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2005-2006 School of Graduate and Professional Studies Catalog [ARCHIVED CATALOG]
Van Loan School of Graduate and Professional Studi
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The Van Loan School of Graduate and Professional Studies
The Van Loan School of Graduate and Professional Studies works with adult, life-long learners, so that they can explore new opportunities in their professional and personal lives. The programs are cohort-based, student-centered, accelerated, intensive, and tailored to meet the learning needs and the lifestyle of the adult learner. With a focus on rigor and quality, the Van Loan School of Graduate and Professional Studies’ programs are designed to challenge students to grow intellectually and professionally. Learning from each other through peer collaboration, with faculty as facilitators, in interactive classes, is based on the notion that the graduate experience will be most fruitful if connected to practice and to the challenges the student faces in his or her career. Master of Business Administration
BUA 504 - Entrepreneurial Endeavor This course provides resources for the design and execution of new business ventures within organizations, between organizations and on an individual basis. The implications of the entrepreneurial experience and its influence on structure, function and operation of the evolving firm will be examined in several contexts. Objectives include: to understand and appreciate the skills required to act as an entrepreneur; to construct a framework for understanding the entrepreneurial process; to assess the resources required for an entrepreneurial venture; to assess the management and human resource needs of an entrepreneurial venture, and; to understand the methods of harvesting the value of an entrepreneurial venture.
(Cr 3)
BUA 507 - Organizational Behavior This course is a comprehensive survey of the dynamics of behavior in organizations. It examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise the course emphasizes an analytical approach. One of the key features of this course is an Organizational Behavior audit that requires students working in teams to conduct a full audit of central Organizational Behavior topics at a local business and then to report the findings in a formal report and presentation.
(Cr 3)
BUA 508 - Corporate Social Responsibility and Business Ethics This course examines ethical decision making in the organizational context. It explores the issues that relate to defining the ethical dimension of the business or management decision, considering various alternatives for action, weighing the rights of various stakeholders, as well as evaluating the consequences that arise from a particular decision. The course also examines the business organization as a social institution. The firm is viewed in the context of the larger society with corresponding roles and responsibilities that arise as a social institution.
(Cr 3)
BUA 515 - Economic Value Management This course employs the tools of managerial economics to enhance managerial decision making with regard to allocation of resources. Analysis is build around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, suppliers, distributors, employees, the local environment, and others. This course considers economic analysis in the context of the competitive environment. Cost analysis, strategic analysis and organizational analysis are examined. This course employs a multi-functional approach to managerial decisions.
(Cr 3)
BUA 520 - Managing in the Evolving Workplace Managing in the Evolving Workplace is a foundational course for understanding and applying the practices of management in complex, rapidly changing global organizations. This course seeks to develop an understanding of the larger context in which business organizations operate. Political, social, legal, public policy, regulatory and environmental contexts are covered accordingly. Also, this course will develop an understanding of traditional notions of the business organization, as compared with new management paradigms that creates shared visions, employee empowerment and cross-functional, self-managed teams. Key topics surveyed include: The Role of Technology in the New Economy; The Wisdom of Teams; A Stakeholder Model of Corporate Responsibility; The Learning Organization; Knowledge Management; Strategic Management in the Global Economy.
(Cr 3)
BUA 521 - Financial Competencies This course is designed to provide the analytical framework needed to understand and evaluate financial statements, employ and interpret financial ratios, and perform basic financial analysis. “Profit” is examined through a critical lens. Students learn how to use financial statements to evaluate a company for investment and/or merger and acquisition purposes. The material is presented in the context of the following business perspectives: the ethical dimensions; globalization implications; political, social, legal, and regulatory issues; and technological change.
(Cr 3)
BUA 523 - International Global Management The accelerating process of globalization necessitates an understanding of the economic systems of nations. Various economic systems will be compared, described, and analyzed. Attention will be given to the opposition between capitalist and socialist economies. Why do economies and financial systems behave the way they do? How did nations get to where they are now? Can we predict where they are going? We will also consider the global system as a dependent and an independent variable. What determines its characteristics – technology, financial markets, central banks, politics, culture, and geography? How does it determine international trade, strategic alliances, or capital flows?
(Cr 3)
BUA 525 - E-Business and Evolving Business Practices This course examines the new and changing technology and issues that arise in the business world as the use of the Internet has become commonplace. The environment today is based on digital technology and capability. Investigates the rapidly evolving practices in business and examines the short and long-term impact on organizations culture, primary markets, policies, and procedures. It also looks at the management structure and how this has changed the results of e-business. Reviews business models and strategies for B2C, B2B, C2C, and C2B e-businesses.
(Cr 3)
BUA 527 - Financial Management and Control This course is an applied financial and managerial accounting course. Principles of financial and managerial accounting are developed and used to examine the difficult strategic and operational decisions. The general objective of this course is to provide the manager with the financial and managerial accounting theory, concepts, and tools necessary to make better financial management decisions as well as enable the student to make sound judgments regarding financial analyses performed by others.
(Cr 3)
BUA 531 - Managerial Accounting This course is a study of the use of cost accounting data by management as a tool for planning, control, and decision making. The course focuses on cost behavior, design of job order and process costing systems, cost-volume profit analysis, segment reporting, direct and absorption costing, standard cost systems, flexible budgets, capital budgeting, relevant costs, and product pricing. Further topics explored include: overhead, marginal cost analysis, break-even analysis, decision making, process costing, budget control, and capital investment appraisal.
(Cr 3)
BUA 532 - Quantitative Methods for Decision Makers This course is provides the fundamental quantitative knowledge necessary for professionals to utilize the results of analyses to enhance the decision-making process. This course explores quantitative analysis including basic statistics principles such as descriptive statistics, probability distributions, inferential statistics (sampling), regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as optimization theory, decision analysis, and decision trees.
(Cr 3)
BUA 535 - Managerial Economics This course examines the principles of microeconomics through the lens of how to manage effectively in the context of customers, suppliers, competitors and the regulatory environment. This course examines the microeconomic theories of marginal analysis and competitive analysis. Further, the course develops the principles of cost, strategy and organizational analysis. Microeconomics will be used to demonstrate how managers evaluate both the internal structure and incentives within a firm, as well as the competitive forces external to the firm.
(Cr 3)
BUA 540 - Managing and Leading in the Evolving Workplace This course is a survey of the key principles and concepts of effective management and leadership in the business organization. The course examines both the classic contributions to the field as well as more contemporary ideas of managing and leading. Management and leadership are approached as both an art and a science. Multiple viewpoints are offered in an effort to capture the complexity and the essence of effective management and leadership. This is an interdisciplinary approach to conceptualizing management and leadership. As such, it is taught through a team teaching approaching bringing faculty from various disciplines into the classroom.
(Cr 3)
BUA 541 - Marketing Management Marketing management fundamentals are discussed as a process that explains the dynamic relationships between corporations and their target markets and audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value. The major objective of this course is to understand the relationship between incorporate (umbrella) strategies and brand strategies that offer their customers emotional and physical value.
(Cr 3)
BUA 542 - Operations Management This course considers the evolution of the modern operations function, the design of systems, and scheduling the management of materials and the provision of services. This course examines operations management as linking all aspects of the organization, including its employees, processes, customers, and suppliers. The student examines operations in the context of the organization as a whole. The course examines the various elements of operations management, from technical to organizational. Concepts explored include: quality, human resource management, supply chain management, and project management.
(Cr 3)
BUA 543 - Leadership in Information Technology This course investigates strategic role of managing the acquisition, implementation, and maintenance of information technology. In order to understand how to manage the technologies, the student will first be exposed to the current core technologies that support business functions. Students will gain exposure to the different systems that support complex business needs such as Customer Relation Management (CRM), Knowledge Management (KM), Decision Support (DSS), Enterprise Resource Planning (ERP), and Supply Chain Management Systems (SCM). The delivery approach for this course will be lectures, case studies, review of current technology trends and discussion
(Cr 3)
BUA 544 - Entrepreneurship This course provides resources for the design and execution of new business ventures within organizations, between organizations and on an individual basis. The implications of the entrepreneurial experience and its influence on structure, function and operation of the evolving firm will be examined in several contexts. Objectives include: to understand and appreciate the skills required to act as an entrepreneur; to construct a framework for understanding the entrepreneurial process; to assess the resources required for an entrepreneurial venture; to assess the management and human resource needs of an entrepreneurial venture, and; to understand the methods of harvesting the value of an entrepreneurial venture.
(Cr 3)
BUA 547 - Managing Innovation and Organizational Change The course includes the study of how innovations are developed, and examines how individuals and groups become effective idea generators. In addition, the course examines organizational culture and the impact of culture on innovation and change. The course will also give the student a first hand look and feel of how organizations change and how individuals in the organization can become proactive participants in the many changes occurring in business today. In addition to lecture and class discussions, the course will rely heavily on case analysis.
(Cr 3)
BUA 560 - Marketing and Customer Value Management Marketing management fundamentals are discussed as a process that explains the dynamic relationships between corporations and their target markets and audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value. The major objective of this course is to understand the relationship between incorporate (umbrella) strategies and brand strategies that offer their customers emotional and physical value.
(Cr 3)
BUA 561 - Managing in the Global Economy During the past decade, in a major paradigm shift, the human resource function has been moving away from its traditional role as a paper-pushing, hiring/firing support mechanism and toward bottom-line decision making. In growing numbers of corporations, employees are viewed as an integral resource, vital to the success of the firm. This, in turn, has often resulted in an expansion of the Human Resource Management (HRM) role. On the other hand, some multinational corporations have moved in the opposite direction, flattening their organizational structures and marginalizing HRM, devolving its responsibilities to staff positions. Meanwhile, international developments are becoming ever more significant as a result of the globalization of trade, finance, and the world economy. As globalization and deregulation create a world of hyper-competition, what is the operational purpose and future of HRM? This course will enable students to examine these and other current HRM issues and strategic models.
(Cr 3)
BUA 562 - Management in the E-Business Environment This course examines the new and changing technology and issues that arise in the business world as the use of the Internet has become commonplace. The environment today is based on digital technology and capability. Investigates the rapidly evolving practices in business and examines the short and long-term impact on organizations culture, primary markets, policies, and procedures. It also looks at the management structure and how this has changed the results of e-business. Reviews business models and strategies for B2C, B2B, C2C, and C2B e-businesses.
(Cr 3)
BUA 563 - Business Policy and Strategy Business Policy and Strategic Management are two overlapping concepts that are studied from the perspective of a CEO or a general manager. While Policy focuses more on the purpose, mission, vision, or values, of the organization, Strategy deals more with developing top management’s game plan for enabling the organization to adapt and exploit changes in its environment. Since the problems, issues, and decisions facing senior general management are complex, messy, and quite unstructured, the overall purpose of this course is to provide conceptual and analytical tools to enable you to think strategically about how to effect positive change within the organization and in the society at large.
(Cr 3)
BUA 574 - Field Study I Consulting Principles and Methods is designed to provide the MBA student with problem solving and critical thinking skills and provide foundation skills as a consultant to business management. Topics to be covered include: understanding the role of the “inside” consultant; building trust and integrity; skill assessment; problem diagnosis and solutions; data collection; obtaining feedback; implementation of recommendations; consulting tools, and; ethical considerations. The course will draw from learning occurring in other courses of study in the MBA program and implement the theories and concepts learned in real business situations.
(Cr 3)
BUA 575 - Field Study II Consulting Principles and Methods is designed to provide the MBA student with problem solving and critical thinking skills and provide foundation skills as a consultant to business management. Topics to be covered include: understanding the role of the “inside” consultant; building trust and integrity; skill assessment; problem diagnosis and solutions; data collection; obtaining feedback; implementation of recommendations; consulting tools, and; ethical considerations. The course will draw from learning occurring in other courses of study in the MBA program and implement the theories and concepts learned in real business situations.
(Cr 3)
BUA 578 - IT in Management This course investigates strategic role of managing the acquisition, implementation, and maintenance of information technology. In order to understand how to manage the technologies, the student will first be exposed to the current core technologies that support business functions. Students will gain exposure to the different systems that support complex business needs such as Customer Relation Management (CRM), Knowledge Management (KM), Decision Support (DSS), Enterprise Resource Planning (ERP), and Supply Chain Management Systems (SCM). The delivery approach for this course will be lectures, case studies, review of current technology trends and discussion.
(Cr 3)
BUA 581 - Managing Information Systems This course will investigate the role of information and systems in organizations by focusing on the following: (1) Work Place Technology Overview - databases, networks, software, client server, hardware; (2) Managing Technology (Production & Development) - system development life cycle, project management, managing production systems, software evaluation; (3) Process Automation - business process, reengineering, total quality management; (5) Management Perspective - staffing, managing workflow, leveraging systems to support decisions, outsourcing, “meet the CIO.”
(Cr 3)
BUA 582 - Business Research Methods A basic course for general managers and executives in understanding and applying research and data analysis for problem solving in organizations. Students will study research design strategies, sources and collection of data and the analysis and presentation of data as applied to problem solving, decision making, and strategic planning in organizations. The course will explore traditional research techniques as well as using the Internet to conduct data collection and research projects. As an end product each student group will develop and present a research proposal which they will then work on throughout their MBA curriculum.
(Cr 3)
BUA 585 - Human Capital During the past decade, in a major paradigm shift, the human resource function has been moving away from its traditional role as a paper-pushing, hiring/firing support mechanism and toward bottom-line decision making. In growing numbers of corporations, employees are viewed as an integral resource, vital to the success of the firm. This, in turn, has often resulted in an expansion of the Human Resource Management (HRM) role. On the other hand, some multinational corporations have moved in the opposite direction, flattening their organizational structures and marginalizing HRM, devolving its responsibilities to staff positions. Meanwhile, international developments are becoming ever more significant as a result of the globalization of trade, finance, and the world economy. As globalization and deregulation create a world of hyper-competition, what is the operational purpose and future of HRM? This course will enable students to examine these and other current HRM issues and strategic models.
(Cr 3)
BUA 587 - Business Policy and Strategy Business Policy and Strategic Management are two overlapping concepts that are studied from the perspective of a CEO or a general manager. While Policy focuses more on the purpose, mission, vision, or values, of the organization, Strategy deals more with developing top management’s game plan for enabling the organization to adapt and exploit changes in its environment. Since the problems, issues, and decisions facing senior general management are complex, messy, and quite unstructured, the overall purpose of this course is to provide conceptual and analytical tools to enable you to think strategically about how to effect positive change within the organization and in the society at large.
(Cr 3)
BUA 591 - Business Research Seminar I Three Business Research Seminars (I, II, and III), each worth one credit (four hours each), are interspersed across the curriculum. The Thesis Advisor serves as the main resource to the students during the research process, will facilitate these seminars, which represent critical milestones in the development of the masters thesis.
(Cr 1)
BUA 592 - Business Research Seminar II Three Business Research Seminars (I, II, and III), each worth one credit (four hours each), are interspersed across the curriculum. The Thesis Advisor serves as the main resource to the students during the research process, will facilitate these seminars, which represent critical milestones in the development of the masters thesis.
(Cr 1)
BUA 593 - Business Research Seminar III Three Business Research Seminars (I, II, and III), each worth one credit (four hours each), are interspersed across the curriculum. The Thesis Advisor serves as the main resource to the students during the research process, will facilitate these seminars, which represent critical milestones in the development of the masters thesis.
(Cr 1)
Master of Education
ARS 500 - Arts and Learning Studio The residency is a one-week, studio-based, discovery-oriented immersion in the art process. Through individual and group work, students will focus on the elements of creativity, exploration of process and materials, group and community collaboration, and the development of imagination and creativity in others.
(Cr 3)
ARS 501 - Visual Arts An examination of the expressive nature of art materials and processes appropriate for educational settings. Principles and techniques of presenting visual arts to enhance curriculum, personal growth, and visual perception will be explored in-depth. Students will experientially explore the various ways visual arts communicate concepts, information and ideas, with application to educational settings.
(Cr 3)
ARS 502 - Poetry and Creative Writing This course explores the origins and sources of poetry, the oral tradition of the poem, the process of writing and teaching poetry, the relationship of poetry to the other arts, sound improvisation, and chants. Students will enhance their abilities to combine poetry with other art forms and to integrate creative writing into education curriculum.
(Cr 3)
ARS 503 - Arts and Learning Differences Students will investigate developmental learning and the psychological and social needs of students with special needs to determine how arts can enhance and enrich their learning experiences. The adaptation of the creative process into inclusive classrooms and curriculum will be a major emphasis of this course.
(Cr 3)
ARS 504 - Voice and Music Participatory approach to music and to the voice as mediums attitudes in the classroom. Curriculum will include consideration of communication and expression. Concentration will be on the exploration of approaches to musical techniques and instruments, in addition to finding and using one’s voice as a conveyor of thought and articulation of ideas, concepts, emotions and traditional, contemporary and improvisational voice and musical formats.
(Cr 3)
ARS 505 - Creative Movement This course will provide an overview of approaches for integrating movement into the classroom. Students will investigate creative movement as a tool for self-expression and a source of motivation for learning and enrichment and enlivening of subject areas. Focus will be on communication, self-expression, illustration, and drama with adaptations to educational and classroom settings as well as on the development of an understanding of the role of movement in promoting creative thinking skills.
(Cr 3)
ARS 506 - Storytelling This course will introduce students to the basic elements of storytelling. They will learn how to relate folk tales from a particular culture, understand their purposes and functions, and explore background and traditions surrounding such a story. Students will be exposed to many styles and approaches to story telling and will learn to select, research, develop, adapt, and apply storytelling techniques. Final emphasis will be placed on the integration of various art forms including creative movement, song and rhythms, pantomime, and visual arts into storytelling.
(Cr 3)
ARS 507 - Drama This course demonstrates the power of drama as a tool to deepen learning, especially when integrated into the classroom curriculum and other institutional environments. Each participant will gain personal experience in various approaches to drama, including spontaneous and improvisational, drama-though-movement, role-play, and development of character and scene, and will translate these techniques into the classroom or other work environments. Applications include emphasizing institutional change, conflict resolution, leadership, and team building.
(Cr 3)
ARS 508 - Creative Arts Seminar A summative experience for students during which they will develop a curriculum portfolio based on their experiences with arts and the creative processes. This will lead to a demonstration of new and enhanced skills, the exhibition of innovative applications, and the integration of the creative processes in a variety of learning contexts.
(Cr 3)
ARS 535 - Teaching Health Education Concepts with Visual and Performing Arts A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.
(Cr 3)
ED 502 - Effective Classroom Strategies in Elementary Education This course will examine the role of the effective elementary education teacher. Topics covered will include study in developing effective learning and instruction critical to the child’s developmental level using active modes of learning within an integrated curriculum. Students will develop skills in identifying relevant subject material from early literacy, language arts, mathematics, science, social studies, and the arts, and they will learn how to adapt instruction for special needs students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.
(Cr 3)
ED 580 - Innovative Practices in Education The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered are: Learning Theory, Curriculum Design, Classroom Atmosphere, Instructional Strategies, among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr 3)
ED 581 - Technology in Education: An Integrated Approach This course explores the major concepts related to instructional computing as well as the impact technology has on education. Required of all graduate students as they begin to integrate curriculum trends into their awareness of current sources for information and their role in a technologically-rich learning environment. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Technology.
(Cr 3)
ED 582 - Research Methods This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr 3)
EDC 510 - Policy Analysis, Leadership and the Change Process This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their role as an educator, while expanding the set of possible choices they have for taking actions and leadership.
(Cr 3)
EDC 525 - Social Context in American Schooling Focuses on the role of schools in reproducing and reinforcing prevailing social, political and economic relationships and inequalities. The course examines the origins of educational change movements, the organizational culture of public and private education, and the impact of schooling on the sub-cultures of American society. Students will examine competing interpretations of the impact of race, class, and gender on education and the issues of continuity and change in policy and practice. It will include exploration of social science concepts for the analysis of educational, cultural, and social institutions, organizations, and processes of different peoples of the world. This course is interdisciplinary, drawing upon social history, anthropology, and sociology.
(Cr 3)
EDC 570 - Understanding the Dynamics of Student Aspirations The purpose of this course is to gain a greater appreciation for and understanding of the conditions that affect student aspirations. Theoretical as well as practical principles of student achievement will be discussed. Students will gain an in-depth understanding of current research in the area as well as practical applications of the research to infuse professional teaching and learning. Class is structured to be interactive as well as self-reflective with ample opportunities for discussion of school culture contexts, the change process and how the current state of aspirations in the student’s own school/classroom setting impacts professional growth and development.
(Cr 3)
EDSM 510 - Management and Leadership in Sport An examination of the human dynamics in sport organizations and how human resource management can affect sport organizational effectiveness. Emphasis will be given to the myriad of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources.
(Cr 3)
EDSM 515 - Philosophical Inquiry in Sport The relationship between sport and philosophy will be closely examined in relation to our parallel lives by using “great ideas” to bridge some of the gaps between the way we think, know and feel about the nature of sport. The practical application of the sporting context will be utilized to examine issues such as cheating, relational justice and technological relativity. Metaphysical concepts relating mind and body synthesis and divergence will be explored.
(Cr 3)
EDSM 520 - Legal Principles Applied to Sport Management The application of constitutional, contract, tort, and administrative laws will be examined as they apply to risk management, contract negotiation, and policymaking in sport management.
(Cr 3)
EDSM 525 - Sport and the Media This course will introduce students to aspects of electronic media as they relate to sport management. Discussions and analysis of sport cinema, television, electronic and print media will focus on how they impact the business of sport and society’s well-being. The applied aspect of the course will focus on the myriad of sport writing situations and techniques. Guest lectures form the world of sport media will provide additional insight for debate and discussion.
(Cr 3)
EDSM 530 - Application of Marketing Principles in Sport Students will explore the science of the marketing mix as product, place, promotion, public relations, and price to understand the marketing of sport as a unique enterprise. The relationship between sport and consumer behavior will be examined. In addition, this course aims to examine the use of athletes and sports as a powerful selling tool for non-sport products and services. Students will also develop their own marketing plan in the sport industry segment of their choice.
(Cr 3)
EDSM 535 - Financial Strategies in Sport Marketing This course integrates the theories of finance, economics and accounting in various sport business industry segments. Students will study the diverse forms of sport ownership, taxation, financial analysis, feasibility and economic impact statements. Advanced topics include organizational budgets, financial strategies, and labor economics. Students will examine financials documents of professional sport franchises, collegiate sport programs, and past Olympiads.
(Cr 3)
EDSM 540 - Design, Construction, & Renovation of Sport Facilities Sport facility life-cycle concepts of strategic planning, design-development, construction delivery systems, financing, and operations will be introduced and explored. Students will develop a case statement and a request for proposal for a sport facility in one of the following sport industry segments: a private sports club, an interscholastic, intercollegiate, or professional sport program, or a recreational enterprise.
(Cr 3)
EDSM 545 - Sociology of Sport Student will learn how to conduct and interpret published research in sport and leisure. They will also build a foundation to understand how sport and leisure interact with other social forces from both a national and international perspective. Emphasis will be given to understanding the socio-cultural environment of sport and how it mirrors society. Students will also develop the ability to evaluate public policies and ethical issues that affect sport and leisure.
(Cr 3)
EDSM 550 - Research Methods in Sport Science Students will explore research topics in the disciplines of sport science, understand the how research methods can be utilized to form theories, learn how to critically review the published literature, and write a comprehensive literature review that can be incorporated into a sport management thesis.
(Cr 3)
EDSM 555 - Thesis This course will give students the experience of conducting original research in one of the major segments of the sport management industry. Student will utilize research methods to gather and interpret data as well as learn how to convey the value of the research to the body of knowledge in the sport management discipline.
(Cr 3)
EDSM 580 - Sport Management Practicum An intensive field experience where students will apply management theory to the work environment and to explore viable career paths in sport management. A 14-week period of full-time engagement is required of each student and is supervised by faculty and professionals in the field. Students will also attend six on-campus seminars which will require participation in group discussions and the completion of four written assignments.
(Cr 3)
EDU 501 - Portfolio Assessment This course will examine the movement towards the portfolio approach to literacy assessment. The four theoretical cornerstones on which the concept of portfolio assessment is built will be reviewed: 1) appropriate assessment should come from a variety of literacy experiences in which pupils engage in the classroom; 2) assessment should be continuous to chronicle ongoing development; 3) assessment should be multidimensional, reflecting the multifaceted nature of literacy development; and 4) assessment should include active, collaborative reflection by both teacher and student. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr 3)
EDU 504 - Theories of Curriculum Design and Evaluation A study of the principles and techniques of curriculum management analyzing both empirical/behavioral and re-conceptualist approaches with field-based applications. This course will examine and appraise the elementary curriculum. It includes a presentation of basic curriculum models with reference to formative and summative evaluation. A pre-practicum experience is included. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.
(Cr 3)
EDU 510 - Practicum Experience: Teacher of Elementary Education A 300-hour practicum experience for those pursuing the Initial Licensure program in a Grade 1-6 school setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum handbook. The assessment of the student is based on the Massachusetts Department of Education Professional Standards.
(Cr 3)
EDU 511 - Reflective Seminar: Teacher of Elementary Education This seminar, which consists of weekly sessions, is taken concurrently with EDU 510 Practicum Experience. The seminar discussions build participants’ reflective capacities as they integrate knowledge of elementary level students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to students’ needs and their work in the field. Each student is required to complete a multi-faceted study that combines methodologies, theories, and current research about teaching and learning based on his/her practicum experience. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.
(Cr 3)
HST 531 - Civic Learning in the Twenty-First Century Building on the founding principles of United States government, this course explores the importance of civic learning in the twenty-first century. From the study of concepts such as liberty, natural equality, natural rights, civic identity, and civic liberalism, students will explore the key components that define a common education for citizenship in a democracy. Specific social issues that can be impacted by civic learning, including violence, tolerance, and substance abuse, will be explored, along with methods for implementing civic learning in the classroom for grade levels K-12.
(Cr 3)
IED 504 - Theories in Curriculum Design The aim of this course is to provide students with opportunities to make contact with a broad variety of curriculum theory, design, and successful practice. Our work will deal with matching specific theories of curriculum development to present practice as found both in the literature and such professional experiences available to our class. The final goal is to develop a curriculum project appropriate to your work settings or interest and grounded in a theoretical framework. Students will come away with a completed project that can be applied to their schoolwork or future graduate investigations. All work in this course will be based on successful practices in multicultural context.
(Cr 3)
IED 509 - Language Diversity in Education This course deals with multiple issues in ethnic, cultural, and linguistic diversity as they affect educational policy and educational practice. It is designed for teachers interested in broadening their knowledge base related to bi/multicultural, bi/multilingual issues, to deal with teaching and social challenges that arise in schools that have a linguistically, culturally, and ethnically diverse population.
(Cr 3)
IED 510 - Leadership in the International School Through review of theory and research on leadership, the study of organizational culture, and the principles necessary to support change, this course will lay the foundation for the understanding of effective leadership in the international school.
(Cr 3)
IED 511 - Strategies for Change in International Schools The focus of this course includes structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, is the cornerstone for restructuring schools.
(Cr 3)
IED 520 - Adolescent Psychology in a Cross-Cultural Setting This course is designed to provide students with a broad overview of several areas of adolescent development in different cultures, with an emphasis on the USA and Mexico. It is based on a social-constructionist perspective that considers “adolescence” as a category, whose characteristics and meaning are created by a social group, so it is subject to much variation between cultures. Students will get acquainted with current research on adolescents, particularly with phenomenological studies on teen’s life experiences, as well as with some contemporary literature on how to best work with teenagers.
(Cr 3)
IED 572 - Clinical Experience in International Education This course will examine and appraise the international curricula of all grade levels. It includes a presentation of basic curriculum models with reference to formative and summative evaluation. The goal of this course is to provide each student with opportunities to make contact with a broad variety of curriculum theory, design, and successful practice. Our work will deal with matching specific theories of curriculum development to present practice as found both in the literature and rich professional experiences available in our class. The final goal is to develop a curriculum project appropriate to your work setting or interest, and grounded in a theoretical framework. Students will come away with a completed project that can be applied to their schoolwork or future graduate study investigations. Activities, content, and materials are related to the current and relevant International Baccalaureate Curriculum: Primary Years Program, Middle Years Program and Diploma Program.
(Cr 3)
IED 574 - Research Project The Research Project is designed to prepare a graduate student in the practical engagement of the principles of applied research as they have been presented in Research Methods. During the Research Methods course, each student was asked to research a topic within their field and to prepare a research proposal for critique by peers. Here, using knowledge from the previous class, the student will choose from two options: First, students may choose to improve and then implement their Research Methods course proposal, conduct data analysis, and write a final research report suitable for publishing. Second, students may choose instead to write another proposal using the “matches” procedure described below, in which they construct another theoretical research model that will amply demonstrate their skills in the use of applied research methods to affect change within their work environment. Please note that this second option will only be theoretical, not implemented, and data will be created to allow for practice in conducting statistical tests.
(Cr 3)
IED 580 - Innovative Practices in Education This course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home school communication, inclusion to support learning diversity, and the challenge of school restructuring. In this course, students will learn how to assess a variety of educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative. Students will then determine which innovative practices will fit the educational context.
(Cr 3)
IED 581 - Technology in Education This course explores the major concepts related to instructional computing as well as impact that technology has on education. Required of all graduate students as they begin to integrate curriculum trends with an awareness of current sources for information and their role in a technologically rich learning environment.
(Cr 3)
IED 582 - Research Methods This course is designed to acquaint students with the design, analysis, and interpretation of research in the social sciences. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results.
(Cr 3)
IED 587 - Intercultural Communications An exploration of the concepts of intercultural communication and their applications to the field of education. Emphasis is on using the teacher’s cross-cultural competencies to integrate children who are from other countries and/or whose first language is not English. Other topics will include initiating students to new educational systems, use of culturally appropriate curricular activities for their teaching disciplines.
(Cr 3)
INT 501 - Montessori Pedagogy I (MIL) This course begins with an “index” to understanding the Montessori approach. The following topics are included in this index: the cosmological perspective, Montessori developmental insights, the “prepared” environment/atmosphere, the Montessori vision for humanity and the concept/view of macrophase wisdom. These indices form the general context for further exploration of the details. In addition to the Index this course introduces the elements of what Maria Montessori referred to as “The Preparation of the Teacher.” Other theory lectures/discussions include: Planes of development, Needs and Tendencies, and The Prepared Environment.
(Cr 5)
INT 502 - Montessori Pedagogy II (MIL) A continuation of theory lectures/discussions includes, Cosmic Education, Cosmogenesis, and The Imagination. Cosmic stories are the cornerstone to the Montessori method for children six to twelve years of age. Teachers can develop these cosmic stories and Great Lessons as they come to understand the context and principles of cosmogenesis. This semester’s work includes introductions to each area of the children’s studies: Mathematics, Language, Geometry, History, Geography and Biology (Earth Systems Science). These introductions are for the teacher to set the context for preparing lesson details.
(Cr 4)
INT 503 - Montessori Pedagogy III (MIL) This is a continuation of theory lectures that includes, Causality and Syntropy in Montessori Thought. Lessons that the teacher provides in a Montessori six to twelve environment are given to students in audio, video and text files. The student uses these during their student teaching. This course also has a component on “Implementing the Montessori Method.” In this segment students explore how to apply/integrate the presentations they have learned. It also includes an orientation to classroom organization, establishing classroom governance and creating an environment beyond the classroom – identified by Montessori as “going out.”
(Cr 3)
INT 505 - Montessori Teaching Practicum (MIL) In emphasizing the experiential aspects of learning each student completes a practice-teaching requirement of at least 200 hours. This Practicum is where students implement the course of study for children. It includes documentation of the experience, both in video and text format. It relies on the strategies outlined in INT 508 – Research and Proposal.
(Cr 4)
INT 507 - Research Oriented Observation (MIL) The observer is the observed. In this short course, students are provided opportunities to view natural and human phenomena in order to discover the art of objectivity in a subjective world.
(Cr 1)
INT 508 - Research Proposal (MIL) This course enables the learner to pursue and document the practical application (practicum) of Montessori experience through interpretive research. The praticum is a project that demonstrates in action the theoretical understanding of Montessori integrative learning. Recording and reviewing these experiences are integral to this work. Students develop a research proposal for their research-practicum. Key to this course is for teachers to understand the elements of co-creation and symbiotic emergence that arise in the classroom environment.
(Cr 2)
INT 510 - Montessori Masters Project (MIL) At the conclusion of the program each student submits a substantial, critical, analytical, graduate-level study that we call the “Culminating Project.” The Culminating Project is an integrated compilation of all the work you have completed in the program. Students also prepare a one-hour video presentation that addresses what they have learned throughout the program and includes segments of their practicum work with children.
(Cr 5)
INT 551 - Student Area of Emphasis II (IL) Continuation of INT 570
(Cr 3)
INT 560 - Foundations of Integrative Learning I (IL and MIL) This course is an exploration for an integral social and philosophical framework both in worldview and specifically in regard to education. A focus on personal relevancy and practical application in a rapidly changing world facilitates an exploration of meaning, purpose and compassion in learners’ lives and in the educational environments that they create. This search for meaning and purpose is augmented by an examination of historical and contemporary contributions to educational thinking and research. Students explore how integral learning, ecological literacy systemic perspective, virtual communication, dialogue and contextual thinking, create a new paradigm for teaching and learning.
(Cr 3)
INT 561 - Foundations of Integrative Learning II (IL and MIL) Integral to creating a new education is a shift in worldview. This course explores the emergent possibilities for a worldview based on ecological sustainability. Learning is a process that allows the individual to integrate formal knowledge, systemic understanding, and interaction with others into clear thinking and creative, effective action. Student-Centered Learning, Emerging Curricula, Systemic and Self-Organizing Learning, Ecological Literacy and Sustainability, Continuous Learning, Cross-Disciplinary Projects, Behavior, Questioning, and “Teacher as Learner, Learner as Teacher” are some of the topics that may be covered during this course of study.
(Cr 3)
INT 562 - Whole Systems Perspectives: Theory and Application to Learning (IL and MIL) A growing movement in science, mathematics, philosophy and the arts provides a metaphor for new ways of seeing and organizing experience. This metaphor can be experienced in the context of new processes and relationships that build community and provide insight regarding learning. These processes may lead to actions that are based on systemic awareness, interdependence and compassion. In this course we explore “first principles” of organization, change and transformation. We look at change from the macro perspective of evolution.
(Cr 3)
INT 563 - Introduction to Qualitative Research (IL) This course helps students pursue and document the practical application of their area of emphasis through interpretive research. A praticum is a project that demonstrates in action the theoretical understanding of integrative learning from the perspective of a student’s emphasis area. It is through an integration of these experiences and the recognition of their influence on our lives that students are able to effect a more complete worldview.
(Cr 3)
INT 564 - Learning through Technology (IL) This course is an experiential learning process held during the first semester. Students learn by doing as they develop the skills required to navigate the virtual campus. Some of the skills that are taught include: Posting to the various conferences on campus, weaving or “braiding” responses to postings, uploading and downloading files to/from campus, navigating the Internet for resources, searching ERIC databases and linking responses to web pages.
(Cr 3)
INT 565 - Perspectives on Human Change and Learning Communities In this course we explore some of the innate tendencies that all humans have at birth. We also view the many facets of people’s lives and the transitions and transformations that take place. A study of “human change” must also consider one’s perceptions on justice, economics and the relationship of race and gender to global well-being. Students are encouraged to raise challenging issues that arise in their work as an educator and also to share approaches to challenging issues that have proven effective.
(Cr 3)
INT 570 - Student Area of Emphasis I (IL) During the first semester each student develops an individualized learning proposal for the completion of this guided study during the second and third semesters. Among other things, the plan includes, a description of the special emphasis area, a rationale for studying this area including driving questions, professional significance of the study, and objectives and a detailed accounting of potential resources in the form of a bibliography as well as workshop and seminar experiences at other institutions. The learning plan also includes a description of the Practicum and Culminating Project, which is detailed in the syllabi for INT 572 and INT 574
(Cr 3)
INT 572 - Practicum (IL) The learning proposal includes a blueprint for the implementation of a practicum experience. In the learning plan students indicate any practice or internships, experiments, teaching, archival research, interviews with specialists in their field, projects, or other forms of applied work they propose as the experiential component of the program.
(Cr 3)
INT 575 - Student Area of Emphasis III (IL) Continuation of INT 570 and 551
(Cr 3)
INT 582 - Culminating Project (IL) At the conclusion of the program each student submits a substantial, critical, analytical, graduate-level study that is named the “Culminating Project.” The culminating project may in fact closely resemble a traditional thesis, or it may take a different form, incorporating artwork, slides, audio or videotapes, creative writing, journal entries, etc. in addition to the scholarly paper. It represents a critical review of the student’s Emphasis Area, integrated and contextualized by all learning in other course work.
(Cr 6)
ITP 513 - Connecting Family, Students & Technology This course is designed to explore the building of home-school relationships and the ways in which technologies of all kinds can assist in creating dynamic environments of communication, empowerment, and discovery by students and their parents. The course will provide an opportunity for students to examine current research on increasing parent involvement and communication. Participants in this course will then be challenged to connect current issues and thoughts regarding family involvement with the use of new media technologies. This course is designed to help educators create an environment that appreciates the social nature of learning and recognizes the effectiveness of teaching and learning that encourages cooperation and collaboration. Activities, content, and materials are specifically designed to allow educators to increase their technical knowledge and proficiency while enhancing their interpersonal communication skills. Intended for novice and experienced computer users alike, it will provide effective theory based strategies for integrating technology resources and technology based methods into everyday classroom practices.
(Cr 3)
ITP 522 - Multimedia Applications in Education This course focuses on the creation, management and integration of multimedia files and applications into the curriculum. Students will learn the basics of creating digital image, audio and video files such as GIF, JPEG, WAV, AVI. They will also learn the basics of multimedia file management, how to create multimedia files for use with presentation software such as PowerPoint and the web, and image capture through the use of digital cameras and scanners. The activities, materials and content of this course are related to the current Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 523 - E-Learning E-learning can be enormously effective and efficient - or costly and ineffectual. Success demands a hard look at the strategic issues that make for positive impact in an academic setting. Having a strategic vision and plan for e-learning can make the implementation process easier and provides a road map to those who will be implementing your plan. Students will learn to identify the high-level issues surrounding learning in their institution, how to separate the technology and other tactical decisions from the vision decisions that must precede successful implementations, and what e-learning is, how it fits into the academic environment. This course is divided into three areas. 1)”The Opportunity” which sets the stage for the understanding of the strategies and technological drivers that are influencing radical changes in e-learning. 2)”New Approaches for E-Learning” that explores these changes in depth, providing a much more broader perspective on e-learning options and approaches. 3)”Organizational Requirements for E-Learning” this area focuses on the key infrastructure, environmental, cultural, leadership and organizational factors that can impact an e-learning initiative in a school environment.
(Cr 3)
ITP 526 - Practicum Experience: Instructional Technology A 150-hour practicum experience in various grade levels (K-12) setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Regularly scheduled meeting are also required. Students are expected to demonstrate competencies of the Professional Standards for teachers.
(Cr 3)
ITP 535 - Integrating The Internet In Daily Practices This course focuses on the utilization of the Internet. Topics to include: research, ethical exploration, use of email, development of web quests, the culmination of which is the generating of personal web sites through the use of HTML. The activities, materials and content of this course are related to the current Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 537 - Distance Learning: Online Courses as a Teaching Vehicle This course will show teachers how to locate, evaluate, and then create a high quality online course. It will guide teachers in maximizing the productivity of their computers and the Internet by teaching them how to use online resources that align their curriculum with the frameworks and offer it to students via a distance- learning vehicle. They will also learn how to use them to integrate technology into the curriculum and after evaluation and adaptation, they will create their own course and post it online for other teachers to utilize. Central issues to be studied will include online learning models, characteristics of the successful online learner, the role and training of the online facilitator, administration of online learning, and effective online strategies. The activities, materials and content of this course are related to the Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 541 - Computer Hardware and Networking for the Instructional Technology Specialist This course focuses on the information needed by the Instructional Technology Specialist to maintain and upgrade a networked computer environment in an educational setting. Topics include Macintosh and PC hardware and operating systems, peripheral devices, networking hardware and topologies, and communication protocols. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 543 - Multi-Media Literacy Expanding the definition of reading to include cultural, as well as written, texts, this course is designed to explore current research in the teaching of media literacy so that educators can help students become informed and critical consumers and producers of mass media and technology. The evolution of reading follows closely the progress in the development of publishing/printing and communication technology. The course will provide an opportunity for teachers to learn about how older and newer forms of media work, how they produce meaning, how they are organized and how they construct reality. The course will also provide educators with the opportunity to create multimedia products and give hands-on training how to use current hardware, software and information systems to teach critical viewing skills to students of all grade levels. Hyperbolic books, reading walls, ebooks, and electronic paper will also be examined. Participants in this course will be challenged to explore current issues and thought regarding the various teaching approaches to media literacy: inquiry models, critical information skills development, as well as the assessment of student media work. This course is designed to encourage cooperation and collaboration among participants. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr 3)
ITP 544 - Instructional Software Review for the Classroom Software Evaluation for the Classroom encourages teachers to analyze current educational software evaluation techniques, locate and preview software, search online reviews, devise useful evaluations for software selection in the classroom, and begin to build a library of software reviews. This class emphasizes the human and legal issues surrounding software selection including cultural bias, gender equity, intellectual property and software licensing. In addition, this course examines the development, utilization and evaluation of math and science based software and programs. A major portion of the class is the production of an Integrated Project, which meets current classroom needs. The Integrated Project includes the selection of software, lesson plan, and implementation within a K-12 class. A Pre-practicum component is included. The activities, materials and content of this course are related to the current Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 547 - Knowledge Management This course aims to present a coherent view of knowledge and knowledge management from multidisciplinary perspectives. Students should gain an appreciation of the sources of unstructured and semi-structured knowledge and should be aware of current techniques, which will permit this knowledge to be applied within an organization. Students will have an opportunity to learn about current views on knowledge management from the organizational and technological perspectives. They will study different views and definitions of knowledge management and explore the reasons for these differences.
(Cr 3)
ITP 549 - Assistive Technology for the Classroom A course designed to inform educators about Assistive Technologies, this course helps teachers define Assistive Technology and provide examples of assistive technology. The main focus of this course is to help identify a child’s need for assistive technology within the classroom. Faculty highlights different types of assistive technologies, helps point out venues for finding/funding appropriate assistive technologies, and aids in the building of a library of resources for the community. A major component of the class is devising an Integrated Assistive Technology project, which will be implemented in the classroom as a pre-practicum component. The activities, materials and content of this course are related to the current Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 550 - Video as Educational Medium This course focuses on the use of video and video production techniques as a tool for communicating ideas and information in the classroom. The student will learn how video is a language all its own and emphasizes the aspects of research, writing, structure, storytelling, content and information that are inherent to this medium. Students will learn how to create videos and be able to teach others how to create videos. Students will also learn about video programming and resources that are available to the educator. Finally, students will learn how the process of producing a video can be used as a means of teaching and learning about any subject. The activities, materials and content of this course are related to the Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 560 - Legal, Ethical, and Social Issues of Instructional Technology This course is designed to examine the legal, ethical, and social context of instructional technology in the educational setting. This course focuses on the importance of awareness and insight into the larger environment in which educational technology exists. Students will examine the areas of intellectual property and free speech in cyberspace, as well as privacy issues in the electronic age. The course will deal with ethical considerations associated with the usage and content of technology in education related to responsibility, confidentiality, and privacy. Throughout, the course will link the conceptual framework to actual case studies and examples. The activities, materials and content of this course are related to the Massachusetts Curriculum Framework for PreK-12 Instructional Technology Standards.
(Cr 3)
ITP 581 - Reflective Seminar: Instructional Technology This seminar, which consists of weekly sessions on campus, is taken concurrently with ITP 526 Practicum Experience. The seminar discussions build students’ reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the students’ needs and their work in the field.
(Cr 3)
MTH 579 - Developing Mathematical Ideas with Applications This course is designed to support a standards-based math program in grade 1-6 and 5-12 classrooms. The combination of math-based content is designed to help teachers use inquiry-based learning to deepen understanding of mathematics. The syllabus appropriately references “standards-based math program”, as a mathematics curriculum that reflects the content of the Math Framework, must address the standards detailed in the document and the standards articulated in the National Council of teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. The phrase “inquiry based” captures the essence of the Guiding Philosophy and Guiding Principals of the Framework that espouse “…requires the (problem) solver to search for a method…”, “making and testing mathematical conjectures …”, “activities should build on curiosity and prior knowledge…”, etc. Participants read cases about mathematics in classroom settings, view videotapes, explore mathematical concepts, analyze lessons and student work, and read current research applicable to these issues. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Mathematics for the appropriate grade level.
(Cr 3)
OM 500 - Learning as Strategy A comprehensive review and evaluation of the methods of organizational preparation and instruction as a means of seizing educational program or business opportunities. Among the topics stressed are current and evolving concepts of organizational learning, how it takes place, and how it is managed and linked to strategic actions.
(Cr 3)
OM 502 - Professional Development and Training Processes An in-depth investigation of the many traditional and more contemporary approaches to learning and professional development utilized in schools and organizations designed to improve performance.
(Cr 3)
OM 503 - Measurements and Evaluations This course studies the techniques of measuring and evaluating performance on the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward and an organization¹s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operation.
(Cr 3)
OM 504 - Organizational Strategy and Design This course will link organizational strategy with the structure designed to implement it. Concentration will be placed on the preparedness of the organization for the strategy, its current and projected performance capacities, and organization structure and relationships that will lead to maximum results.
(Cr 3)
OM 507 - Consultative Process Skills A review and analysis of methods of directing and orienting employees, using coaching, mentoring, job shadowing and other techniques for familiarization and demonstration. It will also deal with leading and managing ad hoc, temporary and established, cross-functional teams in a variety of organizational conditions.
(Cr 3)
OM 510 - Leadership in Transition and Creativity This course will explore the changing nature of the purpose and roles of instructional and administrative leaders as well as the changing nature and roles of followers, their mutual expectations and interrelationships as a means to cope with organizational and environmental change.
(Cr 3)
OM 537 - Operational and Financial Strategies This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting. The course will also introduce the concepts and principles of marketing, and help students develop an appreciation for the scope, relevance, application, and integration in the operation of programs, services, ideas, and products of for-profit and not-for-profit organizations.
(Cr 3)
OM 547 - Marketing of Organizations The course will introduce the concepts and principles of marketing, and help students develop an appreciation for the scope, relevance, application, and integration in the operation of programs, services, ideals, and products of for-profit and not-for-profit organizations.
(Cr 3)
OM 563 - Research Strategies This course will enumerate and compare the many ways to develop, share, utilize and build upon data generated by a school or organization. Specifically the review and exploitation of internally generated data and the discipline of competitive intelligence will be weighed as tactics for enhanced educational performance or a stronger competitive position.
(Cr 3)
OM 564 - Leveraging Technology Multiple applications of technology will be examined as they enhance the learning of individuals and organizations. The focus will be on the creation and use of systems as a basis for sharing essential instructional information and as a means for experimentation and innovation in the learning process and instructional support services for the student.
(Cr 3)
OM 571 - Research Seminar (Cr 1)
OM 572 - Research Seminar (Cr 1)
OM 573 - Research Seminar A course that prepares students for undertaking large research and evaluation projects. Research concepts and strategies, their application and utilization will be considered in organizational contexts as well as a means to provide students with a construct for undertaking their masters thesis.
(Cr 1)
OM 585 - Human Resources and Organizational Potential Human Resources and Organizational Potential broadens and extends the role of human resources as a translator of strategy and as the creator of the work force which is expected to fulfill the promise of that strategy.
(Cr 3)
OTM 513 - Research Strategies This course prepares students for undertaking research projects into education and education management. Research concepts and strategies are considered by means of a series of student-driven, reading-based seminars. This brings to life the application of research in organizational contexts, providing students with a conceptual basis for undertaking their own projects.
(Cr 3)
OTM 518 - Consultative Coaching Process Skills A review and analysis of methods of directing and orienting students and employees, using coaching, mentoring, job shadowing and other techniques for familiarization and demonstration. It will also deal with leading and managing ad hoc, temporary and established cross-functional teams in a variety of organizational conditions. Methods of directing and orienting multi-ethnic and multi-cultural student bodies and employee work forces typical to hospitality related environments will be examined.
(Cr 3)
OTM 524 - Effective Instructional Curriculum Design This course will examine different approaches to curriculum design using practical examples and case studies. It will review current expectations of learning outcomes expressed by professional associations and research in hotel, restaurant and related service industries. Students will become familiar with seeking balance between professional preparation and personal development. Students will be encouraged to link organizational strategy with the structure of curriculum designed to implement it. Concentration will be placed on the preparedness of the organization for the strategy, its current and projected performance capacities and organization structure and relationships that will lead to maximum results. An emphasis will be placed in applying these strategies to educational institutions and organizations in a global economy.
(Cr 3)
OTM 587 - Applied Research Project The dissertation is an opportunity for students to undertake a piece of primary research work related to the Master of Education in Organizational Management in Hospitality Training program, on a directed, self-study basis. It aims to provide students with the confidence and capacity to study on their own, to gather information and make practical and philosophical sense of it. Thus this course requires students to write, present and defend an approved comprehensive paper demonstrating an in-depth understanding in a topic of their own choosing. Students are required to take a novel view of current knowledge and to explore and report upon a relatively uncharted area of business practice or theory. This module thus requires students to show that they can conduct a comprehensive critical literature review, devise a methodologically sound approach to their topic and present evidence that has heuristic value in the field of study they have chosen. The research will normally take place within a work context and be submitted after completion of the two semester-long program.
(Cr 3)
OTM 588 - Teaching Skills Development Students will be introduced to a range of issues and techniques that deal with basic classroom management and practices. They will be required to prepare a short teaching session for evaluation by their peers as part of the program.
(Cr 1)
OTM 589 - Teaching Skills Development Students will be introduced to a range of issues and techniques that deal with basic classroom management and practices. They will be required to prepare a short teaching session for evaluation by their peers as part of the program.
(Cr 1)
RDG 502 - Learning and Cognition This course is intended as an overview of the major theoretical approaches to learning and cognition, especially as they are applied to the reading process. A considerable amount of time will be designated to discussing theories of intelligence and the application of the theories to specific educational issues and problems will be the main focus of this course. Examination of the current research will provide students with a background in learning and cognitive concepts relevant to planning and reflecting upon educational practice and improvement within core curriculum areas. Bloom’s level of cognition and Gardner’s theory of multiple intelligences will be examined as to how they relate to the reading process. Students will examine recent applications of this research and analyze public debates surrounding development, learning, thinking, individual differences, as they relate to classroom teaching, learning and evaluation.
(Cr 3)
RDG 504 - Family Literacy Connections How can educators involved in family literacy initiatives be confident they are providing beneficial rather than intrusive experiences? What role should the community play in family literacy issues? How can schools, families and organizations better collaborate to enhance literacy development for both children and their caregivers? This course presents a wide variety of school-based and organization sponsored programs and initiatives that will address these questions as practitioners learn how others are responding to the literacy needs of students and families. Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.
(Cr 3)
RDG 506 - The Emergence of Literacy This course will examine the role of the “reflective practitioner” in developing literacy experiences for elementary school aged children. We have come to realize that children progress along a developmental continuum that reveals their gradual or “emerging” construction of knowledge about reading and writing. The importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy will be examined. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
(Cr 3)Page: 1
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Undergraduate Accelerated
AMS 101 - American Popular Culture Explores the many forms that American culture has taken throughout the country’s history, including bestsellers and beliefs, myths and movies, legends and laws. Students will learn to recognize and interpret cultural symbols and to better understand the complex world in which they live.
Prerequisites & Notes Satisfies the Arts and Humanities core requirement.
(Cr 3)
APL 100 - Assessment of Prior Learning Through structured activities and a careful examination of learning acquired from personal and professional experiences, students are guided in the development of a portfolio of prior learning experience. Career and educational goal setting are outcomes of this course. Cost includes tuition payment for the 3-credit course with an additional fee for portfolio review and the granting of up to 30 credits. For students matriculated into Bachelor degree programs.
Prerequisites & Notes Advising appointment necessary for enrollment.
(Cr 3)
ART 200 - History of Photography A survey of the legacy of photography since 1837. Technical advances, artistic expression, and documentary photography will be studied in relation to the special and artistic movements of the nineteenth and twentieth centuries. Leaders in the field of photography and their impact on mass communications will be emphasized.
(Cr 3)
ART 404 - Imagination and Creativity This seminar course will help each student develop an awareness of his or her own creative process. Students will learn to generate strategies for enhancing creativity through readings and discussion.
Prerequisites & Notes Satisfies the Arts and Humanities core requirement.
(Cr 3)
BUS 120 - Business Fundamentals: Methods Half of a two-semester integrative interdisciplinary course that focuses on the interdependencies in business while providing a foundation for success in accelerated study. The course readings, exercises, and team projects are used to develop the analytical, quantitative, interpersonal, and communicative skills required for business success.
(Cr 3)
BUS 121 - Business Fundamentals: Strategies Half of a two-semester integrative interdisciplinary course introduces students to the interdependencies in business while providing a foundation for advanced study and a framework for defining internship and career direction. Readings, exercises, team projects are used to develop the analytical, quantitative, interpersonal, and communicative skills required for business success.
(Cr 3)
BUS 150 - Accounting I Presentation of accounting as the language of business and as an essential part of the decision-making process for the business manager and investor, based on generally accepted accounting principles. Provides understanding of the preparation, uses, and limitations of financial statements. Introduction to the methods of valuation of inventories and estimation of depreciation.
Prerequisites & Notes (Formerly ACC 101).
(Cr 3)
BUS 151 - Accounting II Continues to develop the foundations for a thorough understanding of basic accounting principles. The emphasis is on accounting issues that are relevant to the corporate form of business organizations. In particular, dividends, retained earnings, long-term liabilities and investments are examined. Introduces cash flow statements and cost/profit relationships. Ends with the comparison of financial and managerial accounting.
Prerequisites & Notes Prerequisite: BUS 150. (Formerly ACC 102).
(Cr 3)
BUS 170 - Financial Analysis Highlights the financial concepts needed to support management decision-making. Students are exposed to the elements of financial statements, with particular emphasis on the fundamental principles that guide financial reporting. The course also focuses on measurement issues that managers must understand to make good financial decisions.
Prerequisites & Notes This course is for non-business majors only.
(Cr 3)
BUS 200 - Marketing An introductory overview of marketing in the 21st century. Techniques for the application of key marketing frameworks, and tools for analyzing customers, competition, and marketing strengths and weaknesses are examined. Emphasis is placed on methods for the selection of target markets. Strategies that integrate product, price, promotion, and place to meet the needs of a target market are studied.
Prerequisites & Notes Prerequisite: Sophomore status or permission of instructor. (Formerly MKT 200)
(Cr 3)
BUS 210 - Finance An introduction to finance including organization, taxes, capital markets, the commercial banking system, interest rates, financial analysis, financial forecasting, working capital management, marketable securities, accounts receivables, inventories, and short term credit markets. Students will use financial computers and/or software applications to apply concepts.
Prerequisites & Notes Prerequisites: BUS 151 (Accounting II - formerly ACC 102), CO 260 (E-Business Processes for Finance), or equivalent competency. Formerly Managerial Finance.
(Cr 3)
BUS 300 - Entrepreneurship Examines historic evolution, economic, and societal impact of the entrepreneurship process from conception to implementation of a new venture. Focus is on attributes of entrepreneurs and entrepreneurial teams, their search and assessment of various resources to convert opportunities into profitable businesses.
Prerequisites & Notes Prerequisite: BUS 310 or BUS 170, or permission of instructor. Satisfies the Social Science core curriculum. Satisfies the Social Science core curriculum. (Previously called Initiating New Business Ventures.) (Formerly ENT 300)
(Cr 3)
BUS 302 - Legal Environment for the Business Manager This course gives students a working knowledge of the legal system and the law and how it affects day-to-day operations of businesses all over the world. Topics include: small business and the law, the judicial process, trials and alternative dispute resolution, Constitutional law, the administrative agency, contracts and liability, debtor/creditor relationships, labor law, employment discrimination and sexual harassment, environmental law, consumer protection, federal securities and anti-trust law, and international corporations and the law.
Prerequisites & Notes Prerequisite: BUS 121 or permission of instructor.
(Cr 3)
BUS 303 - International Business An overview of the environment in which international businesses compete. This course introduces the student to the impact of culture and political economy on business decision-making, the economics and politics of international trade and investment, the nature of the international monetary system, the strategies and structures that characterize successful international enterprises, and the special role that each business function plays within a firm operating globally.
Prerequisites & Notes Prerequisites: ECN 201, ECN 202 or permission of instructor.
(Cr 3)
BUS 305 - Human Resource Management This course examines employee-employer relationships in the work place today. Policy areas covered are: job design, recruiting, employee selection, placement, job training and career development, performance evaluation, compensation strategies, incentives, and benefits. There is also discussion of current economic situations as they impact the work place today, including labor/management relations.
(Cr 3)
BUS 314 - Business, Government, and Society An exploration of the relationships between business enterprise and local, state, and federal governments. The course will develop an understanding of the substance, nature, and dimensions of the relationship and its impact on society. Such issues as lobbying, ethics, regulations, and the public interest will be considered in contemporary case studies, reading, and presentations.
(Cr 3)
BUS 316 - Conflict Resolution An introduction and exploration of various methods of settling disagreements and disputes that occur on interpersonal or organizational levels with an emphasis on methods that avoid either disputant being labeled winner or loser.
(Cr 3)
BUS 320 - Organizational Behavior A comprehensive survey of the dynamics of behavior in organizations. Examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach.
Prerequisites & Notes Satisfies the Social Science and Writing Designated core requirements.
(Cr 3)
BUS 325 - Operations Management An introduction to operations and production management. This course examines the evolution of the modern operations function, the design of systems and scheduling, the management of materials, and the provision of services in contemporary businesses. All facets of an enterprise, including employees, processes, customers and suppliers are looked at as a system
(Cr 3)
BUS 330 - Consumer Behavior Study of the consumer as a decision maker. Social and psychological influences on purchasing decisions are examined with emphasis on their implications for retail marketing strategy. Topics include: external and internal influences on consumer lifestyles, the nature of consumer motivation, the purchase decision process as it relates to the consumption of consumer goods and services, and appropriate marketing responses.
Prerequisites & Notes Prerequisite: BUS 200 or permission of instructor. (Formerly MKT 300)
(Cr 3)
BUS 410 - Electronic Commerce An overview of the tools, skills, business concepts, strategic opportunities, and social issues associated with electronic commerce on the Internet.
(Cr 3)
BUS 415 - Business Negotiation Provides students with techniques for becoming skillful negotiators in a wide range of settings. The framework and fundamental steps of negotiating action plan are examines. Students will be introduced to current theory surrounding the negotiation process.
Prerequisites & Notes Prerequisite: Junior or senior class status.
(Cr 3)
BUS 450 - Dynamics of Leadership An extensive look at the nature of leadership and the dilemmas facing leaders of people at work. In-depth analysis of the forces motivating the behavior of people working in ongoing and temporary groups. Includes problems of authority and influence, development of roles and norms, initiation of change and dealing with resistance. Recognition of women’s and men’s parity in leadership opportunities as a major consideration.
(Cr 3)
BUS 475 - Business Strategy and Policy A culminating course in the Business program, examines the challenge to top management presented by a new or expanding business. Students learn decision making for an organization experiencing growth and change. Topics include organization planning and strategy in a competitive environment. The student is asked, from the point of view of the senior manager, to integrate and apply the knowledge learned in accounting, finance, marketing, organizational behavior, etc., to develop a comprehensive strategy for a firm that can lead to competitive advantage and high performance results.
Prerequisites & Notes Prerequisites: BUS 121, BUS 200, BUS 170, or permission of the instructor.
(Cr 3)
BUS 479 - Research Project A comprehensive research project that requires students to apply academic theories to professional work environment. The project is planned and supervised by faculty. Scheduled group sessions provide the opportunity for students to reflect upon their experiences and learning. Students will be responsible for outside reading and writing assignments designed to integrate theory and practice their research.
(Cr 6)
BUS 489 - Senior Thesis I Senior thesis I is the first phase in the Research Project. Students choose a research topic in their field and, through library research, write a comprehensive literature review that is then developed into an original research project. Senior Thesis I also synthesizes the research project with prior and future course work, providing students with the opportunity to study a specific area of their major more deeply
(Cr 3)
BUS 490 - Senior Thesis II The culminating project in business requires students to integrate skills and knowledge acquired over the course of the program both in the classroom and the field to answer a question or solve a problem related to the research project concentration area.
(Cr 3)
CJ 410 - Law and Society Students will be exposed to the dominant theoretical methods used to explain the interplay between law and society in everyday life. Additionally, ways in which social values are incorporated within legislative and judicial decisions will be studied. Students will have the opportunity to critically analyze differing views on legal and social issues facing our society.
Prerequisites & Notes Satisfies the Social Science core requirement.
(Cr 3)
CMM 306 - Social Impact of the Media Influence and role of media in modern culture. Covers the effects of media on socialization, education, political choice, and process; formation and development of beliefs, attitudes, and values; diffusion of information; and the transmission and reflection of popular culture.
Prerequisites & Notes Prerequisite: CMM 101, SOC 101, or permission of instructor. Satisfies the Social Science core requirement.
(Cr 3)
ECN 201 - Macroeconomics Examines macroeconomics concepts, from a national and global view, of economic systems, economic growth and investment, production possibilities, demand and supply, national income accounting, money and banking, monetary and fiscal policy, the Federal Reserve, and international trade and finance.
Prerequisites & Notes Satisfies the Social Science core requirement.
(Cr 3)
ECN 202 - Microeconomics A second course in economics, which includes student analysis of demand and supply elasticity, pure competition, monopoly, oligopoly, monopolistic competition, resource markets, governmental regulation, environmental economics, income distribution, and international economics.
Prerequisites & Notes Prerequisite: ECN 201. Satisfies the Social Science core requirement.
(Cr 3)
ENG 101 - College Writing Seminar This course introduces freshmen to pre-writing, composing, and revising strategies. It emphasizes logical development of ideas in papers appropriate to purpose and audience. Students will draw on their own experience but will be asked to see beyond it and to respect the weight of evidence.
Prerequisites & Notes Satisfies the Arts and Humanities and Writing Designated core requirements.
(Cr 3)
ENG 102 - Introduction to Literature An introduction to the fundamentals of literary study. We will focus on interpretation and criticism of short stories, poetry, drama, and film. We will also examine critical methodologies for literary analysis, literary terminology, and appropriate research methods.
Prerequisites & Notes Satisfies the Arts and Humanities and Writing Designated core requirements. (Previously called English Composition II.)
(Cr 3)
ENG 103 - Speech Development of effective speaking and speechwriting skills. To accomplish this, students will write and deliver speeches with the guidance and encouragement from the instructor and peers.
Prerequisites & Notes Satisfies the Arts and Humanities and Writing Designated core requirements.
(Cr 3)
ENG 308 - American Literature An exploration of American Literature through the lens of genre, theme, major figures, minority voices, major events, legal documents, historical and literary periods, and/or paired texts. Possible topics include fiction, autobiography, biography, poetry, slave narratives, Indian captivity narratives, travel narratives, journals, personal letters, public testimonials, and debates, regional and ethnic representations. Students may take more than one section of this course as long as the topic is different from one section to the next.
Prerequisites & Notes Satisfies the Arts and Humanities and Writing Designated core requirements.
(Cr 3)
GEO 315 - World Geography A comprehensive study of world regions (excluding North America) focusing on both the distinctive character of each region and their communal linkages in an increasingly interconnected and changing world. Emphasis is placed on the practical and theoretical application of global geographic issues.
(Cr 3)
HST 225 - The Salem Witch Trials This course explores the history of and myths surrounding the Salem witch trials and, more generally, the politics of scapegoating. Readings, including trial transcripts, will focus on the origin, development, and legacy of the trials, and on Puritanism, witchcraft, legal practices, and the status of women in colonial-era New England. Visits to local historical sites will enhance understanding of the trials. The course will also examine more recent witch-hunts and instances of hysteria associated with McCarthyism, AIDS, the bombing of Pearl Harbor, and the September 11 terrorist attacks.
Prerequisites & Notes Satisfies the Social Science core curriculum.
(Cr 3)
HST 308 - Contemporary Issues Examination and analysis of the critical issues and events of our contemporary world. The issues are approached through lecture, readings in current literature, the news media, and classroom discussion.
Prerequisites & Notes Prerequisite: One core social science course. Students may take more than one section of this course as long as the topic is different from one section to the next.
(Cr 3)
HTA 315 - The History and Appreciation of Wine This course is intended to give the student a breadth of knowledge regarding wine. With roots dating back to eight thousand years, wine is woven into modern day traditions and cultures. The student will learn the history of wine and its reciprocal influences with agriculture, language, art, chemistry, economics, geography, health, and culture. Wine tasting is a component of this course; consequently, students must be 21 years of age.
Prerequisites & Notes Prerequisites: Age 21, third or fourth-year status, and permission of the instructor. Course Fee: $50.00
(Cr 3)
LST 479 - Research Project A comprehensive research project that requires students to apply academic theories to professional work environment. The project is planned and supervised by faculty. Scheduled group sessions provide the opportunity for students to reflect upon their experiences and learning. Students will be responsible for outside reading and writing assignments designed to integrate theory and practice their research.
(Cr 6)
LST 489 - Senior Thesis I Senior thesis I is the first phase in the Research Project. Students choose a research topic in their field and, through library research, write a comprehensive literature review that is then developed into an original research project. Senior Thesis I also synthesizes the research project with prior and future course work, providing students with the opportunity to study a specific area of their major more deeply
(Cr 3)
LST 490 - Senior Thesis II The culminating project in business requires students to integrate skills and knowledge acquired over the course of the program both in the classroom and the field to answer a question or solve a problem related to the research project concentration area.
(Cr 3)
MTH 120 - Mathematical Ideas I Problem solving and inductive reasoning are learned through the study of estimation, error analysis, theory sets. Venn diagrams, number theory and Fibonacci sequences. This course will build upon a student’s geometry background and apply it to further the study of curves, polygons, circles, and triangles and then proceed to non-Euclidean geometry, topology, and fractals.
Prerequisites & Notes Prerequisites: Two years of high school math.
(Cr 3)
MTH 121 - Mathematical Ideas II This course will build upon a student’s algebra background and apply it to further study of linear equations and inequalities, exponential and logarithmetic and quadratic equations, matrix algebra and linear programming. Basic probability and statistics theory will be included.
Prerequisites & Notes Prerequisites: Two years of high school math.
(Cr 3)
MTH 126 - Applied Statistics Introduces the student to applied statistical methods used in industry and scientific applications. Emphasis will be on the practical aspects of statistics as students analyze real data in applications of the central limit theorem, estimation using confidence intervals, and hypothesis testing. ANOVA, Chi-square, F distributions, and non-parametric statistics will be explored.
Prerequisites & Notes A TI 82 or 83 calculator is required. Satisfies the Math/Science core requirement.
(Cr 3)
MTH 145 - Mathematical Problem-Solving Develops student problem-solving skills by teaching different problem-solving strategies and allowing students the opportunity to develop and reflect on their own problems solving and critical thinking skills. The students will apply these strategies to real world scenarios.
(Cr 3)
PHL 100 - Insights in Philosophy A survey of philosophical thought from pre-Socratic times to the present. Attention will be directed toward the nature of reality, theories of knowledge, ethics, religion, and politics.
Prerequisites & Notes Satisfies the Arts and Humanities core requirement.
(Cr 3)
PHL 104 - Ethics An investigation into the foundations and criteria for making ethical decisions. What constitutes moral behavior? How can one make an impact on issues that are “global” in nature?
Prerequisites & Notes Satisfies the Arts and Humanities core requirement.
(Cr 3)
POL 311 - American Government and Politics A synthesis of the theoretical, constitutional and pragmatic aspects of the United States. Such topics as federalism, constitutional analysis, civil liberties, and contemporary politics are considered. Offered in alternate years.
Prerequisites & Notes Satisfies the Social Science core requirement.
(Cr 3)
PSY 100 - General Psychology Foundations for understanding human behavior. Study of the brain and nervous system, sensation and perception, motivation, learning, maturation and development, personality theory, abnormal behavior, psychotherapy, and social psychology.
Prerequisites & Notes Satisfies the Social Science core requirement.
(Cr 3)
PSY 115 - Substance Abuse and Society A sociological and psychological understanding of the individual and groups in American society with respect to substance abuse and addiction. Emphasis is placed on current theories, attitudes, and definitions as well as the impact of substance abuse on professionals, minorities, children, and families. The role of the criminal justice system in substance abuse is also addressed with respect to prevention and intervention.
(Cr 3)
PSY 203 - Adulthood and Aging Focus on the various biological, psychological and sociological changes associated with the aging process within the framework of the developmental tasks of early adulthood through the middle and later years of life.
Prerequisites & Notes Prerequisite: PSY 100. Satisfies the Social Science core requirement.
(Cr 3)
PSY 211 - Psychological Theories This is an exploration of psychological theories with a focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychoanalytic, psychosocial, trait, behavioral, cognitive, interpersonal, and humanistic theories. The theory and research with applications to personal, social, educational, and professional lives will be examined.
(Cr 3)
PSY 302 - Research Methods Methods and techniques of research in psychology and related fields are the focus of this course. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results.
Prerequisites & Notes Prerequisite: PSY 100. Satisfies the Social Science core requirement.
(Cr 3)
PSY 304 - Psychology of Gender Examination of the major psychological theories about human behavior as they have been traditionally understood, and as they have been reinterpreted as a result of research on male and female development.
Prerequisites & Notes Prerequisite: PSY 100. Satisfies the Social Science core requirement.
(Cr 3)
PSY 305 - Social Psychology A scientific investigation into how social factors influence the individual’s personality, attitudes and behavior. The theory, methods and application of current research on topics such as aggression, prejudice, conformity, leadership and group dynamics are analyzed.
Prerequisites & Notes Prerequisites: PSY 100, or SOC 101 and junior or senior year status or permission of instructor. Satisfies the Social Science core requirement.
(Cr 3)
PSY 310 - Abnormal Psychology Investigation of the causation, development, and treatment of psychological disorders from major theoretical perspectives. Current psychiatric classification is used to examine such topics and schizophrenia, anxiety disorders, mood disorders, and other forms of psychological deviance.
Prerequisites & Notes Prerequisite: PSY 100. Satisfies the Social Science core requirement.
(Cr 3)
PSY 311 - Human Behavior A holistic examination of human behavior as viewed through the psychology of personality. Topics will include life span and personality development, emotions, interpersonal relations, communication, maladaptive behavior, psychotherapies, and coping strategies. Examines theory and research with applications to personal, social, educational, and professional lives.
(Cr 3)
PSY 323 - Stress and Illness Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress.
Prerequisites & Notes Prerequisite: PSY 100. Satisfies the Social Science core requirement.
(Cr 3)
PSY 325 - Human Sexuality Cultural and biological aspects of human sexuality with an emphasis on understanding diversity in interpersonal relations. The course will also provide opportunities for self-understanding as it relates to one’s sexuality and interpersonal relationships.
Prerequisites & Notes Prerequisite: PSY 100 or BIO 101. Warning: Students should possess a readiness for open and respectful discussion of course themes. Satisfies the Social Science core requirement.
(Cr 3)
SCN 210 - Environmental Issues Environmental changes and consequences that accompany anthropogenic development and industrialization will be discussed. The student will actively participate in a chronological and systematic investigation of the connections and relationship between ecological systems, energy, raw materials, western industrialization, environmental degradation, and third world population. The content of the course will ultimately serve to establish a historical reference point which will allow for analysis of current environmental status and national policy.
Prerequisites & Notes Prerequisite: Environmental Science, Biology, Chemistry, or equivalent.
(Cr 3)
SCN 220 - Environmental Science Relationships between the living and non-living components of Arctic, Tropical and temperate ecosystems are discovered and compared. Effects of global and local occurrences on the origin and distribution of species and modern practices of conservation are emphasized. The laboratory includes campus fieldwork and local field trips. Class, three hours; lab, two hours per week. Prior science preferred but not required.
Prerequisites & Notes Satisfies Math/Science core requirement. (Formerly SCN 131)
(Cr 3)
SOC 101 - Introduction to Sociology A systematic approach to the understanding of social life. The process by which society emerges, the nature and variety of social groups and organizations, and the development and functioning of major institutions will be critically examined.
(Cr 3)
SOC 302 - Social Problems The study of deviant behavior, social inequality, societal disorganization, and environmental crises. Emphasis is given to the relation between social problems and the structure and values of modern American society. Current and alternative solutions to societal problems will be analyzed.
Prerequisites & Notes Prerequisite: SOC 101 (Introduction to Sociology) and junior year status, or permission of the instructor. Satisfies the Social Science core requirement.
(Cr 3)
SOC 305 - The Family A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, single hood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.
(Cr 3)
SOC 325 - Cultural Diversity in the United States The United States is one of the most diverse societies on earth. With its bountiful mix of languages, races, religions, cultures and ideas, America offers its residents the opportunity to be “citizens of the world” without leaving home. The richness diversity brings to the United States will be explored, including cultural differences as well as similarities. Particular attention will be paid to social, legislative, and judicial milestones that have shaped the American social environment.
(Cr 3)
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