|
|
2009-2010 School of Graduate and Professional Studies Catalog with Addendum [ARCHIVED CATALOG]
Courses
|
|
|
|
Accounting
ACC 150 - Accounting I (Cr: 3)
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.
ACC 151 - Accounting II (Cr: 3)
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 ACC 150.
ACC 175 - Financial Accounting (Cr:3)
Introduces students to basic accounting concepts and principles used in today’s business world. Emphasis is placed on the preparation of financial statements and maintenance of accounting records throughout the accounting cycle. Other topics within the framework of this course include the valuation of inventory, basic principles of internal control, accounting for the acquisition, depreciation and disposal of fixed assets, and current liabilities.
ACC 185 - Managerial Accounting (Cr:3)
Continues to develop the foundation for a thorough understanding of basic accounting principles. Emphasis is placed on the accounting issues that are relevant to the corporate form of business organization including, but not limited to, long-term liabilities, investments, dividends, and retained earnings. Other topics within the framework of this course include cash flow statements, and an introduction to cost accounting concepts and systems including budgetary planning.
ACC 205 - Financial Analysis (Cr:3)
Highlights the accounting and financial concepts needed to support managment decision-making. Examines 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.
American Studies
AMS 101 - American Popular Culture (Cr: 3)
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. Satisfies the Arts and Humanities core requirement.
Art
ART 404 - Imagination and Creativity (Cr: 3)
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. Satisfies the Arts and Humanities core requirement.
Arts and Learning
ARS 500 - Arts and Learning Studio (Residency) (Cr: 3)
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.
ARS 501 - Visual Arts (Cr: 3)
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.
ARS 502 - Poetry and Creative Writing (Cr: 3)
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.
ARS 503 - Arts and Learning Differences (Cr: 3)
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.
ARS 504 - Voice and Music (Cr: 3)
Participatory approach to music and to the voice as mediums 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.
ARS 506 - Storytelling (Cr: 3)
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 storytelling 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.
ARS 507 - Drama (Cr: 3)
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, drama though movement, role play, and development of character and scene. Students will translate these techniques into the classroom or other work environments. Applications include emphasizing institutional change, conflict resolution, leadership, and team building.
ARS 508 - Creative Arts Seminar (Cr: 3)
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.
ARS 535 - Teaching Health Education Concepts with Visual and Performing Arts (Cr: 3)
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.
Assessment of Prior Learning
APL 100 - Assessment of Prior Learning (Cr: 3)
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 three-credit course, with an additional fee for portfolio review and the granting of up to 30 credits. For students matriculated into Associate and Bachelor degree programs. Advising appointment necessary for enrollment.
Athletic Administration
MAA 510 - Management and Leadership in Sport and Athletic Administration (Cr: 3)
This course examines contemporary theories related to management and leadership and their applications to athletic administration. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources. This course will discuss various skills, roles and functions of athletic administrators in the secondary school and collegiate settings.
MAA 515 - Application of Marketing Principles in Sport and Athletic Administration (Cr: 3)
Students will explore the importance of effectively marketing sport and athletics to target populations. The course includes the study 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. Students will also develop their own marketing plan in the athletic administration program. In addition, we will be utilizing case studies in order to simulate decision making in athletic administration.
MAA 520 - Legal Issues in Sports and Athletic Administration (Cr: 3)
This course is a survey of the various applications of contract, tort, intellectual property, constitutional, and administrative laws to the growing and complex field of sport management with a perspective toward risk management, contract negotiation, product liability professional and collegiate leagues, and marketing.
MAA 532A - Concepts and Issues in Athletic Administration for Secondary Schools (Cr: 3)
With a concentration at the secondary level, this course highlights the daily operations of the athletic director’s office, detailing job responsibilities, complexities and challenges that impact a school system’s interscholastic sports and extra-curricula program.
MAA 532B - Concepts and Issues in Athletic Administration for College Level (Cr: 3)
This course is designed to give students the opportunity to study the administration process in intercollegiate athletics.Students will study the operation for the effective organization and administration of intercollegiate athletic programs. Emphasis will be placed on the problems, forces, and issues shaping intercollegiate athletic administration. Included will be discussion of management and management styles, office management, policies and procedures, eligibility, transportation issues, time management and scheduling.
MAA 565 - Financial Issues in Sports and Athletic Administration (Cr: 3)
This course integrates the theories of finance, economics and accounting for the successful implementation of athletic programs. Students will learn about current financial issues in athletic administration while learning tools to manage and operate a fiscally sound athletic program. Advanced topics include organizational budgeting, financial strategies, and financial forecasting and problem solving.
MAA 570 - Communication in Sport (Cr: 3)
This course will provide an historical analysis of media and its impact on society. Emphasis will be placed on communication strategies athletic administrators may employ to enhance media and community relations. Discussions and analysis of sport cinema, television, electronic and print media will focus on how they impact athletic administrators and athletes at the secondary school and collegiate settings.
MAA 582 - Research Methods in Sport and Athletic Administration (Cr: 3)
Students will explore research topics in the disciplines of athletic administration, understand how research methods can be utilized to form theories, learn how to critically review the published literatures, and write a comprehensive literature review that can be incorporated into a sport management capstone project.
MAA 585 - Sport and Management Administration Event Planning (Cr: 3)
This course is designed to provide students with knowledge about the specialized field of event management and techniques and strategies required for planning, promotion, implementation, and evaluation of sport-related contests and special events.
MAA 587 - Facilities, Design and Construction (Cr: 3)
The course will introduce the sport facility life-cycle concepts of strategic planning, design-development, construction delivery systems, financing, and operations. Students will develop a case statement and a request for proposal for a sport industry segments: a private sports club, an interscholastic, intercollegiate, or professional sport program, or a recreational enterprise.
MAA 588A&B - Sport Management Practicum (Cr: 6)
The practicum is an intensive 200-hour field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 14-week period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six on-campus seminars that require participation in group discussions and the completion of a minimum of four written assignments.
MAA 590A&B - Athletic Administration Capstone Project I & II (Cr: 6)
This course requires the student to study a topic of their own choice, discuss their progress with the class and deliver a final paper that meets the following criteria: 1) makes an argument, describes or summarizes a position that is unique, original, or which directly applied to the student, 2) uses primary sources or applies to a primary organization as much as possible 3) conforms to the style and format of academic writing following Endicott College guidelines and 4) allows a student to demonstrate competencies gained from the courses completed in the Athletic Administration Program.
Biology
BIO 130 - Principles of Ecology (Cr:4)
Examines the interrelationships of organisms and their environments. The broad subject of ecology focuses upon the interactions of plants and animals, including humans, with each other and with their non-living world. Three levels of ecology are studied: (1) Individuals, (2) Populations, (3) Communities and Ecosystems. This class provides an overview of the science of ecology for the informed citizen, and also a good foundation for further work in ecology, marine biology and environmental science. Class, three hours per week plus lab.
Business
BUS 110 - Business Computers I (Cr: 3)
Provides current introduction to computer system concepts and personal computers in particular. Implications of information technology on business are explored. Problem-solving skills using word processing and presentation software and the World Wide Web are developed.
BUS 120 - Business Fundamentals (Cr: 3)
An 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, interpersonal, and communication skills required for business success.
BUS 121 - Business Fundamentals II (Cr: 3)
Builds on the understanding of information technology and its impact ion business. Emphasis is on using advanced presentation, database and web creation software to solve problems in business.
BUS 200 - Marketing (Cr: 3)
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.
BUS 210 - Finance (Cr: 3)
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.
BUS 300 - Entrepreneurship (Cr: 3)
Examines the historic evolution as well as the 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 in their search for and assessment of various resources to convert opportunities into profitable businesses.
BUS 302 - Legal Environment for the Business Manager (Cr: 3)
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.
BUS 303 - International Business (Cr: 3)
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.
BUS 305 - Human Resource Management (Cr: 3)
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.
BUS 314 - Business, Government, and Society (Cr: 3)
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.
BUS 320 - Organizational Behavior (Cr: 3)
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. Satisfies the Social Science and Writing Designated core requirement. Cross listed with PSY 321.
BUS 325 - Operations Management (Cr: 3)
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.
BUS 330 - Consumer Behavior (Cr: 3)
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.
BUS 410 - Electronic Commerce (Cr: 3)
An overview of the tools, skills, business concepts, strategic opportunities, and social issues associated with electronic commerce on the internet.
BUS 415 - Business Negotiation (Cr: 3)
Provides students with techniques for becoming skillful negotiators in a wide range of settings. The framework and fundamental steps of negotiating action plans are examined. Students will be introduced to current theory surrounding the negotiation process.
BUS 450 - Dynamics of Leadership (Cr: 3)
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 is a major consideration.
BUS 475 - Business Strategy and Policy (Cr: 3)
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.
BUS 479A - Research Project I (Cr: 3)
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 in their research. (Prerequisite: Successful completion of Senior Thesis I.)
BUS 479B - Research Project II (Cr: 3)
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 in their research. (Prerequisite: Successful completion of Senior Thesis I.)
BUS 489 - Senior Thesis I (Cr: 3)
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.
BUS 490 - Senior Thesis II (Cr: 6)
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.
Business Administration
BUA 504 - Entrepreneurial Endeavors ( Cr. 3)
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 appreciation 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.
BUA 507 - Organizational Behavior (Cr: 3)
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.
BUA 508 - Corporate Social Responsibility and Business Ethics (Cr: 3)
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.
BUA 510 - Accounting from a Manager’s Perspective (Cr: 3)
The objective of this course is to introduce students to the accounting process and systems and key financial statements for appropriate managerial decision making. The accounting of balance sheet and income statement items are examined in depth in accordance with the Generally Accepted Accounting Principles (GAAP). The course also examines managerial accounting concepts for preparation and interpretation of internal financial information. In this course, students develop skills in analyzing and recording business transactions to prepare financial statements, using the accounting equation to understand various components of the financial statement, and the relationships among financial statements to evaluate the performance of a business.
BUA 515 - Managerial Finance and Decision Making (Cr: 3)
A study that emphasizes the financial issues that managers of business units of all sizes face in risk management, valuation, financing, and investment decisions. Analysis is built around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, management, suppliers, distributors, employees, the local environment and others. Topics will include examination of areas affecting business investment decisions (with measure of risk and profitability), analysis of corporate financial information, forecasting and budgeting, management of assets and liabilities, cost allocation, variance analysis, cash flow management, and capital budgeting. The course employs a multi-functional approach to managerial decisions.
BUA 520 - Managing in the Evolving Workplace (Cr: 3)
This 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 create 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.
BUA 521 - Financial Reporting and Analysis (Cr: 3)
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.
BUA 527 - Financial Management and Control (Cr: 3)
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 objectives of this course are to provide the manager with the financial and managerial accounting theory, concepts, and tools necessary to make better financial management decisions and to enable the student to make sound judgments regarding financial analyses performed by others.
BUA 529 - Project Management (3 cr.)
This course focuses both on the analytical tools to manage projects as well as the people management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed.
BUA 531 - Managerial Accounting (Cr: 3)
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.
BUA 532 - Quantitative Methods for Decision Makers (Cr: 3)
This course 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.
BUA 535 - Managerial Economics (Cr:3)
This course examines the principles or microeconomics by focusing on 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 of the firm. Emphasis will be placed on the 2008-2009 financial crisis that has resulted in a deep world wide economic recession.
BUA 541 - Marketing Management (Cr: 3)
This course is designed to provide an overview of marketing principles in the 21st century. Analysis of techniques for the application of key marketing frameworks and examination of tools for analyzing customers and competition in relation to strengths and weaknesses are conducted. Strategies for the integration of product, price, promotion, and placement are also discussed.
BUA 542 - Operations and Logistics Management (Cr: 3)
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. The 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.
BUA 543 - Leadership in Information Technology (Cr: 3)
This course focuses on the role of information technology and the challenges confronting the management of those resources. Handled in phases, it first compares and contrasts the traits of both manager and leader before moving to an overview of key IT functions (and their evolution over the past 25 years), culminating in an appreciation for what it takes to be an effective IT executive in today’s business world. Unlike a traditional information systems management course focusing on the detailed mechanisms of computer systems, software, networking, etc., this course assumes exposure and knowledge to those principles and builds on that knowledge to address the strategic and tactical issues facing IT management. Therefore, it is geared as a management course relevant to information technology versus a core computer science course.
BUA 547 - Managing Innovation and Organizational Change (Cr: 3)
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.
BUA 560 - Marketing and Customer Value Management (Cr: 3)
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.
BUA 561 - Managing in the Global Business Environment (Cr: 3)
An examination of the multitude of forces and factors that influence organizations doing business on a global scale. Close examination will be given to methods of managing global organizations as they adapt to cultural, regulatory, market, and economic differences as they seek to accomplish organizational objectives. Important management issues specific to international business will be discussed to prepare students to improve their management capabilities. Key issues examined in the course will be an overview of the legal aspects of international business transactions; laws governing multi-national enterprise; foreign investment; money and banking; impact of law on international trade, and the global monetary system.
BUA 562 - Management Tools in the E-Business Environment (Cr: 3)
This course is designed to provide an overview of management decision support systems, enterprise resource planning, and operations and production management. Techniques for the application of key management frameworks and tools for the analysis of operational and financial competitive strengths and weaknesses are also examined.
BUA 575 - Field Study: Consulting Project Seminar (Cr: 3)
This seminar is designed to facilitate student teams as they embark upon an actual management consulting engagement with a local client. Students meet once a week with the instructor who works as an advisor throughout this project. This is a hands-on learning environment whereby students apply concepts acquired throughout the MBA program.
BUA 578 - IT in Management (Cr: 3)
This course investigates the strategic role of managing the acquisition, implementation, and maintenance of information technology. In order to understand how to manage 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.
BUA 580 - Creativity and Leadership (Cr: 3)
This course links management concepts with the content of study in other business disciplines, including the humanities and social sciences. The course demonstrates how general managers benefit when they integrate the concepts and theories from other disciplines into organizational governance and operations. It stresses the need for stimulation, vision, and challenge in organizations while it develops methods of stretching individual and team capacities, avoiding complacency and habits in operations. Students learn about leadership as an influence process and apply that knowledge to solving real situations within organizations.
BUA 581 - Managing Information Systems (Cr: 3)
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 and 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.”
BUA 582 - Business Research Methods (Cr: 3)
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 and use the internet to conduct data collection and research projects. As an end product, each student group will develop and present a research proposal that they will then work on throughout their MBA curriculum.
BUA 585 - Human Resources in Transition (Cr: 3)
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.
BUA 587 - Business Policy and Strategy (Cr: 3)
Business policy and strategic management are two overlapping concepts that are studied from the perspective of CEOs, Board of Directors, and often times Vice Presidents. While policy focuses more on the purpose, direction, mission, and organizational values, strategic management deals more with creating a long-term management plan for enabling the organization to effectively implement new ideas and changes as required for continuous growth.Many issues, and decisions facing senior level management are very complex, dynamic, and sometimes unstructured. The overall purpose of this course is to provide conceptual an analytical tools to enable students to think strategically about how to effect positive change within the organization and in the society at large.
BUA 591 - Business Research Seminar I (Cr: 1)
The first in a three course series. Each seminar is four hours, and is interspersed across the curriculum. The Thesis Advisor, who 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 Master’s thesis.
BUA 592 - Business Research Seminar II (Cr: 1)
The second in a three course series. Each seminar is four hours, and is interspersed across the curriculum. The Thesis Advisor, who 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 Master’s thesis.
BUA 593 - Business Research Seminar III (Cr: 1)
The third and final course in a three course series. Each seminar is four hours, and is interspersed across the curriculum. The Thesis Advisor, who 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 Master’s thesis.
Communication
CMM 101 - Introduction to Mass Communication (Cr: 3)
Function and impact of mass communication in society is covered in this course. Role and structure of print and electronic media, history of communication, media interrelationships, new technologies, process and effects, and ethical-regulatory issues are all topics that are included.
CMM 103 - Advertising Fundamentals (Cr: 3)
Basic principles and practices of advertising and their relation to the economy, society, and media. Focus on effective marketing strategies, research, ethical responsibilities, agency role, and media planning.
CMM 203 - Public Relations (Cr: 3)
Overview of basic principles, concepts, and relationship of theory to practice. Special emphasis on role in society, public opinion, effective strategies and tactics, process, identification of publics, publicity techniques, and effective use of media.
CMM 220 - Telecommunications (Cr: 3)
A comprehensive overview of the electronic media industry, its history, its structure, its economics, and its influence on our society.
CMM 306 - Social Impact of the Media (Cr: 3)
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. Satisfies the Social Science core requirement.
Prerequisites CMM 101, SOC 101, or permission of instructor.
Economics
ECN 201 - Macroeconomics (Cr: 3)
The measurement of the U.S. economy and the factors that contribute to economic growth and recession are the focus of macroeconomics. The role of government in the economy is closely examined. Particular attention is paid to tax and spending policy as well as the policy of the Federal Reserve. Government policy has a significant impact on the performance of the private economy. Satisfies the Social Science core requirement.
ECN 202 - Microeconomics (Cr: 3)
Examines the basic concepts of microeconomics, including theories and models that describe how consumers and producers of goods and services make rational economic choices, and the implications of those choices for market prices, quality, and product variety. Looks at demand and supply elasticity, the nature of competitive rivalry, factors of production, income distribution, and the impact of government regulation. Satisfies the Social Science core requirement.
Education
ED 502 - Effective Classroom Strategies in Elementary Education (Cr: 3)
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.
ED 525 - Introduction to Applied Behavior Analysis in Special Education (Cr: 3)
Within this course the definition and characteristics of applied behavior analysis will be reviewed. Students will learn the distinction between behaviorism, the experimental analysis of behavior and applied behavior analysis. Additionally, critical terms, definitions and concepts in applied behavior analysis will be reviewed. Journal articles from the behavior analytic literature will be used to emphasize the interrelationship between behavior analytic principles and effective education and clinical treatment. General principles will be reviewed in class. Students will be required to identify their own area of concentration and (e.g., curricular-based interventions for the treatment of children with developmental disabilities) with the support of the instructor, refine their skills in area of primary interest.
ED 534 - Measurement and Experimental Evaluation of Behavioral Intervention (Cr: 3)
“Those who fall in love with practice without science are like a sailor who enters a ship without a helm or a compass, and who never can be certain whither he is going.” (Leonardo da Vinci).
This is an initial course in the use of single subject research methodology within Special Education. It includes an overview of behavioral measurement, single subject research designs, and methods of data analysis. Single case experimental designs are a hallmark of applied behavior analysis. These designs operate to demonstrate functional relationships between adjustments in independent variables and their effects upon dependent variables in applied research. This course will examine theoretical and practical issues in experimental design and control and will provide educators with a “framework” in the form of practical applications of research methodology involving direct observation and single-subject designs to examine the effects and evaluate the efficacy of interventions. It will introduce students to a natural science approach to designing, conducting, and critically evaluating research involving applications of the experimental analysis of behavior to problems and needs of individuals in educational, clinical, and community settings.
ED 541 - Behavioral Assessment (Cr: 3)
The purpose of this course is to introduce you to issues related to: functional assessment and analysis, social validity, treatment integrity, and stimulus preference assessment. The primary focus of this course will be that of Functional Assessment and Analysis, of which we will cover the three general approaches currently in use:
• Indirect or anecdotal methods (checklists, rating scales, and questionnaires)
• Descriptive analysis (scatter plot, ABC analysis, interval and time sampling methods)
• Functional analysis (experimental methods, brief functional analyses)
The course content is based on current state-of-the-art procedures in applied behavior analysis and will include a detailed overview of functional analysis procedures and treatment packages that can be implemented based on the results of functional analyses. Emphasis is placed on helping students understand the conceptual issues that led to the development of the assessment methodology and the practical issues in conducting such assessments. In addition, emphasis is placed on providing students with an understanding of the procedural and conceptual issues surrounding intervention development for children with severe behavior problems following functional analyses. Particular emphasis will be placed on reinforcement-based interventions and dimensions of reinforcement.
ED 554 - Behavior Change Procedures and System Supports (Cr: 3)
This course will focus on behavioral methodologies and their application to applied settings such as public and private schools, home-based services, and adult service agencies. The course will also cover a basic introduction to communication training using Skinner’s analysis of verbal behavior and a basic introduction to Organizational Behavior Management (OBM) as it relates to systems support.
ED 565 - Education Law and Ethicial Issues in Behavior Analysis (Cr: 3)
This course was designed to provide students with an overview of the Code of Ethics published by: The American Psychological Association and the Behavior Analysis Certification Board. Ethical issues outlined in the Behavior Analyst’s Certification Board’s Task List will be reviewed in the context of this class (http://www.bacb.com/). Additionally, the student will become familiar with the Massachusetts Department of Special Education Regulations, as well as case law relative to those regulations.
ED 580 - Innovative Methods in Education (Cr: 3)
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 include 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.
ED 581 - Technology in Education (Cr:3)
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.
ED 582 - Research Methods (Cr: 3)
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.
EDC 510 - Policy Analysis, Leadership, and Change Processes (Cr: 3)
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 roles as educators, while expanding the set of possible choices they have for taking actions and leadership.
EDC 525 - Social Contexts in American Schooling: Methods of Teaching Social Studies in the Elementary School (Cr: 3)
This course presents a context for teaching social studies in American schools. Grounded in a systematic self study of social systems, economics, geography, history, social studies, and human development, the course explores social science concepts for the analysis of educational, cultural, and social institutions, organizations and processes, and the development of citizenship education. This foundation provides a basis for the understanding and development of methods and materials and the assessment and improvement of learning. Students will learn to develop units and lessons based upon the Massachusetts History and Social Science Curriculum Framework and such other resources as the National Council of Social Studies Standards.
EDC 570 - Understanding the Dynamics of Student Aspirations (Cr: 3)
The purpose of this course is to explore the contexts of the lives of learners. Participants will understand families, schools, and society as social systems and be able to practice this understanding in their relationships with children, colleagues, parents, and the community. Students will gain a greater appreciation for and understanding of the conditions that affect student aspirations. The course introduces the multiple dimensions of children’s lives, basic theories of child development, and the contexts of the lives of learners. Theoretical concepts 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 social systems and student aspirations.
EDM 502 - Montessori Philosophy and Theory (Cr: 3)
This course will provide students with an in-depth study of the life and times of the woman, Maria Montessori. The unique contribution of the Montessori learning environment and how it reflects her philosophy and methodology will be look at from a historical perspective and from today’s global educational landscape. The students will also be exposed to the principles and techniques of other contemporary educational practices, together with those of educators and philosophers of the past.
EDM 506 - Early Childhood Development (Cr: 3)
This course will provide a concentrated overview of child development from conception through the early years (to approximately seven years of age). Specific emphasis will be place on Dr. Maria Montessori’s theories of child development, along with a review of the contributions of various other developmental theorists. Practical emphasis will be placed on how these theoretical orientations relate to the Early Childhood education center. We will also explore the various developmental stages of art in the preschool aged child, and how outward expressions reflect inner processes.
EDM 523 - Cultural Awareness in the Classroom (Cr: 1)
This course combines the subjects of Geography, History and Science as interrelated topics, aiding the child in their natural interest I understanding how the world works and their place within it. Child Development, as it applies to this curriculum, is explored. Student practice with hands-on materials I stressed, along with direct observations and explorations in the natural world.
EDM 525 - Montessori Music and Movement for the Young Child (Cr: 1)
This course will guide teachers in learning how to design a music and movement program for two and a half to six year old children. Teachers will learn basic skills which will assist children to develop healthy bodies, fine and gross motor skills, increase self-esteem, social awareness, and enhance creativity.
EDM 526 - Montessori Sensorial Curriculum (Cr: 3)
The Sensorial curriculum will be presented in its entirety. This includes the philosophical foundation, rationale, and aims for this major curriculum area. Material presentations will be reinforced through the student’s guided practice sessions and the writing and sequencing of lesson plans. The inherent mathematical characteristics of the Sensorial materials, along with their capacity for providing strategies for observation and assessment, will be discussed.
EDM 527 - Montessori Everyday Living Curriculum (Cr: 3)
The Everyday Living course will provide the student with a firm philosophical and practical foundation in this core curriculum component. Students will understand the philosophical principals underlying this curriculum, as well as the sequential presentation of the materials found within this curriculum area.
EDM 528 - Montessori Language Curriculum (Cr: 3)
This course will include the presentation of materials and activities in the area of language development as they related to children 2-1/2 through 6 years of age. Specific emphasis will be placed on Dr. Montessori’s theories I this area, both from an historical and contemporary perspective. Presentations of language materials to enhance language, pre-reading and reading skills, and prewriting and writing skills in the young child will be combined with guided practice labs for this curriculum area.
EDM 529 - Montessori Mathematics Curriculum (Cr: 3)
This course will include the presentation of materials and activities in the area of the Montessori math program for children 2-2/12 through 6 years of age. This will include a sequential presentation of the Montessori pedagogical materials and how they aid the child in gaining a multi-sensory understanding of math concepts. A theoretical review of the “Mathematical Mind” will be included, combined with a renewed look at the Sensorial apparatus as tools for math and geometry instruction. There will be labs coordinated with this curriculum.
EDM 560 - Montessori Leadership and Administration (Cr: 1)
Discussions related to the curriculum, the teacher, daily scheduling, the interactive atmosphere, the normalization process, and the practical skills of designing an aesthetic classroom environment will be discussed. It will also include a broad overview of an administrator’s responsibilities and seeks to have resources accessible that will help the student teacher in her or her unique set of circumstances. Additional course time will focus on fostering positive relationships with families with preschool age children, while highlighting the significance of understanding this aged child as a basis for effective classroom management and in educating the child within a social curriculum.
EDM 565 - Observation and Assessment (Cr: 4)
This course is divided into two sections. There are sixteen academic hours of in-class lecture and discussions; and twenty nine hours of observation in various early childhood settings. The students are required to visit three different sites (with a return visit in the sprig to an earlier site to observe changes over time.) The Institute provides the student with a written assignment for these observations. The students prepares a final report (Summary Observation Form) in which they are to describe, compare, and evaluate the individual sites they visited and to give opinions of what was successful, what was not, and why. This exercise requires information relevant to these observations. In addition to observing other school settings, students are required to observe in their own classroom daily for a minimum of ten minutes. Each observation is summarized and an observational journal is passed in for review at designated seminars throughout the practicum.
EDM 570 - Montessori Clinical I (Cr: 2)
This course provides for the student a supervised teaching/learning experience and a period of observation, internalization and further study. The goal is to integrate Montessori educational theory and practice. In addition to seminars, independent study, observation, projects, etc. the student assists as a certified Supervising Teacher in a Montessori Early Childhood classroom for at least three hours a day, five days a week for nine consecutive months.
EDM 574 - Montessori Clinical II (Cr: 2)
This course provides for the student a supervised teaching/learning experience and a period of observation, internalization and further study. The goal is to integrate Montessori educational theory and practice. In addition to seminars, independent study, observation, projects, etc. the student assists as a certified Supervising Teacher in a Montessori Early Childhood classroom for at least three hours a day, five days a week for nine consecutive months.
EDM 578 - Montessori Clinical III (Cr: 2)
This course provides for the student a supervised teaching/learning experience and a period of observation, internalization and further study. The goal is to integrate Montessori educational theory and practice. In addition to seminars, independent study, observation, projects, etc. the student assists as a certified Supervising Teacher in a Montessori Early Childhood classroom for at least three hours a day, five days a week for nine consecutive months.
Endicott Transitions
EC 100 - CIS Transitions Seminar (Offered in Madrid, Spain) (Cr: 1)
This course addresses all first year students and offers support and efficient strategies to meet a variety of challenges which an academic setting poses. Students learn how to act efficiently and meaningfully in order to adjust and succeed in this new context. A large part of the course is dedicated to the teaching of study skills promoting students’ persistence and achievement. Students also develop the necessary social skills to set and realize their academic goals.
English
ENG 101 - College Writing Seminar (Cr: 3)
This course introduces entering students 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. Satisfies the Arts and Humanities and Writing Designated core requirements. (Previously offered as English Composition I)
ENG 102 - Introduction to Literature (Cr: 3)
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. Satisfies the Arts and Humanities and Writing Designated core requirements. (Previously called English Composition II)
ENG 103 - Speech (Cr: 3)
Development of effective speaking and speech writing skills. To accomplish this, students will write and deliver speeches with guidance and encouragement from the instructor and peers.
Notes: Satisfies the Arts and Humanities and Writing Designated core requirements.
ENG 203 - American Literature I (Cr: 3)
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.
Environmental Studies
ENV 210 - Environmental Issues (Cr: 3)
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 an historical reference point that will allow for analysis of current environmental status and national policy.
ENV 220 - Environmental Science (Cr: 3)
Relationships between the living and nonliving 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. Satisfies Math/Science core requirement.
Geography
GEO 315 - World Geography (Cr: 3)
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.
History
HST 225 - The Salem Witch Trials (Cr: 3)
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. Satisfies the Social Science core requirement.
HST 531 - Civic Learning in the 21st Century (Cr: 3)
Building on the founding principles of United States government, this course explores the importance of civic learning in the 21st 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 affected 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.
Hospitality Management
HTA 315 - The History and Appreciation of Wine (Cr: 3)
This course is intended to give the student a breadth of knowledge regarding wine. With roots dating back to 8,000 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. Course Fee: $50.00
Prerequisites Age 21, third or fourth year status, and permission of the instructor.
Information Technology
ITS 510 - Quantitative Methods for Decision Makers (Cr: 3)
This course describes many of the models available to analyze decision problems in various functional fields including finance, marketing, and operations. A sample of examples includes media selection, capital budgeting, portfolio selection, advertising effectiveness, plant location, distribution planning, and production planning. Much computer software is available, and students will use it to analyze decision problems including cases. The focus of the course is building models and using software results as an aid in decision-making.
ITS 518 - Information Systems Strategy (Cr: 3)
This course provides effective strategies, pragmatic options, and leading practice alternatives for developing an IT strategy, integrating it with the overall enterprise, measuring progress, and creating processes for selecting and deploying technology. Students will develop the concepts, frameworks, and approaches for strategically managing IS resources to leverage IT investments and focus on IT processes and leading practice. This course also explores the business implications of emerging Internet-based technologies such as wireless devices and Web services. Using business cases students will assess both the technical and organizational issues that arise.
ITS 520 - Mathematical Concepts in Computer Science and Telecommunications (Cr: 3)
The course is a review of the fundamental aspects of trigonometry, advanced algebra, logic and calculus. Unlike traditional mathematics course, this course will focus on and use problem sets from computer science. The topics covered will be tailored to computer science, such as signals processing and algorithmic complexity as well as statistical decay and others.
ITS 525 - Systems Architecture and Analysis (Cr: 3)
This course discusses a wide range of topics, all relating to operating systems and systems architecture and design. The course will provide an overview of microprocessors, mainframes, micro-computers with the focus on memory management, I/O streams, logic gates, and basics of computer engineering. The course will also consider operating systems characteristics, design objectives and systems structures. It will cover topics including virtual memory management, multithreading, forking, and algorithms. It will also overview of efficient algorithms, algorithmic complexity, NP completeness, spanning trees, greedy algorithms, matrices, string matching, and sorting.
ITS 529 - Fundamentals of Data and Telecommunications Networks (Cr: 3)
Explores data communications and computer networks. Topics include network hardware, software, reference models, protocols, digital and analog signals, framing, multiplexing, and fiber-optic communications. Particular focus will be placed upon local area protocols (LAN protocols), to include: Ethernet, IP, UDP, TCP, packetization, encapsulation and circuit switching. Finally, the course will include a theoretical look at error correction, line coding, the Nyquist Theorem, as well as Shannon’s Law, and an overview of networked applications (DNS, FTP, SMTP) with a focus on security. Prerequisite: ITS 529 Mathematical Concepts in Computer Science.
ITS 540 - Wireless and Wide-Area Networks (Cr: 3)
This course will cover the architecture, interfaces, protocols and technologies of high-speed broadband networks and their access points (DSL, Cable Modems). Topics include Wide Area Networking protocols such as MPLS, ATM, Frame-Relay, Gigabit Ethernet, and routing algorithms (DVR vs. LSR). This course will also introduce queuing theory as well as congestion control and QoS algorithms, as well as security for broadband networks. Further topics will include ubiquitous computing, the IEEE 802.11 wireless protocol standards, multi-path fading, wireless to wired infrastructures, as well as broadband and satellite communications systems.
ITS 544 - Database Management (Cr: 3)
Review of relational, hierarchical and network models; normalization; recovery and concurrency; security and integrity; query optimization; deductive and distributed database systems. Course will also explore advanced database topics such as data mining and data warehousing.
ITS 550 - Software Engineering (Cr: 3)
This course will combine theoretical and practical foundations in software engineering. It will combine the various principles and methods of software engineering, with thoughtful consideration to new best practices and emerging techniques. Students will review the practical aspects of software engineering to include: generation of appropriate documents under limited resources and tight schedules as well as an industry perspective. Prerequisite: ITS 540 Wireless and Wide-Area Networks.
ITS 560 - Computer Security and Cyber Forensics (Cr: 3)
This course is an overview of IS security drawing upon extensive knowledge of systems, networks and security. It will seek to understand how to audit systems, perform risk assessments, qualify and quantify the risks, based upon the current or planned infrastructure. The course will also look at encryption as a science, discussing public key ciphers (The RSA cipher, ElGamal cipher) and symmetric ciphers (Data Encryption Standard, Advanced Encryption Standard). Other topics will include SNMP, RMON, disaster recovery plans, protection of sensitive and classified information in the workplace, and secure systems architecture. The course will review computer forensics, to include: tools used, the investigative process, as well as current trends in forensics today. Prerequisite: ITS 540 Wireless and Wide-Area Networks.
ITS 568 - Ethics and Politics in Computer Science (Cr: 3)
This course will cover the fundamental social and legal theories that are the underpinnings for complex decision making in Information Technology and Computer Science today. Topics will include intellectual property law, constitutional law, USA Patriot, copyright laws, cyberspace law, as well as social theory regarding the usage and creation of intrusive databases, and information gathering techniques. The course will consider the political and economic aspects of information technology contextualized with the current world situation: the roles of terrorism, cyber crime, hackivism, AI, biotech and risk assessment. Prerequisite: ITS 540 Wireless and Wide-Area Networks.
ITS 575 - Project and Professional Management (Cr: 3)
The course includes preparation to meet the variety of professional and project demands placed on the information technology professional. The course draws from the areas of technical communication and rhetoric to develop oral and written communication competencies for a range of contemporary information technology contexts. Course will focus on project management as the primary vehicle for communication in the IT world. It will also cover the fundamental social and legal theories that are the underpinnings for complex decision making in Information Technology and Computer Science today. Topics will include intellectual property law, constitutional law, USA Patriot, copyright laws, cyberspace law, as well as social theory regarding the usage and creation of intrusive databases, and information gathering techniques. Prerequisite: ITS 540 Wireless and Wide-Area Networks.
ITS 580 - Consulting Project Seminar (Cr: 3)
This course is designed to introduce students to the concepts of management consulting in the field of computer technology. Students explore definitions of consulting, types and roles of consultants, and the attributes of an effective consultant. This course is designed to facilitate student teams as they embark upon an actual management consulting engagement with a local client. Students meet once per week with the instructor who works as an advisor throughout this project.
Integrative Education
INT 501 - Montessori Pedagogy I (MIL) (Cr: 5)
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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 502 - Montessori Pedagogy II (MIL) (Cr: 4)
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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 503 - Montessori Pedagogy III (MIL) (Cr: 3)
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.”
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 505 - Montessori Teaching Practicum (MIL) (Cr: 4)
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 Proposal.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 507 - Research Oriented Observation (MIL) (Cr: 1)
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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 508 - Research Proposal (MIL) (Cr: 2)
This course enables the learner to pursue and document the practical application (practicum) of Montessori experience through interpretive research. The practicum is a project that demonstrates in action the theoretical understanding of Montessori integrative learning. Recording and reviewing these experiences are inte- gral to this work. Students develop a research proposal for their researchpracticum. Key to this course is the need for teachers to understand the elements of co-creation and symbiotic emergence that arise in the classroom environment.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 510 - Montessori Master’s Project (MIL) (Cr: 5)
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 they 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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 552 - Student Area of Emphasis and Technology I (Cr: 5)
In this course, each student develops an individualized Learning Plan for the completion of this mentor-based independent study during the first, second and third semesters. Among other things, the plan includes: a description of the special emphasis field of focus and how one will gain mastery; a rationale for studying this area including driving questions, professional significance of the study, and objectives, a detailed accounting of potential resources; description of reading areas and bibliography; workshop/seminars; courses at other institutions. Students will also provide a description of how technology will be incorporated in the above project. The learning plan also includes a description of the Practicum and Culminating Project which is detailed in the syllabi for INT 570 and INT 575.(IL)
INT 560 - Foundations of Integrative Learning I (IL and MIL) (Cr: 3)
This course is an exploration of an integral social and philosophical framework both in world view 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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 561 - Foundations of Integrative Learning II (IL and MIL) (Cr: 3)
Integral to creating a new approach to education is a shift in world view. This course explores the emergent possibilities for a world view 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, creative, and 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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 562 - Whole Systems Perspectives: Theory and Application to Learning (IL and MIL) (Cr: 3)
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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 563 - Introduction to Qualitative Research (IL) (Cr: 3)
This course helps students pursue and document the practical application of their area of emphasis through interpretive research. A practicum 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 world view.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 565 - Perspectives on Human Change and Learning Communities (Cr: 3)
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 educators and also to share approaches to challenging issues that have proven effective.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 570 - Student Area of Emphasis II (Cr: 3)
Continuation of INT 551
INT 572 - Practicum (IL) (Cr: 3)
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.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 575 - Student Area of Emphasis III (IL) (Cr: 3)
Continuation of INT 570 and 551.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
INT 582 - Master’s Project (Cr: 6)
At the conclusion of the program, each student submits a substantial, critical, analytical, graduate-level study that is named the “Master’s Project.” The 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.
Interior Design
ID 501 - Graduate Precedent Studio I (Cr: 3)
Precedent building analysis and research remains an integral component of the design profession, as a tool for deciphering architectural and interior design history. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores design principles and theory through selected readings, discussions, and short studio assignments. The student will develop an understanding of interior design and architectural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop their identification of themes and patterns that aid in the generation of design form.
ID 502 - Graduate Research Seminar I (Cr: 3)
This seminar explores the complex elements of interior architectural design. The design process, history, color theory, design language and tectonics, and design principles are covered through lectures and various studio projects. The research is focused on theory that reveals a historically proven design ideal.
ID 503 - Graduate Precedent Studio II (Cr: 2)
A continuation of the Graduate Precedent Studio I course that builds upon analytical and research skills. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores the maturation of design principles and theory through selected readings, discussions, and short studio assignments. The student will develop a mature understanding of interior design and architectural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop a refined identification of themes and patterns that aid in the generation of design form. This final studio aims to clarify the link between and beyond the layers of history and design.
ID 504 - Graduate Research Seminar II (Cr: 1)
This seminar further explores the complex elements of interior architectural design. The design process, history, color theory, design language and tectonics, and design principles are covered through more focused lectures and various studio projects. The research is refined further to focus on theory that transcends the obvious and reveals a historically proven design ideal.
ID 505 - Concentration Option (Cr: 3)
Students select a concentration option from Design Studio (Commercial/Institutional, Healthcare, Residential, or Sustainable Interiors Environments), within this advanced interior design studio. Students build upon their knowledge in design theory, and implementation skills through integrated design programming strategies, concept development, schematic design, design development and presentation. Special focus on environmentally responsible design, Universal Design, complex space planning and programming, life safety code integration, is applied to studio based design problems.
ID 506 - Emerging Materials and Systems (Cr: 3)
Emerging materials and advanced environmentally responsible building systems are the principle focus of this course. Students explore current and emerging technological advancements and appropriate application of intelligent materials, finishes, and construction. Technical and aesthetic aspects of progressive environmental building systems, intelligent materials, energy efficiency, Zero Energy Building, Renewable Energy Systems, and Lighting (natural and artificial), are covered in-depth along with their impact in our built and natural environments.
Prerequisites ID 503, ID 504, ID 505, ID 530, or permission of instructor.
ID 507 - Art and Science of Interior Lighting (Cr: 3)
The principles of interior lighting are explored through lectures, field trips, testing, and studio projects to develop an advanced understanding of potential design solutions. Through demonstration within the lighting lab and software simulation students analyze and compare luminaries, lamping options, and controls. Participants address the aesthetic, functional, environmental, and regulatory needs of residential and commercial lighting requirements of interior spaces. Topics such as daylight, glare, color rendition, light distribution, control and dimming, energy consumption, energy codes, heat production, light trespass, cost, and light pollution are addressed.
Prerequisites ID 504, ID 505, ID 506, ID 530, or permission of instructor.
ID 511 - Graduate Student Forum I (Cr: 1)
Part 1 of a 4 semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. It looks at theory not as a specialized discourse related only to design, but touches upon many broader issues, whether they are cultural, aesthetic, technological, philosophical, or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as from many complimentary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
ID 512 - Graduate Student Forum II (Cr: 1)
Part 2 of a 4 semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. It looks at theory not as a specialized discourse related only to design, but touches upon many broader issues, whether they are cultural, aesthetic, technological, philosophical, or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as from many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
ID 515 - Interior Design Concentration Option (Cr: 3)
Students select an advanced studio concentration option from, Design Studio (Commercial/Institutional, Healthcare, Residential, or Sustainable Interior Environments) within this advanced interior design studio. Students further develop their design theory, knowledge, and implementation skills through integrated design programming strategies, concept development, schematic design, design development and presentation. Special focus on environmentally responsible design, Universal Design, complex space planning and programming, life safety code integration, is applied to complex design problems.
ID 517 - Theory, Criticism, and Methodology (Cr: 3)
Through the careful consideration of key philosophical and theoretical texts, this course offers a forum for discussing contemporary and historical doctrine. This course is dedicated to exploring the ideas that lie behind the appearances of buildings and interior design, that is, architectural theory. In general, theory is the province of ideas that precedes action. Theory and practice are inseparable. This course aims to explain, traditional conventions, environmental concerns, experimental structural concepts, or aesthetic judgments. Likewise, theory relies ultimately on practice to test its hypotheses and assumptions. Therefore, the course will primarily focus on the development of contemporary literary examples related to design and theory, through a semester long reading intensive course of far reaching ideas, on analysis and critique of written doctrine relevant to interior design and architecture. Of interest is the articulation of philosophical and contemporary design issues, from as early as LeCorbusier’s Towards a New Architecture to the most recent literary examples of Zaha Hadid’s Randomness vs. Arbitrariness.
ID 518 - Scandinavian Architecture and Interior Design (Design History Elective) (Cr: 3)
This course will survey the architecture of the Scandinavian countries, in terms of history, culture, design (interior design and architecture), building technology, and the environment, in relationship to Western Architecture. This course will explore various periods of design and construction from the Viking Age settlements in the North Atlantic, the towering stave churches in Norway, and the modern architecture of Sverre Fehn. This course will include discussions of select Scandinavian influenced works in New England and a visit to examples by Alvar Aalto, Eero Saarinen, and Steven Holl works located in Cambridge. Our focus will be on the development (past and future) of Scandinavia, in the context of History, Architecture, Interior Design, Urban Design, and Culture. The course will also allow for exploration of individual architectural and theoretical interests.
ID 519 - Modern Furniture Classics (Design History Elective) (Cr: 3)
An in depth look at the development of modern furniture design, beginning with the early precursors of the mid-19th century through to future classics being designed today. While the artifacts under scrutiny will be furniture, their stylist expressions illustrate the technical, aesthetic and social contexts of their time.
ID 520 - Advanced Electronic Media (Cr: 3)
Electronic Media covers the full set of skills and strategies for efficient workflow in the interior design profession. Software selection and implementation are reviewed with an emphasis on an efficient design process, and high quality and flexible documentation at all stages.
ID 530 - Psychology of Place (Cr: 3)
This course examines the interplay between humans and their interior environments. Through historical precedents, current academic theories and scientific research students will study the psychological affects interior environments have on human behavior and perception. Students investigate both simplistic and complex interior environments and components such as volumetric space, color, texture, art, furniture, artificial light, and natural light to acquire practical design approaches that can be incorporated into professional practice.
Prerequisites ID 503, ID 504, ID 505 and or permission of instructor.
ID 535 - Literature and Theory in Sustainable Design (Cr: 3)
This course focuses on historical and contemporary sustainable design theory through analyzing written works of leading scholars, theorist, scientist, and environmentalist. Issues about the built environment are investigated to better understand historical precedents and contemporary trends. Students will gain a global understanding the impact design has on our planet.
ID 545 - Universal Design for the Built Environment (Cr: 3)
The focus of this course is on the examination of the universal design of buildings, spaces, products, and programs. Students will be prepared to creatively respond to the built environment, relevant to the psychological, physical, political, educational, sociological impacts in the areas of interior design. Universal Design is important as a means to make the components of our built environment accessible to all ages and abilities.
ID 575 - Interior Design Firm Management (Cr: 1)
This seminar examines “best practices” and current trends in Interior Design firm management. Students will be exposed to current business methodologies, philosophy, finance and accounting principles necessary to transition and advance from an employee to associate, principle, or sole practitioner. The seminar targets strategic topics such as business development, project management, business communication, ethics, human resource administration, and organizational behavior.
ID 580 - Education Practicum I (Cr: 1)
This course is Part 1 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand teaching experience. Participants attend weekly seminars covering topics such as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations.
ID 588 - Master’s Thesis I (Seminar) (Cr: 1)
Thesis I is the first stage of a three semester thesis sequence, which allows students an opportunity to focus on an area of inquiry relevant to interior design. Through library research, precedent analysis, and methodology this seminar provides direction and techniques needed to conduct academic research on any aspect of interior environments, occupant comfort, design theory, or the impact on the designer. The seminar is a comprehensive entry point into investigations for the three stage sequential thesis.
ID 589 - Master’s Thesis II (Written Defense) (Cr: 3)
Thesis II is the second stage of the three semester sequence, which requires students to prepare a comprehensive literature review and submit a written defense on their area of inquiry relevant to interior design. The course builds upon research methods and standards discussed in the Thesis Seminar and are now applied to their critical position.
ID 590 - Master’s Thesis III (Cr: 3)
Thesis III is the final stage of the three semester sequence, which requires students to prepare a comprehensive visual defense on their area of inquiry relevant to interior design or practice. The course builds upon research methods and standards discussed in the previous Thesis stages and are now applied to visually defend the student’s critical position, through a professionally applicable hypothetical design problem.
ID 611 - Graduate Student Forum III (Cr: 1)
Part 3 of a 4 semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. It looks at theory not as a specialized discourse related only to design, but touches upon many broader issues, whether they are cultural, aesthetic, technological, philosophical, or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as from many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
ID 612 - Graduate Student Forum IV (Cr: 1)
Part four of a four semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. It looks at theory not as a specialized discourse related only to design, but touches upon many broader issues, whether they are cultural, aesthetic, technological, philosophical, or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as in many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
ID 617 - Contemporary Architectural Icons (Design History Elective) (Cr: 3)
Architectural icons, whether they are design firms, individuals or projects , will be examined with a critical eye: The “Bird’s Nest” of the Beijing Olympics, The Guggenheim at Bilbao, Spain, The Burj Al Arab Hotel at Dubai. Through extensive readings by and about recent icons of the design world we will try to answer questions like: Have they met the standard of “firmitatis, utilitatis, venustatis”? Does it matter? Icons are by definition, popular. How does “popularity” fit into criticism? Can critical standards be applied uniformly? Do only wealthy and powerful clients build icons?
ID 620 - Global Sustainable Interior Design Studio (Cr: 3)
A global look at sustainable interior design strategies that are applied to advanced graduate level studio projects and assignments of various size and complexity based on student area of concentration. Students are introduced to advanced integrated design programming, concept development, schematic design, design development, and presentation. Special focus on international environmentally responsible design, universal design, international building codes, environmental assessment tools, and sustainable design rating systems are explored and applied. Student’s select project types based on area of concentration to be further researched and investigated within a studio setting. The “Study Abroad Component” of the course includes pre-departure orientation seminars covering all aspects of the tour: opportunities for investigation, group dynamics, problem solving, and team spirit created by cohesiveness within the classroom. During the March spring break students will participate in a professionally led study and research opportunity in a host country. Students will investigate sustainable design issues, philosophies, and practice of other cultures, as well as historical context.
ID 680 - Education Practicum II (Cr: 1)
This course is Part 2 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand experience. Participants attend weekly seminars covering topics such as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations. This practicum reinforces the concurrent learning mission of the College.
ID 681 - Education Practicum III (Cr: 1)
This course is Part 3 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand experience. Participants attend weekly seminars to advance their skills in such topics as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations. This practicum reinforces the concurrent learning mission of the College.
ID 688 - Master’s Dissertation I (Seminar) (Cr: 3)
Dissertation I is the first stage of a three semester sequence, which allows students an opportunity to focus on an area of inquiry relevant to interior design. The seminar provides direction and techniques needed to conduct academic research on any aspect of interior environments, occupant comfort, design theory, or the impact on the designer. The first seminar is a comprehensive entry point into investigations for the three stage sequential dissertation.
ID 689 - Master’s Dissertation II (Written Defense) (Cr:9)
Dissertation II is the second stage of the three semester sequence, which requires students to prepare a comprehensive written defense on their area of inquiry relevant to interior design. The course builds upon research methods and standards discussed in the Dissertation Seminar and are now applied to defend their critical position.
ID 690 - Master’s Dissertation III (Visual Defense) (Cr:9)
Dissertation III is the final stage of the three semester sequence, which requires students to prepare a comprehensive visual defense on their area of inquiry relevant to interior design. The course builds upon research methods and standards discussed in the previous Dissertation stages and are now applied to visually defend the student’s critical position, through a professionally applicable hypothetical design problem.
IDC 505 - Commercial/Institutional Interior Environments I (Cr: 3)
This commercial and institutional studio focus is on the development of innovative and forward thinking workplace environments. Students apply historical precedent analysis, social, corporate culture, human behavior, and environmental psychology to complex workplace design scenarios confronting contemporary interior designers. Assignments and projects are studio based with emphases on spatial interior zoning, organizational hierarchy, and work styles for the 21st century.
IDC 515 - Commerical/Institutional Interior Environments (Cr: 3)
This studio continues the investigation and design of commercial and institutional design. Students will further the advancement of their design research through integrated historical precedent analysis, social, corporate culture, Business Communication Issues, human behavior, and environmental psychology as related to complex workplace scenarios confronting contemporary interior designers. Assignments and projects are studio based with further emphasis on spatial interior zoning, organizational hierarchy, and work styles for the 21st century. The studio will also explore the coordinated and integrated relationships between interior designer, architect, and contractors, as well as issues related to budgets and scheduling.
IDH 505 - Healthcare Interior Environments I (Cr: 3)
Evidence based design is applied to develop healing spaces for various medical interior environments. Students undertake an interdisciplinary approach to research multiple aspects of health and healing environments in order to develop working spaces that respond to patient, family, staff, and user physical and psychological needs. The importance of staff efficiency, privacy concerns, and comfort are emphasized. Sustainable design principles are used to establish benchmarks for indoor environmental quality and other health supporting factors.
IDH 515 - Healthcare Interior Environments II (Cr: 3)
Students undertake complex healthcare and healing interiors and components, applying evidence based research and current published studies to design solutions. Case studies are examined and tested within studio assignments focused on the development of patient and family friendly, staff supportive healing interiors.
IDR 505 - Residential Interior Environments I (Cr: 3)
This studio focus is on the social, environmental, economic, and psychological issues confronting the designer of residential environments. Evidence based design is applied to small to mid-size scale projects. Projects, case studies, and related assignments emphasize the design process, precedent analysis, and theory as it pertains to 21st century housing issues.
IDR 515 - Residential Interior Environments II (Cr: 3)
This studio continues the advanced investigative research and study into residential interior environments through the development and application of forward thinking design solutions, individual and group studio based projects and research assignments emphasize the integration of social, psychological, and global issues within the design of residential interior environments.
IDS 505 - Sustainable Interior Environments I (Cr: 3)
Sustainable interior design strategies are applied to multiple small to mid-sized scale projects and assignments. Students apply an interdisciplinary approach to environmental material selection, building systems research, precedent analysis, along with current professional journal publications to inform and guide design decisions. Studio assignments focus on the development of earth and user friendly environmental design.
IDS 515 - Sustainable Interior Environments II (Cr: 3)
Sustainable interior design strategies are applied to large scale complex building type within this advanced interior design studio. Students build upon their knowledge in sustainable design theory, and implementation skills through sustainable integrated design applied to programming strategies, concept development, schematic design, design development and presentation. Studio based design problems focus on environmentally responsible designs related to complex space planning and programming.
International Education
IED 504 - Theories in Curriculum Design (Cr: 3)
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 in the professional experiences available to our class. The final goal is to develop a curriculum project appropriate to students’ work settings or interest, 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.
IED 509 - Language Diversity in Education (Cr: 3)
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.
IED 510 - Leadership in International Education (Cr: 3)
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.
IED 511 - Strategies for Change in International Schools (Cr: 3)
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, form the cornerstone for restructuring schools.
IED 512 - Assessment and Evaluation (Cr: 3)
This course studies the observation, assessment and evaluation of second language skills, focusing upon proficiency in the four language skills: listening, speaking, reading and writing; test development including non-traditional authentic assessment techniques; and socio-cultural issues in testing.
IED 520 - Adolescent Psychology in a Cross-Cultural Setting (Cr: 3)
This course is designed to provide students with a broad overview of several areas of adolescent development in different cultures. 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 adolescence, particularly with phenomenological studies on teen’s life experiences, as well as with some contemporary literature on how to best work with teenagers.
IED 521 - Methods of Teaching English as a Second Language (Cr: 3)
This course provides a pre-practicum experience in curriculum development, instructional techniques and formal and informal assessment practices for teachers of English language learners. Students will explore current theories and practices in promoting ESL learner’s listening, speaking, reading and writing skills.
IED 522 - Intercultural Communication (Cr: 3)
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 and the use of culturally appropriate curricular activities for their teaching disciplines.
IED 530 - Linguistics and Language Acquisition (Cr: 3)
This course explores phonological and syntactical theory of English and other languages, sociolinguistics, research and theories in first and second language acquisition, and strategies for developing English language skills in listening, speaking, reading and writing. Students will also develop an understanding of reading theory, research and practice and the differences between first and second language acquisition in the learning of literacy skills.
IED 535 - Teaching English as a Second Language in International or Multilingual Schools (Cr: 3)
This course explores the influence of socio-cultural factors upon language learning, the interaction between languages and society, and the cultural elements in communication and learning.
IED 570 - Clinical Experience in English as a Second Language (Cr: 3)
This course applies the acquired concepts and curriculum theory and methods in ESL to an educational setting. Students will complete an experiential project that demonstrates their professional skills.
IED 572 - Clinical Experience in International Education (Cr: 3)
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 in the rich professional experiences available in our class. The final goal is to develop a curriculum project appropriate to each student’s 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.
IED 573 - Reflective Seminar: International Education (3.0)
This course is designed to provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and/or taking effective leadership. 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 to reflect on their role as an educator while expanding the set of possible choices they have for taking actions and leadership. Preparation for leadership positions will be the primary focus.
IED 574 - Final Research Project (Cr: 3)
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, students were 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, students 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 environments. 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.
IED 580 - Innovative Practices in Education (Cr: 3)
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.
IED 581 - Technology in Education (Cr: 3)
This course explores the major concepts related to instructional computing as well as the 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.
IED 582 - Research Methods (Cr: 3)
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.
International Education Administration
MIEA 501 - School Leadership (Cr: 3)
This course prepares educators to build and maintain a professional learning community. Students will become familiar with research on adult learners and the role of the school leader in promoting excellence in teaching and learning. Students will come to understand the role of leaders in recruiting, selecting, supporting, supervising, and evaluating professional and non-professional staff. Learners will study and apply systems theory and its application to the creation of the learning organization. They will be able to work with governing boards, staff, and parents to develop a vibrant learning environment.
MIEA 502 - Facilitating Teaching and Learning (Cr: 3)
This course prepares educators to lead continuous improvement of school curriculum and instruction in international school settings. Students will come to understand the role of learning theory, curriculum design, instructional strategies, and assessment techniques in creating and maintaining high quality teaching and learning. Students will learn to lead colleagues in planning, designing, implementing, and evaluating curriculum. Students will learn to facilitate practices of data based, internationally oriented frameworks, for research-driven teaching and will develop a plan for instructional improvement.
MIEA 503 - Measurement and Evaluation (Cr: 3)
This course studies the techniques of measuring and evaluating performance at the individual, classroom, group, and organizational levels. It links these techniques to performance, reward, and an organization’s culture to determine that expectations are correct, that results are measurable, and that each aspect of this system is connected.
MIEA 510 - Leadership in International Education (Cr: 3)
This course includes a thorough review of theory and research on leadership, the study of organizational culture, and the principles necessary to support change. The course will also lay the foundation for the understanding of effective leadership in the international school, including exposure to the international school accreditation process, self study chairing process, and team chairing process of the Council of International Schools and the New England Association of Schools and Colleges.
MIEA 515 - Negotiation, Communication / Mediation to Improve Schools (Cr: 3)
This course focuses upon negotiation and conflict management within organizations. Students will be able to understand the behavior of individuals, groups, and organizations in competitive circumstances and employ such processes as negotiation, mediation, dispute resolution, and analytical problem solving in managing conflict. The course will also examine the philosophy, attitudes and methods of process consultation as an approach to helping individuals, groups, organizations and communities. It will deal with the psychodynamics of the helping relationship, modes of negotiation, types of active inquiry and listening, group process, facilitative interventions, communication methods, and dealing with resistance.
MIEA 520 - Strategies for Change in International Schools (Cr: 3)
This course focuses on 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. Students will add to the ongoing dialogue about what, exactly, should characterize an international school or an international education in varied settings, whether multinational or culturally homogenous. The course will emphasize the role of the mission statement and the International Baccalaureate Learner Profile/similar profiles in light of the above identity question and the international school accreditation process.
MIEA 530 - Marketing of Organizations (Cr: 3)
The course will introduce the concepts and principles of marketing in varied international settings, 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. The scope of this class will review the principles of marketing which include marketing mix, product development, promotion /advertising, distribution, consumer behavior, and market segmentation. It will help students develop an understanding for the relevance, application, and integration in the operations of marketing programs, services, and creative development for profit and non-profit organizations. The course will provide an overview of differing host-country cultural milieus regarding fundraising and marketing strategies.
MIEA 537 - Operational and Financial Strategies (Cr: 3)
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 in varied international settings, their related risks, analysis of financial information, and budgeting.
MIEA 564 - Leveraging Technology (Cr: 3)
This course examines the impact of technology and information on the performance of organizations, groups and individuals. Special emphasis will be placed on maximizing benefits and seizing the opportunities created by innovative applications of technology and information.
MIEA 574 - Research Project in Administration (Cr: 3)
The Research Project is designed to engage a graduate student in the practical application of research principles and skills to the study and improvement of international classrooms and schools. Each student is asked to research a topic within the field of International Education Administration and to prepare a peer reviewed research proposal. Using knowledge from the previous courses, the student will choose from two options: First, students may choose to present and implement a research proposal, conduct data analysis, and write a final research report suitable for publishing. Second, students may choose instead to write and complete an extensive review of literature on a topic related to International Education Administration. In either case the student will be required to adhere to the standards, rules and procedures set forth in the APA (American Psychological Association) manual.
MIEA 580 - Innovative Practices in International Education Administration (Cr: 3)
This course is designed to enhance the knowledge base for school leaders in an era of school improvement, technological innovation, and social change. Students will learn first-hand about innovative practices and recent research in the field. Topics include innovative research and promising practices in: curriculum design, pedagogy, professionalism, management, leadership, the use of technology in the schools, home school communication, and inclusion to support learning diversity, governance, and the challenge of school improvement. In this course, students will learn how to assess a variety of international educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative and which would fit the educational context.
Additional areas covered are: Learning Theory, Classroom Atmosphere, Instructional Strategies, among others. This course also covers the dilemma children who are experiencing difficulty in learning situations face 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.
MIEA 587 - Leadership Development Seminar (Cr: 3)
This course provides students an opportunity to develop a personal leadership development plan that is action-oriented. The course focuses on understanding the various dynamics that affect the operation of educational organizations. Students will draw upon their knowledge of leadership theory, 360 degree evaluation, systems theory, organizational behavior and policy analysis as they develop an individual entry/advancement plan for career leadership positions in international education.
Internship
INT 200 - Internship (Cr: 2)
This course constitutes a 120 hour internship experience. Planning and assignments begin the semester before the on-site experience.
Liberal Studies
LST 100 - Seminar and Academic Inquiry 3
Students will be introduced to inquiry based learning skills that will provide the foundation to their four years of study at Endicott College. Students will learn the process of investigating an issue by reflecting upon, forming, and defending a postition.
LST 308 - Contemporary Issues (Cr: 3)
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.
LST 479 - Research Project (Cr: 6)
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 in their research.
LST 479A - Research Project I (Cr: 3)
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 in their research.
LST 479B - Research Project II (Cr: 3)
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 in their research.
LST 489 - Senior Thesis I (Cr: 3)
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.
LST 490 - Senior Thesis II (Cr: 6)
The culminating project in Liberal Studies 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.
M.Ed. Programs Leading to Massachusetts Educator Licensure
Master of Education in Reading and Literacy (All Grades)
Mathematics
MTH 112 - Mathematical Problem Solving (Cr: 3)
Develops student problem-solving skills by teaching different problem-solving strategies and allowing students the opportunity to develop and reflect on their own problem- solving and critical thinking skills. The students will apply these strategies to real world scenarios.
MTH 126 - Applied Statistics (Cr: 3)
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. A TI 82 or 83 calculator is required. Satisfies the Math and Science core requirement.
MTH 545 - Developing Mathematical Ideas, Numbers and Operations (Cr: 3)
This course is designed to deepen teachers’ pedagogical content knowledge in the Number and Operations mathematical strand. The content of this course supports standards-based mathematics programs. Teachers will explore the base ten structure of the number system, consider place value in computational procedures, and examine how concepts of whole numbers reappear when working with decimals. Through activities such as reading cases about elementary mathematics in classroom settings, viewing videotapes, doing mathematics, analyzing student work, and reading current research applicable to these issues teachers will learn more mathematics content for themselves, recognize key mathematical ideas with which students are grappling, appreciate the power and complexity of student thinking, analyze activities to uncover the mathematics students will learn from it, define and select mathematical objectives for their students, and learn how to continue learning about children and mathematics.
MTH 579 - Developing Mathematical Ideas Through Applications (Cr: 3)
This course is designed to support a standards- based math program in grades 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. As such it 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 Frameworks: “… 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.
Nursing
NUR 502 - Contemporary Issues and Trends in Health Care (Cr: 3)
This course provides an exploration of current professional issues in nursing. Specifically, students will develop advanced knowledge about the complex issues of nursing within multidisciplinary practice in a variety of surrounding environments. The course explores issues and trends of furthering the profession, current nursing shortage, workplace issues, policy, ethical principled behavior, transcultural concepts, culture and practice competencies, and legal issues in healthcare. Students will be asked to apply this knowledge and discuss the impact of a current professional issue focused on the advanced nurse’s role. The students will explore the challenges or opportunities that arise around the issues. Students will assess the vision of the future of nursing and examine both the technical, educational and organizational issues that arise.
NUR 504 - Managing Operations, Finance, and Risk (Cr: 3)
The course examines an integrated approach to operations management in linking all aspects of the organization, including its employees, processes, clients, and internal and external suppliers. The student examines operations in the context of the organization as a whole. The course studies the various elements of operations management, from technical to organizational, with special emphasis on the integrated financial requirements and implications and risk relative to the entire enterprise. Concepts explored include: quality, human resource management, organizational behavior, marketing and client relationships, supply chain management, and project management.
NUR 505 - Curriculum Design, Course Development, and Program Evaluation (Cr: 3)
This course provides an exploration of curriculum design and course development for schools of nursing and programs in organizational institutions. Specifically students will develop advanced knowledge about the role of the nurse educator in developing and evaluating a nursing curriculum. Students will explore theories of nursing and learning applicable to nursing education. Trends influencing nursing education and curriculum development will be explored as well as the process of accreditation of programs. Students will critique select nursing curriculums for essential components of a nursing curriculum. Students will develop a theoretical framework that will guide the development of a nursing course.
NUR 508 - Role Development Within Professional Organizations (Cr: 3)
Students will learn how to function effectively within an organization including the use of the ANA or NLN standards, ethical principles, professional values and beliefs as a framework for nursing practice. The purpose of this core course seminar is to engage students in the process of role development as an educator or upper level nurse administrator in any setting. It is important for nurses to first explore these roles and to identify their career goals. The student will engage in advanced exploration and analysis of nursing leadership, informatics, education, care management, cultural competence, ethical dilemmas and fiscal and human resource allocation in various organizational environments. Students will examine organizational environments to address quality initiatives within interdisciplinary settings. The course will also focus on the nurse as a change agent by developing a comprehensive plan to address a professional issue, implementing collegial interdisciplinary relationships within an organization, and identifying the role of the nurse to perform life-long learning by engaging in scholarship.
NUR 509 - Internship in Educator Role (Cr: 3)
This internship in nursing education course is designed as a capstone course in the Masters in Nursing Education Concentration. In this course the student will complete a minimum of 144 hours with a preceptor in either the area of staff education in an organizational institution or in a school of nursing. Students in this course are expected to integrate knowledge in previous courses related to the role of the nurse educator, curriculum design, course development, teaching methods and principles and apply them to an educational setting. Students will develop and submit measurable objectives to be completed during the internship. Weekly seminar topics are included in this course to facilitate discussion surrounding nursing education roles, responsibilities and issues in teaching and learning.
NUR 510 - Organization and Structure of Nursing Leadership (Cr: 3)
This course will provide the student with both a comprehensive foundation and synthesis of practice and knowledge related to nursing leadership and administration. The content areas to be covered are: the professional role of the nurse leader/administrator; the inside operation of the health care organization and systems including the organization; culture and structure, mission statements, strategic planning, and how to influence change. In order to effectively care for patients, models of care delivery, case management, disease management, emergency planning and communication strategies will be presented. In addition, ethical and legal responsibilities, team building, working with collective bargaining units and dealing with work place violence will be discussed. Fiscal management principles will also be presented.
NUR 525 - Theoretical Foundations for Advanced Nursing Practice (Cr: 3)
Students will gain an understanding of the theoretical foundations of nursing and the application of theories from nursing and other disciplines to actual practice. This course provides the practicing nurse knowledge of different theories that can be used to improve the practice of nursing. This course will cover systems theory, nursing theories, health belief and promotion theories, and others. The study of theories is to enable the individual student of nursing to make optimum use of theories in their role. Theories and conceptual models provide a mechanism for studying and understanding human interactions, developing therapeutic relationships, and intervening in such a way that positive health outcomes can be achieved.
NUR 526 - Nurse as the Adminsitrator (Cr: 3)
The purpose of the course is to engage students in the process of role development as nurse administrators and leaders in any health care setting. It is important for nurse administration to identify personal and organizational goals, apply leadership skills and knowledge to implement change by working with an organization. Also, the nurse administrator must be able to function within a health care setting by applying ethical and legal principles related to regulatory policies at the state and federal levels, credentialing agencies, third party players, and to assure that quality of care is provided to patient, families, and the community. This course will focus on developing collegial relationships with other departments within the organization and the community that are pivotal in promoting a positive work environment and in meeting organizational outcomes.
NUR 532 - Administration: Practice and Quality Outcomes (Cr: 3)
Quality indicators and continuous quality improvement are the standards by which healthcare is measured in terms of outcomes. Third party payers, regulatory agencies, and consumers are addressing access to care, cost, preventing accidents and illnesses as part of the quality in receiving services. Nurse-led care can improve outcomes. This course is designed to inform and assist nurse administrators and leaders in understanding the role nurses play in meeting cost-effective health outcomes. Managers can then in turn influence staff nurses and others as to how important their role is in achieving quality care through improvement mechanisms. Course content will cover AHARQ’s Quality indicators, patient safety issues, competencies in the care of the older adult, evidence related to nursing-sensitive patient outcomes that respond to nursing interventions, models to ensure quality improvement on a unit, and findings related to quality and health disparities in the United States. Included in this course will be information on the IOM and work related to patient safety.
NUR 561 - Nurse as the Educator (Cr: 3)
This course provides an exploration of the role of the nurse as an educator in schools of nursing and in staff development in organizational institutions. Specifically students will develop advanced knowledge about the multifaceted role of the nurse educator as well as current issues and trends in education impacting the role of the nurse educator. The impact of economic trends and policy on the profession of nursing and the subsequent impact on nursing education will be explored.
NUR 565 - Teaching Methods: Principles of Teaching (Cr: 3)
This course provides foundational principles of teaching and learning essential for the nurse educator. Topics in this course include: learning styles inventory, critical thinking, strategies for lecturing to a large group of students, approaches to laboratory learning, and principles of clinical instruction. Included in this course will be discussions on alternative teaching methods such as distance learning, computer assisted learning, innovation to stimulate learning, new technologies in teaching and strategies to overcoming obstacles to learning. Test construction, methods to evaluate learning and course grading will also be discussed.
NUR 574 - Nursing Research I: Methods (Cr: 3)
Further expands the graduate student’s previous knowledge of research. The goal of this course is to prepare graduates to conduct and apply evidence-based research to their practice. Students will compare and contrast action research methodology with other forms of research, identify factors that influence research design and control, development of empirical questions from theory, construction of survey instruments, statistical or qualitative analysis, and the interpretation of results. Emphasis will be to critique existing research and to plan future research. Students will learn to appraise the literature critically, determine the strength of evidence presented in the research literature and use multiple sources of information to identify a problem, methodological process, and strategies of measurement and scaling properties of research instrument. Students will select an appropriate research topic for a given type of research design and submit a written report of the research proposal on a specified topic.
NUR 575 - Nursing Research II: Project (Cr: 3)
Students will be involved in an opportunity to pursue study in a subject area within the specialty of nursing education or administration regarding a need or interest under the guidance of a graduate faculty member. The student will focus on conducting a research project with emphasis on problem delineation, methodological process, data collection and analysis, and organization of study report findings. The course offers students to examine a problem with the intersection of theory, research and practice in a scholarly evidence-based research project.
NUR 582 - Internship in Administrator Role (Cr: 3)
The fieldwork experience, facilitated by a nursing faculty member will be in a health care setting where the student will be working with a nurse leader or administrator who can assist the student in learning the administrator role. This goal is to facilitate the socialization of the student into the role as leader and to enable the student to demonstrate the ability to apply content that has been learned in various courses in the administrator concentration. The fieldwork course will be an interactive process where the student will be working with a preceptor in a health care setting. During this experience each student will be responsible for meeting the course goals and assisting the agency with a project that will benefit the agency and enhance student learning.
Organizational Management
OM 500 - Learning as Strategy (Cr: 3)
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.
OM 502 - Professional Development and Training Processes (Cr: 3)
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.
OM 503 - Measurements and Evaluations (Cr: 3)
This course studies the techniques of measuring and evaluating performance at the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s 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.
OM 504 - Organizational Strategy and Design (Cr: 3)
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 organizational structure and relationships that will lead to maximum results.
OM 507 - Consultative Process Skills (Cr: 3)
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.
OM 510 - Leadership in Transition and Creativity (Cr: 3)
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.
OM 537 - Operational and Financial Strategies (Cr: 3)
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.
OM 547 - Marketing of Organizations (Cr: 3)
The course will introduce the concepts and principles of marketing and help students develop an appreciation of the scope, relevance, application, and integration in the operation of programs, services, ideals, and products of for-profit and not-for-profit organizations.
OM 563 - Research Strategies (Cr: 3)
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.
OM 564 - Leveraging Technology (Cr: 3)
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.
OM 571 - Research Seminar I (Cr: 1)
The first in a series of three courses that prepares students for undertaking large research and evaluation projects. Research concepts and strategies, as well as their application and utilization, will be considered in organizational contexts as a means to provide students with a construct for undertaking their Master’s Thesis.
OM 572 - Research Seminar II (Cr: 1)
The second in a series of three courses that prepares students for undertaking large research and evaluation projects. Research concepts and strategies, as well as their application and utilization, will be considered in organizational contexts as a means to provide students with a construct for undertaking their Master’s Thesis.
OM 573 - Research Seminar III (Cr: 1)
The third in a series of three courses that prepares students for undertaking large research and evaluation projects. Research concepts and strategies, as well as their application and utilization, will be considered in organizational contexts as a means to provide students with a construct for undertaking their Master’s Thesis.
OM 585 - Human Resources and Organizational Potential (Cr: 3)
This course examines the broad and extended 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.
Philosophy
PHL 100 - Introduction to Philosophy (Cr: 3)
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. Satisfies the Arts and Humanities core requirement.
PHL 104 - Ethics (Cr: 3)
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? Satisfies the Arts and Humanities core requirement.
Physical Education
PE 201 - Theory and Practice in Coaching (Cr: 3)
This is the study of principles and concepts in coaching. Sport philosophy, psychology, motivation, sport management, and pedagogy will be discussed and analyzed throughout the course. Emphasis will be placed on fundamental instruction, practice organization, and understanding the problems/issues associated with coaching.
PE 208 - Personal and Community Health (Cr: 3)
A course designed to explore the psychological, emotional, spiritual, physical, behavioral, environmental and social health aspects of everyday living. Students examine health behaviors, identifying problems and recommending areas for lifestyle changes. Students will learn to refine their decision-making skills to help them make more educated decisions on various personal and community health problems in the coaching domain. Students will become knowledgeable on health-related topics enabling them to become an effective coach/educator.
PE 210 - Nutrition (Cr: 3)
The course is designed to educate students in the scientific and applied aspects of nutrition. Students will gain scientific information, which will enhance their ability to apply these principles in any educational, school or community setting. Students will learn the importance of nutrition in its relationship to disease, different needs throughout the life cycle and food safety implications. Finally, students will be exposed to and be able to discuss current research as it relates to nutritional concepts.
PE 241 - Advanced Coaching Techniques (Cr: 3)
This course is designed for students to build a coaching repertoire that enables them to successfully coach and administer a competitive sport team at any developmental level. Students will use Bloom’s Taxonomy of Learning as a framework for developing a coaching portfolio that contains the content and methodology to develop the physical, intellectual, and affective skills of athletes.
Prerequisites PE 201.
PE 440 - Coaching Capstone (Cr: 3)
Students demonstrate competence in planning, implementing, and evaluating athletic practices and contests. A monitored practicum is demonstrated in which students serve as assistant or head coaches of youth, interscholastic teams, or college level teams. Students develop a coaching portfolio as the culminating project for the course.
Prerequisites PE 201, PE 208, PE 210, and PE 241. In addition, students must have successfully completed PE 110 First Aid & Safety or submit a photocopy of a CPR Certification Card to the Van Loan School of Graduate and Professional Studies.
Political Science
POL 213 - American Government and Politics (Cr: 3)
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. Satisfies the Social Science core requirement.
Psychology
PSY 100 - General Psychology (Cr: 3)
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. Satisfies the Social Science core requirement.
PSY 115 - Substance Abuse and Society (Cr: 3)
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.
PSY 200 - Child and Adolescent Psychology (Cr: 3)
This course provides a basis for understanding behavioral and psychological development of the child from conception through adolescence. There is also an examination of theory and research pertaining to personality and socal and cognitive development.
PSY 203 - Adulthood and Aging (Cr: 3)
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. Satisfies the Social Science core requirement.
PSY 220 - Psychological Perspectives (Cr: 3)
The classic writings within the field of psychology will be studied. The course will examine how these theories are applied to and expanded upon in current psychological research. Such basic human experiences as love, prejudice, altruism, aggression, and/or communication will be studied in depth.
PSY 301 - Statistical Methods in the Social Sciences (Cr: 3)
Students will statistically analyze research data from contemporary studies in the field of psychology. They will also apply their understanding to the critical analysis and interpretation of SPSS generated data. Topics include: descriptive statistics (measures of central tendency and dispersion, correlation, regression and prediction), parametric and non-parametric inferential statistics (e.g. test, ANOVA, Manova, X and Mann Whitney U Test).
PSY 302 - Research Methods (Cr: 3)
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.
PSY 304 - Psychology of Gender (Cr: 3)
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. Satisfies the Social Science core requirement.
PSY 305 - Social Psychology (Cr: 3)
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. Satisfies the Social Science core requirement.
PSY 310 - Abnormal Psychology (Cr: 3)
Investigation of the causation, development, and treatment of psychological disorders from major theoretical perspectives. Current psychiatric classification is used to examine such topics as schizophrenia, anxiety disorders, mood disorders, and other forms of psychological deviance. Satisfies the Social Science core requirement.
PSY 318 - Forensic Psychology (Cr: 3)
This course will examine in depth four areas of psychology as these apply to the law and criminal justice. The areas of concentration are psychology and the courtroom; psychology and the criminal; psychology and the victim; and psychology and the law enforcement agent.
PSY 320 - Theories of Personality (Cr: 3)
Focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychodynamic, behavioral, cognitive, interpersonal and humanistic theories.
PSY 321 - Organizational Behavior (Cr: 3)
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. Satisfies the Social Science and Writing Designated core requirements. Cross listed with BUS 320.
PSY 322 - Physiological Psychology: The Mind/Brain Connection (Cr: 3)
The course will take a look at the mind/brain connection by studying topics that relate to mental illness. More specifically, the course will investigate the neurophysiology of the central nervous system, sensory and motor function, and brain disorders.
PSY 323 - Stress and Illness (Cr: 3)
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. Satisfies the Social Science core requirement.
PSY 325 - Human Sexuality (Cr: 3)
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. Prerequisite: PSY 100 or BIO 101. Warning: Students should possess a readiness for open and respectful discussion of course themes.
PSY 350 - History and Systems of Psychology (Cr: 3)
The historical and philosophical antecedents of modern day psychology will be traced. Eastern as well as Western thought will be examined in order to fully appreciate the foundations of contemporary systems of psychology such as Behaviorism, Psychodynamic, Gestalt and Humanism.
PSY 479A - Research Project I (Cr: 3)
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 in their research.
PSY 479B - Research Project II (Cr: 3)
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 in their research.
PSY 489 - Senior Thesis I (Cr: 3)
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. (Permission required.)
PSY 490 - Senior Thesis II (Cr: 3)
The culminating project in Psychology 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.
Prerequisites Successful completion of Senior Thesis I and Research Project A and B.
Reading and Literacy
ITP 543 - Multimeda Literacy Instruction (Cr: 3)
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 also 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 through 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.
RDG 502 - Learning and Cognition (Cr: 3)
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, and individual differences as they relate to classroom teaching, learning, and evaluation.
RDG 504 - Family Literacy Connections (Cr: 3)
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 organizationsponsored 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.
RDG 506 - The Emergence of Literacy (Cr: 3)
This course will examine the role of the “reflective practitioner” in developing literacy experiences for elementary-schoolaged 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.
RDG 507 - Writing Across the Curriculum (Cr: 3)
Knowledge about reading supports growth in writing.Writing should be natural and authentic and must provide space and materials to allow natural expression to occur. The notion of process writing and the integration of listening, speaking, reading, writing, and critical thinking will be addressed. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts and Interdisciplinary Units.
RDG 508 - Improvement of Reading Instruction (Cr: 3)
Attention is directed toward integrating materials, methods, and strategies of working with students for effective reading instruction. Included are classroom diagnosis of reading abilities and plans to improve teaching to meet the needs of all learners. A pre-practicum experience is included. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
RDG 509 - Portfolio Assessment (Cr: 3)
This course will examine the movement toward 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 literary experiences in which pupils engage in the classroom; 2) assessment should be continuous to chronicle ongoing development; 3) assessment should be multi-dimensional, reflecting the multi-faceted nature of literacy development; and 4) assessment should include active, collaborative reflection by both teacher and students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
RDG 511 - Children’s Literature (Cr: 3)
This course will explore the enormous impact that literature-based reading has had on our students and programs. The integration of reading strategies with literature will be discussed. As children’s literature is being included as the centerpiece of reading and writing instruction in the elementary grades, literature has become a powerful force in language arts instruction in schools. A variety of literary forms will be explored including picture books, folk tales and fairy tales, fantasy, realistic fiction, historical fiction, and poetry. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English.
RDG 512 - Diagnosis and Remediation (Cr: 3)
Reading disability as it is related to total language development, with emphasis on causation and prevention of reading disability, will be studied. Administration and interpretation of individual reading tests, informal and formal assessment strategies, the use of diagnostic prescriptive terms, and remediation techniques will be reviewed. The case study approach will be utilized, and opportunities for meeting the pre-practicum requirements are included for those pursuing the Initial Licensure program. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
RDG 513 - Advanced Seminar in Reading/Language (Cr: 3)
The Advanced Seminar in Reading/ Language must be included in the last nine hours of graduate study and prior to taking the Comprehensive Examination in Reading. Topics include current trends in the teaching of reading, supervision and administration of reading programs, research in reading programs, assessment, research in reading and literacy, and evaluation of reading programs. Note: in order for a student to register for this course he or she must secure authorization from the Program Coordinator. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
RDG 514 - Practicum Experience: Teacher of Reading (Cr: 3)
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 meetings are also required.
RDG 515 - Reflective Seminar: Teacher of Reading (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with RDG 514. It provides opportunities for students to reflect on their practice and consolidate reading knowledge, pedagogical theory, and practice. It allows the students additional time to reflect on their developing skills in assessment, modification of instruction, leadership skills, clinical expertise, and diagnostic techniques. Each student is required to complete a multifaceted study that combines methodologies, theories, and current research about teaching and learning based on his or her practicum experience.
Religion
REL 104 - World Religions (Cr: 3)
A survey of major world faiths, focusing on beliefs and teachings concerning God, humanity, the world, concepts of salvation and destiny. The course also explores worship and cultural contribution of the various religions, as well as their influences in the world today.
Science
SCN 571 - Methods of Teaching Natural Sciences to Children/Field Study (Cr: 3)
This course is a hands-on learning experience about ecology, life sciences, and physical sciences using the marine ecosystem and marine mammal biology. Food chains, life and physical science, basic oceanographic concepts, animal behavior, general research methods, data assimilation and analysis, and technological applications to education are studied. Local resources such as the coastal ecosystem, the organisms that inhabit the coastal environment and research techniques will be used. Scientific applications, basic scientific concepts, general research methods, data assimilation and analysis, and technological applications to education will be studied and applied. Classroom and field methods of teaching these concepts to children are integrated in the course. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Science.
Sociology
SOC 101 - Introduction to Sociology (Cr: 3)
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.
SOC 215 - The Family (Cr: 3)
A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, singlehood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.
SOC 302 - Social Problems (Cr: 3)
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: SOC 101 and junior year status, or permission of the instructor. Satisfies the Social Science core requirement.
SOC 315 - Social Psychology (Cr: 3)
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.
Special Needs
SPN 500 - Special Education Service Delivery and Inclusion (Cr: 3)
This course will explore the theories and models of special education services. It will provide teachers with an overview of the laws governing special education services and provide a better understanding of service delivery, including mainstreaming practices, REI (Regular Education Initiative) resource rooms, collaboration, and substantially separate facilities. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 501 - Methods and Materials for Curriculum Development of Special Needs Programs (Cr: 3)
The process of designing and implementing instruction for children with mild to moderate learning needs will be developed. Students will learn to identify appropriate instructional strategies, behavioral objectives, and learning tools, including technology. They will also learn to evaluate the effectiveness of instruction. Provisions for meeting the pre-practicum requirements are included. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 502 - Curriculum Development for Learners with Special Needs (Cr: 3)
This course explores current research in the teaching of reading, writing, social studies, and the arts for learners with special needs. This course will provide an opportunity for students to learn about curriculum, lesson planning, instructional strategies, service delivery models, and educational materials. Participants in this course will be challenged to explore current issues and thought regarding teaching and learning of students with differing learning styles and educational needs. This course is designed to 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 related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 504 - Assessment and Educational Planning (Cr: 3)
This is a process-oriented, hands-on course designed to teach informal methods and procedures that can be used by special needs educators to study the educational functioning of elementary and middle school students. An ecological and a phenomenological perspective to assessment will provide the framework for this course. Observation, interview, curriculum-based measures, and authentic approaches will be used with a particular focus on literacy, math, learning style, and affective/cognitive factors related to learning. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 505 - Reflective Seminar: Teacher of Special Needs (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with SPN 510 Practicum Experience: Teacher of Special Needs. 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 students’ needs and their work in the field.
SPN 506 - Nature and Needs of Students with Moderate Disabilities (Cr: 3)
Designed to help teachers recognize and respond to the full range of diversity in the classroom. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of moderate disabilities on a child’s cognitive, social, and academic development. Creates a view of classroom management and the instructional process that complements and elaborates on the variety of approaches used in early childhood, elementary, and secondary education. It draws from the general disciplines, special/remedial education, psychology, and health sciences within a context of integration rather than separation. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 507 - Family, School and Community: Forming Partnerships (Cr: 3)
This course explores the contexts of the lives of learners. Participants will understand families, schools, and society as social systems and be able to practice this understanding in their relationships with children, colleagues, parents, and the community. Participants explore effective strategies, theories, practices, and processes for partnering with families and personnel from the community resource agencies and organizations.
SPN 508 - Functional Curriculum and Educational Planning: Severe Disabilities (Cr: 3)
This course reviews curriculum content areas for students with intensive special needs, techniques to develop skills in functional domains, and also covers intervention in the motor, emotional, applied academics, and transition areas. Included is a focus on the process of development and content of Individual Educational Plans (IEPs) and Individualized Transition Plans (ITPs). Educational theories of active learning and strategies for supporting learners of all ages (3-22) in integrated settings are addressed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
SPN 510 - Practicum Experience: Teacher of Special Needs (Cr: 3)
For Pre-K–8 Licensure: A 300-hour practicum experience in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities for the appropriate grade level that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Students are expected to demonstrate competencies for Professional Standards for Teachers. For 5–12 Licensure: 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a separate or substantially separate setting for students with moderate disabilities. At least three regularly scheduled meetings are required with the practicum supervisor appointed by Endicott in addition to classroom observations by the cooperating teacher.
SPN 511 - Assistive Classroom Technology for Students (Cr: 3)
This course is designed to explore a range of issues related to curricular access and learning experienced by students with severe learning and other handicapping conditions. Students will explore a wide range of technology applications for children with disabilities and consider individual needs based on the type of disabling condition, such as physical, cognitive, sensory, or multiple complex needs as demonstrated by children with pervasive developmental needs. Explorations of assistive technologies focus on applications for enhanced instructional practices that maximize student learning outcomes. Provisions for meeting pre-practicum requirements are included.
SPN 516 - Reflective Seminar: Teacher of Students with Severe Disabilities (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with SPN 510 Practicum Experience: Teacher of Special Needs (severe). 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 students’ needs and their work in the field.
SPN 519 - Practicum Experience: Teacher of Students with Severe Disabilities (Cr: 3)
A 300-hour practicum experience in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with severe disabilities for the appropriate grade level that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Students are expected to demonstrate competencies for Professional Standards for Teachers. At least three regularly scheduled meetings are required with the practicum supervisor appointed by Endicott in addition to classroom observations by the cooperating teacher.
SPN 526 - Nature and Needs of Students with Moderate Disabilaties (Cr: 3)
Designed to help teachers recognize and respond to the full range of diversity in the classroom. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of moderate disabilities on a child’s cognitive, social, and academic development. Creates a view of classroom management and the instructional process that complements and elaborates on the variety of approaches used in early childhood, elementary, and secondary education. It draws from the general disciplines, special/remedial education, psychology, and health sciences within a context of integration rather than separation. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks. Provisions for meeting the pre-practicum requirements are included.
SPN 564 - English, Language Arts, and Social Science for Diverse Learners (Cr: 3)
This course investigates the content and processes related to teaching English language arts, and social sciences to a diversity of learners. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction.
SPN 565 - English, Language Arts, and Social Science for Severely Disabled Learners (Cr: 3)
This course investigates the content and processes related to teaching English, language arts, and social sciences to a diversity of learners. Participants will study the relevant Massachusetts Curriculum Frameworks and specifically explore ways of designing and modifying curriculum and instruction.
SPN 567 - Mathematics and Science for Diverse Learners (Cr: 3)
This course investigates the content and processes related to teaching mathematics, science and technology to a diversity of learners. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction.
SPN 568 - Mathematics and Science for Severely Disabled Learners (Cr: 3)
This course investigates the content and processes related to teaching mathematics, science and technology to a diversity of learners. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction. Activities, content, and materials of this course are related to the current and relevant Massachusetts Curriculum Frameworks.
Teacher Preparation
EDS 502 - Effective Classroom Strategies in Secondary Education (pre-practicum) (Cr: 3)
This course will examine the role of the effective secondary 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. Students will develop skills in selecting subject material from relevant Massachusetts Curriculum Frameworks, learning how to adapt instruction for diverse learners. The course looks at characteristics of curriculum content, planning and management, pedagogy, and assessment in middle and high school settings. A pre-practicum experience is included.
EDS 504 - Theories of Curriculum Design and Evaluation (pre-practicum) (Cr: 3)
This course will examine and appraise the middle and high school curriculum. 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 study a broad variety of curriculum theory, design, and successful practice that is related to subject frameworks. Students will investigate specific theories of curriculum development applying them to classroom best practice. They will review current curriculum development research and examine classroom practices. Students will complete extensive case study analysis. Through direct, structured observation and professional experience students will gain an understanding of theory and practice and develop sample instructional materials lesson plans and units. The final goal is to develop a curriculum project appropriate to the student’s work setting or interest, and grounded in a theoretical framework. They 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 Massachusetts Curriculum Frameworks. A pre-practicum experience is included.
EDS 510 - Practicum Experience: Teacher of Secondary Education (Cr: 3)
This practicum experience for those pursuing the Initial Licensure program in Secondary Education in grades 5-8 (middle school) and 8-12 (high school) settings 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.
EDS 511 - Reflective Seminar: Teacher of Secondary Education (Cr: 3)
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EDSE 510 Practicum Experience. The seminar discussions build student’s 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 student’s needs and their work in the field. Activities, content, and materials address Professional Standards for Teachers.
XXX 555 - Methods in the Content Area in Secondary Education (pre-practicum) (Cr: 3)
This course is a hands-on learning experience about teaching within the licensure candidate’s content area. Classroom and field methods of teaching these concepts to children are integrated in the course. Activities, content, and materials are related to the particular current Massachusetts Framework. A pre-practicum experience is included.
Undergraduate Adult Accelerated Programs
|
|
Print this Page