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2015-2016 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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HRMT 522 - Recruitment and Selection
This course explores the processes whereby an organization identifies, evaluates and builds its workforce. Numerous considerations, both legal and organizational, need to be taken into account in attracting and retaining good workers.
Credits: 3
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SPN 573 - Reflective Seminar
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 organiza- tion 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 providing leadership. Preparation for leadership positions will be the primary focus.
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Credits: 3
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EA 562 - Reflective Seminar for Principal/Assistant Principal
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 560 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 and Indicators.
Credits: 3
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EA 552 - Reflective Seminar in School Business Administrator
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 552 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 and Indicators.
Credits: 3
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EA 582 - Reflective Seminar in Special Education Administrator
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 580 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 and Indicators.
Credits: 3
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EA 592 - Reflective Seminar in Superintendent/Assistant Superintendent
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 590 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 and Indicators.
Credits: 3
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IED 573 - Reflective Seminar: International Education
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.
Credits: 3
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EDU 511 - Reflective Seminar: Teacher of Elementary Education
This seminar, which consists of weekly sessions, is taken concurrently with EDU 510 Practicum Experience. The seminar discussions build participants’ reflective capacities as they integrate knowledge of elementary level students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to students’ needs and their work in the field. Each student is required to complete a multi-faceted study that combines methodologies, theories, and current research about teaching and learning based on his/her practicum experience. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.
Credits: 3
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RDG 515 - Reflective Seminar: Teacher of Reading
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.
Credits: 3
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EDS 511 - Reflective Seminar: Teacher of Secondary Education
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EDS 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.
Credits: 3
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SPN 505 - Reflective Seminar: Teacher of Special Needs
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.
Credits: 3
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SPN 516 - Reflective Seminar: Teacher of Students with Severe Disabilities
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.
Credits: 3
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HCMT 580 - Regulation and Strategic Planning
Many industries in the U.S. are regulated - airlines, utilities, automobiles - but few are impacted as greatly by various and often competing regulations as the U.S. healthcare system. As such, a successful leader in healthcare must understand the complex regulatory environment in order to strategically plan for her or his company’s growth and ensure the ultimate goal of any healthcare delivery system - the delivery of quality, patient-centered care. This course will provide students with a broad and fundamental understanding of the various regulations (federal, state and local) guiding and impacting the U.S. healthcare system with a focus on how to think strategically and critically about the management and growth of healthcare companies. The course will focus on regulations impacting hospitals and provider groups, but will also review the regulatory landscape for health insurance companies and life sciences companies. Throughout the course, there will be an emphasis on risk management in the context of identifying, measuring and managing risk, especially the use of data to develop a comprehensive risk management strategy. Students will become familiar with the strategies used in healthcare management to proactively and reactively manage various regulations, stakeholders and risks.
Credits: 3
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ED 582 - Research Methods
This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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IED 582 - Research Methods
This course is designed to acquaint students with the design, analysis, and interpretation of research in the social sciences. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results.
Credits: 3
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ABA 730 - Research Methods and Applied Behavior Analysis
The field of science promotes controlled research as an important tool for investigating the phenomena of interest. The same holds true for the scientific study of human behavior. Research methodology is used by behavioral researchers to identify functional relations among variables and behavior. In this course, students will learn the reasons for research being the best method for determining functional relations. They will also learn the fundamental characteristics of good research design (e.g., internal validity, reliability, etc.), and use this information to critique published research studies. Lastly, students will study in depth a particular aspect of research and present to the class on this topic.
Credits: 3
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EDL 715 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
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EDL 715 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
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NUR 702 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
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EDL 735 - Research Methods II: Quantitative
This doctoral level course is designed to help students develop an understanding of the basic goals, concepts, and methodology of quantitative research, and an understanding of the computation and application of descriptive and Inferential techniques. Students will also Improve their ability to critically evaluate published research.
Credits: 3
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NUR 735 - Research Methods II: Quantitative Research
This doctoral level course is designed to help students develop an understanding of the basic goals, concepts and methodology of quantitative research, and an understanding of the computation and application of descriptive and inferential techniques. Students will also improve their ability to critically evaluate published research.
Credits: 3
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NUR 752 - Research Methods III – Issues in Research
This course is an advanced seminar on what is usually called “mixed method” research, i.e. research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.
Credits: 3
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EDL 752 - Research Methods III: Mixed Methods
This course is an advanced seminar on what is usually called “mixed method” research - research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.
Credits: 3
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EDL 752A - Research Methods III: Program Evaluation/Action Research
This course provides a comprehensive overview of program evaluation and action research theory and method. It describes how program evaluation and action research can be used in district and school improvement. The steps for conceptualizing, designing, implementing, and analyzing a substantive program evaluation and action research project are explicated and examples of district-based and school-based projects will be explored.
Credits: 3
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MAA 582 - Research Methods in Sport and Athletic Administration
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.
Credits: 3
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EDL 753 - Research Methods IV: Issues in Research
This doctoral seminar course is designed for novice researchers engaged in dissertation research. Drawing on student experiences and questions from their current research, the course is designed to focus on the practical “how-to” as well as the complex ontological, epistemological, methodological, and ethical issues inherent in field work, analysis and report writing. Topics may include: research paradigms, philosophical approaches, access, ethics, analysis, and trustworthiness.
Credits: 3
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INT 507 - Research Oriented Observation (IL and MIL)
The observer is the observed. In this short course, students are provided opportunities to view natural and human phenomena in order to discover the art of objectivity in a subjective world.
Credits: 1
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ABA 870 - Research Project
The course consists of supervised experience in the development and conduct of an empirical problem oriented research project related to the assessment and modification of behavior with various types of clients/settings. Under the supervision of their Doctoral Advisor, students may begin this project at any time during their academic tenure in the Ph.D. program, prior to enrolling in this one semester course. The focus of these activities may include assessment interviews and observations, analysis of controlling variables within the immediate environment of the client, assessment of resources for change, and the implementation and evaluation of behavior change procedures for whom previously demonstrated evidence based interventions have failed. Students will give oral presentations and evaluation to the faculty supervisor and fellow doctoral students on a regular basis during research conferences. The expectation of this course is the production of a formal manuscript submitted for publication and/or presented at a professional conference.
Credits: 3
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BUS/LST/PSY 479 A/B - Research Project
A comprehensive research project that requires students to apply academic theories to professional work environment. The project is planned and supervised by faculty. Scheduled group sessions provide the opportunity for students to reflect upon their experiences and learning. Students will be responsible for outside reading and writing assignments designed to integrate theory and practice in their research. (Prerequisite: Successful completion of Senior Thesis I.)
Credits: 3/ per A and B
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LST 479A - Research Project I
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.
Credits: 3
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LST 479B - Research Project II
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.
Credits: 3
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MIEA 574 - Research Project in Administration
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. Using knowledge from the previous courses, the student will address a research proposal with attention to themes such as articulating a well-written problem statement, reviewing literature, matching evidence and outcomes, and triangulation of a variety of data types. Students will be required to adhere to the standards, rules and procedures set forth in the APA (American Psychological Association) manual.
Credits: 3
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OM 563 - Research Strategies
This course will enumerate and compare the many ways to develop, share, utilize and build upon data generated by a school or organization. Specifically the review and exploitation of internally generated data and the discipline of competitive intelligence will be weighed as tactics for enhanced educational performance or a stronger competitive position.
Credits: 3
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ABA 865 - Research Tool Demonstration
Traditionally, Ph.D. programs required the Doctoral student to demonstrate fluency in two or more romance languages in order for the student to have the ability to read the classics and benefit from previously published research. With the evolution of technology, this standard has given way to the need for modern students to demonstrate competency in the contemporary tools necessary to function as a successful Behavior Analyst. Research tools can include computer-programming skills, the use of alternative language systems such as American Sign Language or Braille, web-based data collection/graphing systems, or computer educational management systems. This course is designed to assess the student’s demonstrated competency in the use of a minimum of two such research tools. Research tools are designed to provide the candidate with a proficiency in a restricted content area that is essential to their ability to function as a professional Behavior Analyst. It is the responsibility of the student’s Dessertation Committee to specify the tools that the student will use to meet this standard.
Credits: 3
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IAR XXX - Residential Interior Architecture Elective
TBD
Credits: 3
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IAR 505A/510A - Residential Interior Environments I
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.
Credits: 4
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IAR 505B/510B - Residential Interior Environments II
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.
Credits: 4
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BUS 355 - Risk Management
Addresses present and emerging needs in a variety of industries and professional fields. Provides an overview of systematic responses used to manage potential threats to individuals, organizations and agencies through the use of strategies and procedures engineered to minimize consequences and maximize opportunities. Using a Risk Management Model to identify and assess risk, implement strategies and evaluate outcomes, students will understand how properly designed risk management processes are used to protect individuals, organizations, or agencies against financial, physical, legal and other damages, including risk associated with terrorism and natural disaster.
Credits: 3
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NU 305 - RN Role Transition
The transition course for registered nurses provides the foundation for synthesis of prior learning with baccalaureate educational preparation for nursing. Critical thinking, decision making, and interpersonal communication is emphasized. Identification of personal learning goals and professional role development are incorporated. Learning experiences enhance the student’s transition into the baccalaureate role. Satisfies the Writing Designated core requirement.
Prerequisites & Notes
Licensure as an RN in Massachusetts.
Credits: 3
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NUR 508 - Role Development Within Professional Organizations
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 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.
Credits: 3
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ECE 505 - Role of Play in Early Childhood Education
This course explores the impact of play upon the social, emotional and cognitive development of young children. Students will demonstrate knowledge of the theories and research on play and be able to identify types of play, delineate the benefits of play, recognize the practical applications of play to the early childhood curriculum, evaluate play environments, and design an environment that promotes the child’s development. A twelve hour pre-practicum is included.
Credits: 3
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HTM 108 - Rooms Division Management
Every transaction generated in the hotel can be traced back to the Front Office. Through a management perspective emphasis will be placed on operations, finance and interdepartmental communication. Connections between various hotel departments and their contribution to the overall success of the guest experience and profitability of the hotel will be analyzed.
Credits: 3
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MKTG 531 - Sales Force Management
This course focuses on the processes and best practices for managing a sales force. Sales strategies and techniques will be examined. The course will focus on the optimal use of sales teams to promote brand, manage customer relationships, and generate increased revenue for the firm.
Credits: 3
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IA 518 - Scandinavian Architecture and Interior Architecture
Design History Elective
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.
Credits: 3
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ID 518 - Scandinavian Architecture and Interior Design (Design History Elective)
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.
Credits: 3
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PMGT 528 - Scheduling Tools and Techniques
Successful projects start with sound planning and reach completion based on effective project management techniques. While establishing baselines are key to project success, measuring progress and adapting to changing circumstances is vital to accomplishing project objectives. Topics will include project estimating, measure of project performance with particular emphasis on keeping a project on course, best practices in project estimating schedules, costs and resource requirements, and techniques aimed at early problem identification.
Credits: 3
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EA 565 - School Human Resource and Facilities Management
District Office Leaders are drawn to a more intricate level of detail in the areas of Human Resource Management and Facilities Planning & Management. This course provides an in-depth examination of the key roles and functions of Human Resource Management and Facilities Planning and Management have from the vantage point of a school district’s central office. School districts have struggled over the years to survive in an increasingly complex organizational framework that often lacks cohesion, continuity, and skillful leadership. Too often, schools and school districts are plagued with lack luster leadership, competing agendas, dysfunctional organizations where management and unions are viewed as “chieftains of warring nations” doing battle all in the name of helping the kids. This course will examine the dynamics of competing leadership styles, and the impact leadership approaches have on the organizational framework. Competing and contrasting styles of leadership including site based, top down, bottom up, participative, charismatic, and liaise faire. Each style and approach offers differences in part based on the history and culture of the organization. Who are organizational change agents and why do organizations need them? How can organizations change and how does change impact the delivery of human resources and the organizational and educational culture of a school district? Students will examine the many responsibilities district leaders perform in their respective roles. These duties include but are not limited to: collective bargaining, contract administration, evaluation, hiring, employee assistance, hearing officers for issues of sexual harassment, violations of Title IX, discrimination, civil service, payroll, personnel records management, employee orientation, policy development, insurance, workers compensation, pensions, disabilities, benefit management among others.
Prerequisites & Notes
participative
Credits: 3
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EA 500 - School Leadership
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. Students will be able to work with governing boards, staff, and parents to develop a vibrant learning environment.
Credits: 3
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EA 540 - School Operations Management
The operations and administrative functions required from the vantage point of a district office level position encompass many functions that serve to provide necessary support to individual schools, principals and their staff. District level leaders must understand fully the many aspects and updates to the Massachusetts Education Reform Act of 1993. District Office level leaders must also have knowledge of fund accounting, and the fiscal operations that include the administering of state and federal grants, revolving funds, offset accounts, carryover funding, school choice funding and requirements for inside and outside auditing of funds.
District level leaders play a pivotal role in the delivery of an array of services including but not limited to:
• Transportation Services
• Food Services
• Risk Management
• Custodial and Maintenance Supervision
• Fleet maintenance
• Public Use of School Facilities
• Collective bargaining and contract administration
• Hiring, evaluation and supervision of both professional and non-professional personnel
• Technology and Management Information Systems
While working leadership positions, district leaders must also possess and understanding of the interrelationships among laws, municipal charter rules, school policies, and administrative procedures necessary for the effective management of curriculum and school operations and administrative systems required to facilitate the goals and objectives of a school district.
Credits: 3
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ITS 564 - Security Management
This course provides students with an introduction to the fundamentals of network security, including compliance and operational security; threats and vulnerabilities; application, data, and host security; access control and identity management; and cryptography. The course covers new topics in network security as well, including psychological approaches to social engineering attacks, Web application attacks, penetration testing, data loss prevention, cloud computing security, and application programming development security. This course will review computer forensics, to include: tools used, the investigative process, as well as current trends in forensics today.
Credits: 3
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MHI 590 - Security, Ethics, Privacy & Compliance for Health & Medical Information
This course provides an overview of the legal, regulatory, and ethical issues to be considered in the management and maintenance of health information. Local, state, federal, and international privacy laws and regulations—and the government agencies and regulatory bodies charged with creating and upholding these laws and regulations—will be considered, with particular attention given to the HIPAA, DEA and other healthcare specific regulations. Key topics to be explored include data security, privacy, confidentiality, data reporting requirements, compliance, accreditation, and professional ethics. Attention will be given to evaluation of the security of a system, the impact of information technology on patient safety and healthcare liability, and identification and management of potential opportunities and risks of electronic health record systems.
Credits: 3
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LST 100 - Seminar in Academic Inquiry
Introduces students to college-level academic discourse and provides them opportunities to hone foundational skills that they will use throughout their undergraduate career and beyond. The course helps students develop critical thinking and reading skills, the ability to find and use sources to deepen understanding of topics, and the capacity to form and defend positions on issues.
Prerequisites & Notes
Students with 24 or more transfer credits may have the LST100 requirement waived but must substitute a three-credit elective.
Credits: 3
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BUS 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
BUS 370, BUS 480 (as a prerequisite or corequisite), and senior class status or permission of instructor.
Credits: 3
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LST 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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NU 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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PSY 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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BUS 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to business, in which they have a particular interest. The outcomes of the project are a scholarly paper and presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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LST 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to liberal sudies in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class statue or permission of instructor.
Credits: 3
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NU 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to nursing, in which they have a particular interest. The outcomes of the project are a scholarly paper and presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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PSY 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to psychology in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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HTM 110 - Service Management
Balanced between theoretical and applied learning in La Chanterelle, our non-traditional classroom, students will explore the function of service systems within the restaurant environment. The course surveys the development and implementation of both dining and beverage delivery systems, their cost control and management. A combination of interpersonal, leadership and group dynamics skills will be applied to service encounters to illustrate the complexities of guest satisfaction.
Credits: 3
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EA 510 - Sheltered English Immersion for School Leaders
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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ED 330 - Sheltered English Immersion Teacher’s Endorsement Course
The purpose of this course is to begin to develop with students of the key factors affecting second language acquisition, the relationship of cultural differences and teaching/learning experiences in the classroom, instructional strategies and tasks in sheltered content instruction, and reading and writing in sheltered content classrooms.
Prerequisites & Notes
ED 203, ED 201 or permission of instructor.
Credits: 3
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ED 542 - Sheltered English Immersion Teacher’s Endorsement Course
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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ABA 800 - Skinner’s Behaviorism
The application of science to the study of behavior was a major paradigm shift from the field of psychology up to that point. John Watson and B.F. Skinner were the initial proponents of such thinking, and their efforts propelled the science to what it is today. In this course, students will read the original texts of Skinner to understand the prevailing thinking at that time, and what led Skinner to propose a scientific analysis of human activity. The texts in this course offer insights to Skinner’s rationale for such an approach, and how it can be used to study a wide range of behaviors and situations. Students will learn how the scientific study of human behavior can explain different events in a way that results in relinquishing traditional theoretical perspectives on why people do what they do.
Credits: 3
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BUA 530 - Small Business Management
Every business begins as a small business. This course will seek to explore the roll-up-your-sleeves, “do more with less” mentality employed by successful businesses as they seek to reduce costs, streamline operations, and achieve more with smaller, smarter staffs. This course is geared towards entrepreneurs but will most certainly benefit anyone working in( (or desiring to work in) a small company environment. In the context of a start-up or operating small business subjects covered will include product development and positioning, process creation and implementation, staffing (and/or outsourcing), customer service, sales, and PR with limited resources. The franchise model will also be explored. The course will be taught mostly case style. Students will also gain a working, hands-on knowledge of the QuickBooks accounting software-a cornerstone of so many small businesses. There will be a mid-term, individual and/or team assignments and a final team project in which you will envision a small business venture of your own in the form of a business plan and final presentation.
Credits: 3
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EDC 525 - Social Context in American Schooling: Methods of Teaching Social Studies in the Elementary School
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.
Credits: 3
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CMM 306 - Social Impact of the Media
This course examines the role of media in modern culture. Topics include the effects of media on socialization, education, political choice and process, formation and development of beliefs, attitudes and behavior. Students will additionally engage in complicated examinations of media texts and their connections to appropriate political, social and economic issues.
Prerequisites & Notes
CMM 101 or SOC 101 and sophomore class status, or permission of instructor.
Credits: 3
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CMM 335 - Social Media and Marketing
Students will explore the rapidly changing world of social and digital media and how it is applied to the practice of marketing communication. After studying the concepts and theories behind communicating through digital media, students will create social media marketing plans to support specific campaign initiatives through the use of these digital media.
Credits: 3
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SOC 302 - Social Problems
The study of deviant behavior, social inequality, societal disorganization, and environmental crises. Emphasis is given to the relation between social problems and the structure and values of modern American society. Current and alternative solutions to societal problems will be analyzed. Satisfies the Social Science core requirement. Prerequisites: SOC 101 and junior year status, or permission of the instructor.
Credits: 3
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PSY 305 - Social Psychology
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed. Satisfies the Social Science core requirement.
Credits: 3
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SOC 315 - Social Psychology
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed.Â
Credits: 3
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ITS 550 - Software Engineering
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.
Credits: 3
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SP 307 - Spanish Culture and Civilization (Offered in Spain)
Students are introduced to the general historical and social background upon which the complex reality of present day Spain is built. The course will focus especially on the plurality of cultures — Christian, Jewish, and Muslim — which constituted Medieval Spain and makes Spanish history so unique. This is an advanced Spanish course taught in Spanish, suitable for American study abroad students. Taught in Spanish.
Credits: 3
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SP 410 - Spanish Literature and Performing Arts (Offered in Spain)
The aim of this course is to read, analyze, and discuss contemporary works of Spanish literature that are also currently being performed in theaters or that have been adapted to screen versions. A major aspect of the course will be to study and compare those plays that are representative of each century. The students will be expected to attend many of the performances. Taught in Spanish.
Credits: 3
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SPN 500 - Special Education Service Delivery and the Inclusion Model for Students with Special Needs
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 inclusion practices, resource rooms, collaboration, and substantially separate facilities. Students will explore the merits of various referral methods. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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IA 630 - Special Topics Studio
This elective studio provides graduate students an opportunity to focus on particular issues and components within the built environment. The studio includes lectures on focused area, group discussions, individual and/or group projects. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 3
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ID 630 - Special Topics Studio
This elective studio provides graduate students an op- portunity to focus on particular issues and components within the built environment. The studio includes lectures on focused area, group discussions, individual and/or group projects. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 3
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ENG 103 - Speech
Development of effective speaking and speechwriting skills. To accomplish this, students will write and deliver speeches with the guidance and encouragement of the instructor and peers. Satisfies the Writing Designated core requirement.
Credits: 3
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MAA 585 - Sport and Management Administration Event Planning
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.
Credits: 3
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MAA 521 - Sport Law and Risk Management
This course is a survey of various applications of contract, tort, intellectual property, constitutional and administrative laws to the growing and complex field of sport management. Special attention will be given to negligence, defamation and libel, contract negation, risk management, and criminal and civil law. The rights of student-athletes and the legal liability and responsibly of coaches, athletic administrators and sport managers will be discussed. Students will learn how knowledge of the law help to build a more efficient and successful operation.
Credits: 3
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MAA 511 - Sport Management in Media
Students will explore the importance of effectively marketing sport and athletics to target populations. Special emphasis is placed on the unique aspects of sport products, markets and consumers. 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. Students will develop their own marketing plan in the athletic administration setting. In addition, we will be utilizing current cases/practices in order to simulate decision making in athletics.
Credits: 3
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MAA 588A&B - Sport Management Practicum
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.
Credits: 6
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HLS 577 - Strategic Issues in Homeland Security
The principle objective of this course is to broaden student understanding of the multidisciplinary and contrasting architecture of Homeland Security. Students examine a variety of contemporary issues in the areas of public health; citizen and state rights; border, maritime, aviation, and transportation security; the civil-military relationship; the impact of security on commerce; and the expanding role of law enforcement in national, regional and state security efforts. The course also examines the USA PATRIOT Act and the handling of citizens when they are detained for terrorist-related violations.
Credits: 3
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EA 535 - Strategic Management and Design
This course is designed to address the critical role of developing and sustaining a professional school culture that promotes success for all students through reflective practice, high expectations of all stakeholders, and continuous learning for all staff. Challenged by external demands for increasing levels of student achievement, the use of standards-based testing, and high-profile school accountability systems, the vital leadership role in shaping and sustaining the critical elements of a professional school culture - the mission, vision, traditions, norms, and values - is essential to shaping a high-performance and purpose-driven school organization. This course will engage learners in an exploration of theories and strategies for engaging professional staff in the process of creating a shared vision and mission for the school community that is student-focused and grounded in core values that guide communications and decision-making activities within the school organization.
Credits: 3
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MAA 505 - Strategic Management and Leadership in Athletic Administration
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.
Credits: 3
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IED 511 - Strategies for Change in International Schools
The focus of this course includes structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, form the cornerstone for restructuring schools.
Credits: 3
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MIEA 520 - Strategies for Change in International Schools
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 school accreditation process.
Credits: 3
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SPN 515 - Strategies for Classroom Management
This course focuses on developing ways to create positive learning environments for all students. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will develop the knowledge, training and strategies necessary to administer successful classroom management and discipline for students who exhibit a wide range of behavioral needs and characteristics and will study how to prevent and address discipline problems and how to increase productive student behavior. Participants will be expected to reflect, through personal writing, their personal beliefs regarding effective classroom and school management. They will become skilled at preparing special needs students for inclusion in a variety of educational situations and will be required to craft a classroom management plan for a special needs student.
Credits: 3
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ED 207 - Strategies of Teaching Early Childhood Curriculum
Focus on the teaching of specific subject areas in unison with the developmental needs of children in preK-2. Students will research current curriculum materials and curriculum development trends. Lesson plans, units, and learning centers will be designed by students.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
Credits: 3
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OMNP 580 - Strategy for Non-Profits
Without a clearly articulated vision of the future, a non-profit can be handicapped both in operational efficiency and fund-raising appeal. On the other hand, when a non-profit has a strategy, it can be used to unify and attract volunteers, energize donors, and allow growth through planning. This course will introduce the wide variety of non-profit sectors and missions, how these sectors generate and articulate strategic plans, how traditional and alternative methods can be used in strategic planning, and strategy pitfalls and traps. The class will also focus on entrepreneurial aspects of growing non-profits, including creative approaches to providing value to donors and recipients as well as earned revenue alternatives. Finally, we will speculate on the future of non-profits in our challenging economy.
Credits: 3
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PSY 323 - Stress and Illness
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress. Satisfies the Social Science core requirement.
Credits: 3
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MAA 542 - Structure and Function of the Olympic Games
The structure and function of the Olympic movement, starting with the International Olympic Committee and moving through the national governing bodies to international sports associations, is the focus of this course. It emphasizes the unique characteristics of the Olympic Movement and various political, social, and economic impacts on the Games.
Credits: 3
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OM 525 - Student Affairs in Higher Education
Students will examine the field of college student development from developmental and practice perspectives. Students will examine major student development theory as it pertains to the modern student. Students will examine the demographics of the modern student and its implications on higher education. This examination will focus on social justice, students with disabilities, diversity, planning and assessment, technology and education and the supervision of professionals.
Credits: 3
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INT 552 - Student Area of Emphasis and Technology I
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)
Credits: 5
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INT 571 - Student Area of Emphasis II
Continuation of INT 552. In addition, students explore how they will begin applying a research method to their study.
Credits: 4
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INT 575 - Student Area of Emphasis III (IL)
Continuation of INT 552 and 571.
Credits: 3
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EDL 760 - Student Development: History and Issues
Students will examine the field of college student development from historical, philosophical and managerial perspectives. Students will explore the changing demographics of the modern student and its impact on student development operations. Students will examine major student development theories applicable to higher education. This examination will focus on ethical standards, legal issues, campus safety practices as well as the development and management of student development programming. Finally, students will discuss the various professional roles and responsibilities of student development professionals.
Credits: 3
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PSY 115 - Substance Abuse and Society
A sociological and psychological understanding of the individual and groups in American society with respect to substance abuse and addiction. Emphasis is placed on current theories, attitudes, and definitions as well as the impact of substance abuse on professionals, minorities, children, and families. The role of the criminal justice system in substance abuse is also addressed with respect to prevention and intervention.
Credits: 3
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EA 563 - Supervision and Evaluation
Effective supervision and evaluation is a key ingredient in continuous school improvement. This explores research and best practices in teacher supervision and evaluation and prepares principal candidates to become effective supervisors and evaluators. It also addresses the role of induction, mentoring, supervision, evaluation, and professional development in teacher effectiveness and the alignment of those elements of profession growth with student achievement. Candidates will become versed in a variety of supervision and evaluation models. This course also addresses 5-Step Cycle training requirements set forth in the Massachusetts Model System for Educator Evaluation.
Credits: 3
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