WLU Press

• OL202 is a continuation of the discussion started in OL201 and is intended to capitalize on student’s past work and personal experiences to help reframe them as opportunities for learning about leadership. • This course continues the discussion of how to integrate academic leadership concepts with a student’s personal narrative. • Whereas OL201 was mostly focused on one’s own point of view, OL202 will extend this discussion by gathering information from “other” point of view by including discussion of secondary data analysis techniques such as surveying/interviews. • Academic leadership topics, including followership, ethics, communication skills, and presentation skills will be discussed. • Finally, the course will focus on the application of the academic leadership content to a student’s personal/professional narrative to integrate the academic information with firsthand experiences.

• This seminar-based project management course provides students with an opportunity to develop and apply leadership and project management skills to issues • This senior level course provides students with an opportunity to develop an understanding of the people, technical, organizational, and leadership challenges and strategies involved in project management • Successful completion of this course will qualify students to write the Project Management Institute's Certified Associate in Project Management (CAPM)® test. • This course has multiple sections and a common course outline • This course will be coordinated • All instructors will be required to follow a proposed course outline.

• Develop and apply leadership and project management skills to issues • Provide an understanding of the people, technical, organizational, and leadership challenges and strategies involved in project management • Coordinate the course with all instructors required to follow a proposed course outline

• Introduces students to the quantitative methods used to collect, analyze and present summative UX data • Learn how to select appropriate metrics for assessing usability, utility, and satisfaction with products and services • Justify design decisions with data

• Examine key facets of crime prevention • Analyze specific crimes and their consequences • Learn implications for primary, secondary, and tertiary prevention • Focus on crime prevention programs and policies developed in response to crime

• Provide advanced-level geospatial and intelligence components. • Provide the learner with the theoretical and advanced application levels of how geographic information systems provide data that can be transformed into actionable intelligence. • Develop the necessary skills to access, analyze, and communicate real-time information to support intelligence-led and evidence-based responses by public safety personnel. • Encourage students to critically analyze how social issues and factors relate to the outputs of geospatial intelligence, and the potential ethical challenges of how these outputs may be misused or misapplied.

• Introduces students to the formative stages of the UX research process including concepts and techniques used to understand users and their needs/behaviours/tasks/goals • Learn methods for communicating results including data-driven personas, journey maps and storyboards • Students are required to complete the TCPS course on research ethics

• This course provides an introduction to crime prevention and criminal justice in a global context as defined by the United Nations Office on Drugs and Crime. • Students are introduced to the United Nations’ norms and standards in crime prevention and criminal justice. • It will also demonstrate international applications of these principles which may include studies of police accountability; prison reform; violence against women; and alternative forms of justice. • This course curriculum was developed in partnership with the UNODC.

• This course is designed to provide the learner with an overview and understanding of the fundamentals of information security as well as the risks to the confidentiality, integrity, and availability of confidential or sensitive data. • Topics to be reviewed include information security principles, the information security common body of knowledge, governance and risk management, business continuity planning and disaster recovery planning, telecommunications, network, and Internet security, law, investigation, and ethics pertaining to the confidentiality, integrity, and availability of confidential or sensitive data, and an overview of upcoming threats and protections against digital crimes of the future.

• Develops students’ ability to communicate effectively in several genres of academic writing and presentation. • Topics may include: review of principles of effective academic writing and essay form, along with self-evaluation techniques; • organization, structure and execution techniques for senior level term papers, journal-length articles, long-form research thesis papers or Major Research Papers; • writing effective grant and graduate school application proposals; • constructing effective conference and seminar presentations; • writing annotated bibliographies and literature reviews; and • communicating effectively about academic topics in digital and social media.