 *PES 112 General Physics II -- 4 *ECE 2411 Logic Circuits II -- 2 *ENGL 131 Rhetoric & Writing I -- 3 **INOV 101 The Innovation Process -- 3



SOPHOMORE YEAR

FALL SEMESTER (15 credit hours)	SPRING SEMESTER (17 credit hours)
*MATH 235 Calculus III -- 4 *ECE 1021 Computer Based Modeling -- 3 ECE 2610 Intro to Signals and Systems -- 4 **INOV 210 Tech. Writing, Proposals,and Presentations -- 3 INOV 201 Innovation Team, Reporting & Analysis -- 1	*MATH 340 Intro. to Differential Equations -- 3 ECE 2205 Intro. to Circuits and Systems I -- 4 ECE 2050 Intro. to Physical Electronics -- 3 *Cross Disciplinary Core -- 3 INOV 202 Innovation Team, Reporting & Analysis -- 1 **BLAW 201 Business and Intellectual Property Law -- 3


JUNIOR YEAR

FALL SEMESTER (16 credit hours)	SPRING SEMESTER (17 credit hours)
ECE 3210 Electronics I -- 3 ECE 3230 Electronics Lab I -- 1 ECE 3205 Circuits and Systems II -- 4 ECE 3420 Microprocessor Systems Lab -- 1 ECE 3430 Intro. to Microcomputer Systems -- 3 INOV 301 Innovation Team, Reporting & Analysis -- 1 *Cross Disciplinary Core -- 3	ECE 3110 Electromagnetic Fields -- 3 ECE 3610 Engineering Probability & Stats -- 3 INOV 302 Innovation Team, Design & Research -- 2 *Technical Elective Courses -- 3 *Cross Disciplinary Core -- 6


SENIOR YEAR

FALL SEMESTER (17 credit hours)	SPRING SEMESTER (14 credit hours)
ECE 3020 Semiconductor Device I -- 3 *MATH elective numbered 310 or higher -- 3 INOV 401 Innovation Team, Design & Research -- 2 *Technical Elective Courses -- 3 *Cross Disciplinary Core -- 5	BUAD 400 Government, Law, and Society -- 3 INOV 402 Innovation Team, Design & Research -- 2 Free Elective -- 3 *Technical Elective Course -- 3 *Cross Disciplinary Core -- 3

New Course Descriptions INOV 101 The Innovation Process
3 Credits, no Prerequisites

This course will review the innovation process, the key components in the process, and examples of major innovations through history. The objectives are to instill an understanding of the broad interdisciplinary nature of issues that must be addressed for successful innovation. The course will emphasize reading, writing, critical analysis and discussion, and will develop these skills. The course will also include group exercises focused on improving team dynamics, brainstorming, conceptual-block busting and other creativity and problem solving activities. This course is largely reading/writing and presentations and should be classified (for ABET) as a HSS course.

INOV 210 Technical Writing, Proposals and Presentations
3 Credits, Prerequisites ENGL131

This course, a replacement for ENGL 309, develops technical writing skills of the students. This course should to be taken in the sophomore year, and is required before students can enroll in INOV 301. The course will address five major types of technical writing: project reports, funding) proposals, magazine/trade articles, technical reports, and journal articles. It will also cover financial reports and oral presentations. The course will also include peer review and critical assessments of the writing of others. The course assignments will be related to their Innovation Team efforts.

INOV 201/202/301 Innovation Team, Reporting & Analysis
(1 credit, 3 terms), Prerequisites: INOV 101

All Bachelor of Innovation students will take this class, starting sophomore year. This course will meet 1 hour per week and will focus on reporting and analysis. The students will be providing background research for the teams, analyzing data (technical and market) and working on reporting and other technical writing component. They are the junior members of the team, learning about the overall process and projects by experience while exercising their more limited skill set in a productive manner. About 1/4 of the course will be "lecture", the majority will be presentations by the various teams on their projects with the Sophomore/Junior students leading the reporting efforts for their team and doing library and other background analysis work. Exceptional students may, during this course, be actively doing design/implementation/research for the team. One goal is for the students to be exposed to a wide range of different topics/projects and to provide feedback to those other teams. The students are expected to spend 2-4 hours per week outside the class working on their team efforts including occasional meetings with the sponsoring company.