|
|
2015-2016 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
| |
| |
-
ED 308 - Early Childhood Methods
Expanding on concepts explored in ED 207, this course will develop students’ knowledge in planning interdisciplinary learning experiences that support the needs of the whole child. Pre-service teachers will explore early childhood instructional strategies and materials designed to develop intellectual dispositions, to foster an appreciation of individual and cultural differences, and to meet state and federal standards. Examination of the crucial link between observation and effective teaching will be addressed. A field component of 20-25 hours is included in this course.
Prerequisites & Notes
ED 207, junior class status or permission of instructor. Open to Liberal Studies/Teacher Licensure majors only.
Credits: 3
|
| |
-
ECE 510 - Early Childhood Practicum PreK-2
This practicum experience for those pursuing the Initial Licensure program in Early Childhood Education: Teacher of Students With and Without Disabilities (PreK-2) 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.
Credits: 3
|
| |
-
ECE 511 - Early Childhood Reflective Seminar PreK-2
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with ECE 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
|
| |
-
EDM 300 - Education and Democracy
This course explores the design, implementation, and evaluation of education policy as a primary means for engaging more active, inclusive and effective approaches to social inquiry and civic participation. Understanding how democracy shapes current educational policy in public, charter and private school setting will be explored. Students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns.
Credits: 3
|
| |
-
IA 580 - Educational Practicum I
This course is Part 1 of a three-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.
Credits: 1
|
| |
-
IA 680 - Educational Practicum II
This course is Part 2 of a three-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.
Credits: 1
|
| |
-
IA 681 - Educational Practicum III
This course is Part 3 of a three-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.
Credits: 1
|
| |
-
ED 502 - Effective Classroom Strategies in Elementary Education
This course will examine the role of the effective elementary education teacher. Topics covered will include study in developing effective learning and instruction critical to the child’s developmental level using active modes of learning within an integrated curriculum. Students will develop skills in identifying relevant subject material from early literacy, language arts, mathematics, science, social studies, and the arts, and they will learn how to adapt instruction for special needs students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.
Credits: 3
|
| |
-
EDS 502 - Effective Classroom Strategies in Secondary Education (pre-practicum)
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.
Credits: 3
|
| |
-
AUT 578 - Effective Collaboration Across Disciplines
Intervention in autism requires collaboration across different disciplines. Nearly all individuals with autism receive a combination of services, including ABA, speech therapy, OT, and others. It is imperative that services be delivered in an integrated and collaborative manner, to maximize outcomes. The unifying thread across disciplines is data-based decision making. At the level of the individual, the team must assess the impact of all treatment choices. Students will learn how to work effectively in a trans-disciplinary model, how to develop joint goals with professionals from multiple disciplines, and to effectively work as a member of a collaborative team. In addition, students will learn to evaluate the quality of evidence for any approach and sort through the plethora of treatment claims that bombard parents and professionals. Furthermore, students will learn effective methods for training skills in staff members. Residency requirement.
Credits: 3
|
| |
-
ABA 825 - Effective Consultation and Collaboration
Intervention in autism requires collaboration across different disciplines and with many varied team members. Nearly all individuals with autism receive a combination of services, including ABA, speech therapy, and OT. It is imperative that services be delivered in an integrated and collaborative manner, to maximize outcomes. Behavior analysts working on teams strive to ensure that data guides deci¬sion-making, and use data to assess the impact of all treatment choices. Teams we consult to or collaborate with do not always share such goals, and successfully intervening with collaborators requires a complex skill set. In this course, students will learn how to work effectively in a trans-disciplinary model, how to develop joint goals with professions from multiple disciplines, and how to effectively work as a member of a collaborative team. Furthermore, the course will review elements of successful consultation. Specifically, we will review how to define goals, provide in¬terventions, and monitor the success of consultation. The emphasis will be on working in and with these teams to shape data-based decision making and the use of empirically verified treatments. Collaboration with parents will also be highlighted. Students will also be taught how to define roles, provide recom¬mendations and negotiate differences of opinion and systemic limitations. Consultation will also be reviewed in the context of effective intervention and behavior analytic best practices.
Credits: 3
|
| |
-
SP 101 - Elementary Spanish I
For students who have studies little or no Spanish before. This course introduces the foundational elements of the Spanish language, with a focus on the acquisition of basic communicative skills (speaking, listening comprehension, reading, and writing) as well as knowledge of Hispanic cultures around the world. Satisfies the Arts and Humanities core requirement. Prerequisite: one year or less of high school course-work in Spanish.
Credits: 3
|
| |
-
SP 102 - Elementary Spanish II
This course is a continuation of SP 101 and further develops conversational skills and grammar knowledge in the Spanish language. Focus on the acquisition of communicative skills (speaking, listening comprehension, reading and writing), in addition to examination of topics related to Hispanic cultures around the world. Satisfies the Arts and Humanities core requirement. Prerequisite:  SP 101 or one to two years of high school Spanish coursework.
Credits: 3
|
| |
-
ESL 91 - Elements of Writing I (Offered in Spain)
Students are introduced to the process approach to writing and keep a portfolio of their work. Revision techniques are practiced; students address grammatical issues within the context of their writing. Formerly LST 103. Credits for this course do not count towards a degree.
Credits: 3
|
| |
-
ESL 92 - Elements of Writing II (Offered in Spain)
The course continues to develop the skills introduced in Academic Writing I. Students develop a portfolio of their work. In addition, some of the writing assignments are in response to readings, and the final paper involves the use of outside sources. The goal is to prepare students for College Writing Seminar. Formerly LST 104. Credits for this course do not count towards a degree.
Credits: 3
|
| |
-
RDG 506 - Emergence of Literacy
This course will examine the role of the “reflective practitioner” in developing literacy experiences for elementary-school-aged children.We have come to realize that children progress along a developmental continuum that reveals their gradual or “emerging” construction of knowledge about reading and writing. The importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy will be examined. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
Credits: 3
|
| |
-
HLS 542 - Emergency Management in Homeland Security
This course is founded on the premise that effective homeland security leaders must possess a comprehensive understanding of emergency management principles, practices, strategies, and methodologies. This course introduces students to the dynamic field of emergency management and then works to deepen student understanding through the use of case study. Students learn to view emergency management and disaster from an administrative, political, social, and economic perspective. Interdisciplinary, multidisciplinary, legal, political, and policy issues are examined. Students learn how emergency managers operate before, during, and after a manmade, accidental, or naturally occurring disaster.
Credits: 3
|
| |
-
ED 221 - Emergent Literacy Instruction
Students will examine language acquisition and emerging communication abilities in young children with a particular focus on reading, writing, speaking and listening. The characteristics of a print and language rich environment will be explored, including the use of developmentally appropriate written language activities in the early childhood classroom.
Prerequisites & Notes
ED 201 or permission of instructor.
Credits: 3
|
| |
-
MHI 570 - Emerging Health & Medical Information Technologies & Standards
This course introduces current and emerging information technologies in the field of healthcare including laboratory, imaging, claims, EHR, HIE and others. A discussion of data standards necessary to achieve interoperability within and among complex healthcare organizations is reviewed. Standards covered begin with the planning phases for health information technology (HIT) through data, data structures, terminology, data transport, electronic health records, decision support, privacy and security, ICD-10, HL7 and others and other related applications. This course also explores the anticipated impact of a National Health Information Infrastructure (NHII).
Credits: 3
|
| |
-
IA 506 - Emerging Materials and Systems
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 & Notes
ID 503, ID 504, ID 505, ID 530, or permission of instructor.
Credits: 3
|
| |
-
ID 506 - Emerging Materials and Systems
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 & Notes
ID 503, ID 504, ID 505, ID 530, or permission of instructor.
Credits: 3
|
| |
-
NUR 750 - Emerging Roles: Nurse Scientist,
Scholar and Leader
This course assists the student to develop a personal framework for behavior within academe, the scientific community and the world beyond. Through readings and discussions, the student will explore a variety of viewpoints about the duties and responsibilities of an educated nurse scientist in an interdependent world. This course consists of a series of seminars focusing on issues relative to the dissertation, development of a program of research, and the role of the nurse scientist.
Credits: 3
|
| |
-
EC 101 - Endicott Transitions
This course addresses the challenges of incoming students and provides strategies for success in an academic community. The course assists students in the development of knowledge pertaining to social skills, academic resources, the Endicott mission and traditions, Endicott policies and procedures and the meaning of a college education. Students are encouraged to reflect on both their own development and methods for contributing to the community. Pass/Fail grading.
Prerequisites & Notes
Students with 24 or more transfer credits may have the EC 101 requirement waived, but must substitute an additional one credit of coursework.
Credits: 1
|
| |
-
ESL 88 - English as a Second Language I (Offered in Spain)
This course is an intermediate level general English course taken simultaneously with Elements of Writing I. Task-based language activities are introduced in short readings and film segments which simulate real situations which the students are likely to encounter. Grammar is taught using oral, written and interactive exercises. Formerly ESL 026. Credits for this course do not count towards a degree.
Credits: 3
|
| |
-
ESL 89 - English as a Second Language II (Offered in Spain)
This general English course takes the students from intermediate to upper intermediate level. It aims to continue to build upon the skills acquired in English as a Second Language I. Task-based language activities are introduced in short readings, and film segments which simulate real situations which the students are likely to encounter. Grammar is taught using oral, written and interactive exercises. Formerly ESL 038. Credits for this course do not count towards a degree.
Credits: 3
|
| |
-
ESL 90 - English as a Second Language III (Offered in Spain)
This course is a continuation of English as a Second Language II and will provide students with the opportunity to improve their academic writing skills in preparation for more advanced courses which will require research papers. The text will focus on the writing modes, rhetorical devices and language points required for academic success. Paragraph structure will be reviewed and students will be prepared to write three — and four paragraph essays. In addition, basic grammatical structures will be constantly reviewed. Formerly ESL 039. Credits for this course do not count towards a degree.
Credits: 3
|
| |
-
SPN 564 - English, Language Arts, and Social Science for Diverse Learners
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.
Credits: 3
|
| |
-
SPN 565 - English, Language Arts, and Social Science for Severely Disabled Learners
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.
Credits: 3
|
| |
-
BUA 504 - Entrepreneurial Endeavors
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.
Credits: 3
|
| |
-
ENTP 513 - Entrepreneurial Enterprise
The purpose of this course is to learn about how entrepreneurs find the one idea that leads them to success. Tools that are needed to spot the idea and manage it successfully will be imparted in this class. Additionally, there will be a particular focus on the “entrepreneurial manager” and the personal skills needed to manage innovation and the development of new ideas, products, and services within an organization. As a result, this class will focus simultaneously on the concept of creative innovation as well as the traditional business aspects of bringing a new idea to market.
Credits: 3
|
| |
-
ENTP 526 - Entrepreneurial Marketing
Marketing has taken on a different texture in today’s business world. Marketing now includes such activities as social media, blogging, tweeting, guerilla marketing, viral marketing, buzz marketing in addition to the more traditional forms of marketing. These new forms of marketing are a blessing and curse because it requires the savvy entrepreneur to manage marketing activity in a completely different manner. Additionally, this course will focus on entrepreneurial marketing and how marketing efforts can influence or create new markets to meet consumer demand.
Credits: 3
|
| |
-
ENTP 530 - Entrepreneurial Venture Finance
Venture financing is one of the most important aspects of an entrepreneur’s efforts. Without financing, there is not much that can happen. Often referred to as seed or start-up financing, the entrepreneur has to be fortunate enough to be able to finance the venture on his/her own or savvy enough to raise capital either through bank loans, personal loans or venture capital. The course will cover the basic concept of venture financing.
Credits: 3
|
| |
-
BUS 300 - Entrepreneurship
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.
Credits: 3
|
| |
-
ENV 150 - Environmental Issues
Environmental changes and consequences that accompany anthropogenic development and industrialization will be discussed. The student will actively participate in a chronological and systematic investigation of the connections and relationship between ecological systems, energy, raw materials, western industrialization, environmental degradation, and third world population. The content of the course will ultimately serve to establish an historical reference point that will allow for analysis of current environmental status and national policy.
Credits: 3
|
| |
-
ENV 220 - Environmental Science
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 the Math and Science core requirement.
Credits: 3
|
| |
-
NUR 725 - Epidemiology
This course is designed to provide students with knowledge and critical understanding of the principles of epidemiological investigation, and standard quantitative statistical methods used to evaluate epidemiological studies and clinical trials. It develops the ability of students to design, critically analyze, interpret, and report the findings of a research project regarding health related topics. The program’s aim is to present the students with an opportunity to develop an understanding how epidemiology brings together social and biological sciences. The students are provided a solid foundation to understand and apply the principles of epidemiologic research.
Credits: 3
|
| |
-
ED 565 - Ethical Issues in Behavioral Assessment
This course was designed to provide students with an overview of the topic of professional ethics, including a review of those factors leading to the need for the application of such standards to our field. Students will review the Guidelines for Responsible Conduct published by the Behavior Analysis Certification Board and related documents. 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 standards related to Evidence Based Practice and why this is important in our field.
Â
Credits: 3
|
| |
-
EDL 738 - Ethical Leadership in Education
This course is designed to challenge educators to become ethical leaders who recognize leadership in an educational setting as a fundamentally moral activity. Buffeted by competing and often conflicting values, interests and political agendas, educational leaders are routinely presented ethical and moral dilemmas as the context for their decision making. For depth of understanding, this course will engage students in an examination and discussion of major theoretical models of ethical decision-making that are negative as well as those traditionally valued as positive. Through examination and discussion of multiple theoretical frameworks juxtaposed to situational moral dilemmas commonly faced by school leaders, students will be coached through the process of identifying and adopting their own core values to guide their own principled decision making as aspiring school leaders.
Credits: 3
|
| |
-
PHL 104 - Ethics
What is a good life? What factors should shape the ethical decisions we make? And how do ethics relate to artistic, intellectual, and social aspects of our lives? This course studies and debates classical and modern ethical theories, through philosophical and literary texts. It then brings these theories into conversation with a range of contemporary ethical issues, from punishment to medical ethics to the environment. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
|
| |
-
OM 509 - Ethics and Emotional Intelligence
We live in times that are rich with examples of good and bad ethical behavior. This course will examine “self” in relation to the ethical platforms that you as individuals and future leaders will need to understand and how your personal beliefs and actions might affect or influence your ability to be an effective business leader. This course will also examine the fundamental aspects of business ethics as it relates to the theoretical nature of the topic of business ethics and the facets of business ethics, including all stakeholders, who are affected by the impact of ethical or non-ethical decisions.
Credits: 3
|
| |
-
ITS 561 - Ethics and Society in Technology
This course offers extensive and topical coverage of ethical issues relating to the area of information technology such as file sharing, infringement of intellectual property, security risks, internet crime, identity theft, employee surveillance, privacy, and compliance. Students will have the opportunity to gain an excellent foundation in ethical decision-making for current and future business managers and information technology professionals.
Credits: 3
|
| |
-
ABA 565 - Ethics in Applied Behavior Analysis
This course was designed to provide students with an overview of the topic of professional ethics, including a review of those factors leading to the need for the application of such standards to our field. Students will review the Guidelines for Responsible Conduct published by the Behavior Analysis Certification Board and related documents. 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 standards related to Evidence Based Practice and why this is important in our field.
Credits: 3
|
| |
-
FNCE 560 - Evaluating Capital Investments
This course focuses on the financial-economic analysis of corporate investment decisions. One of the most important decisions a firm makes is how to best allocate its capital resources. Business managers need to be able to analyze and communicate the value impact of proposed capital expenditures and strategic decisions. We will explore such topics as discounted cash-flow analysis, alternative decision criteria, mutually exclusive investments, lease vs. buy decisions, monte-carlo simulation and real options.
Credits: 3
|
| |
-
MAA 586 - Event Planning and Programming
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 recreational programs, sport-related contests and special events. A conceptual framework will be developed through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship, negotiations, and volunteer staff management.
Credits: 3
|
| |
-
AUT 574 - Evidence-Based Practice
Autism is a fad magnet. Pseudoscientific and anti-scientific treatments abound, and claims of effectiveness are often made with no regard to empirical evidence. In this context, it is imperative that professionals understand the state of evidence for different interventions, and develop skills to evaluate claims. Students will learn the criteria for what constitutes effective intervention. Students will learn the process for finding evidence and for discriminating baseless claims from true scientific evidence. Finally, students will rate the existing evidence for commonly applied treatments.
Credits: 3
|
| |
-
ABA 745 - Experimental Design & Analysis
Research design is crucially important for the field of behavior analysis. Through carefully controlled research studies, behaviorists have been able to identify the fundamental principles of behavior and moved explanations of behavior from traditional introspective viewpoints to environment-based causes. To continue to identify principles of behavior, careful experimental design and the analysis of results must continue to be applied following scientific standards. In this course, students will further learn about the complexities of experimental analysis and careful measurement and analysis of results.
Credits: 3
|
| |
-
MIEA 502 - Facilitating Teaching and Learning
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.
Credits: 3
|
| |
-
MAA 580 - Facilities Planning in Sport
This course is designed to provide students with an understanding of the business of sport facilities and operations. Sport facility life-cycle concepts of strategic planning, design-development, construction delivery systems, financing, and operations will be introduced and explored. As well, students will focus on facility management and administration considerations, systematically moving through planning and design, organizational and operational concerns, personnel planning, financial management, program development and scheduling, risk management, and marketing. Also covered will be the operations of specific facility areas including maintenance, crowd control and security, box office management and concessions.
Credits: 3
|
| |
-
MAA 587 - Facilities, Design and Construction
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.
Credits: 3
|
| |
-
EA 530 - Family and Community Engagement
This course explores and analyzes the school leader’s role in organizing, implementing, and evaluating family and community engagement. 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. They will be able to identify ways to improve engagement practices, communicate effectively with culturally and linguistically diverse families, and develop partnerships in support of student learning.
Credits: 3
|
| |
-
ENTP 503 - Family Business
Family businesses are the cornerstone of the United States economy, and these businesses require a different type of structure, management, and accountability. This course will be devoted to the operation of a family business, including historic, financial, strategy, operation, succession planning, and marketing.
Credits: 3
|
| |
-
RDG 504 - Family Literacy Connection
This course explores the role of the literacy coach/teacher in supporting the five standards considered essential for reading professionals: knowledge of the foundations of reading and writing processes and instruction, use of a wide range of instructional practices approaches, methods, and curriculum materials to support reading and writing instruction, use of a variety of assessment tools and practices to plan and evaluate effective reading instruction, create a literate environment that fosters reading and writing, view professional development as a career-long effort and responsibility. It also focuses upon the role of home school connections presenting a wide variety of school-based and organization sponsored programs and initiatives that will address these questions as practitioners learn how others are responding to the literacy needs of students and families. Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.
Credits: 3
|
| |
-
NUR 563 - Family Nurse Practitioner I: Seminar and Practicum for Care of Women, Children, & Adolescent
This course will provide a clinical and theoretical foundation to prepare the learner for the family nurse practitioner role. The result will be demonstrated competence in the Family Nurse Practitioner role to meet current and emerging health needs of Women, Children, and Adolescents across the life cycle living with or dying from either acute or progressive chronic illness.
Credits: 3
|
| |
-
NUR 564 - Family Nurse Practitioner II: Seminar and Practicum of Adult and Geriatrics
This course will provide a clinical and theoretical foundation to prepare the learner for the family nurse practitioner role. The result will be demonstrated competence in the Family Nurse Practitioner role to meet current and emerging health needs of Adult and Geriatric patients across the life cycle living with or dying from either progressive chronic illness or from a serious, life-threatening.
Credits: 3
|
| |
-
SPN 507 - Family, School and Community: Forming Partnerships
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.
Credits: 3
|
| |
-
EDS 515 - Field Experience
This field experience for those pursuing the Initial Licensure program in Secondary Education with the following concentrations in Business, Foreign Language, Health/Family and Consumer Science, Physical Education, Technology/Engineering, Visual Arts allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and supervisor. A minimum of three regularly scheduled seminar meetings between the student, the supervisor, and the cooperating practitioner is also required. The assessment of the student is based on the Massachusetts Department of Elementary and Secondary Education Professional Standards. Pre-requisite: A passing score on all required tests of the Massachusetts Tests for Educator Licensure (MTEL) for the license sought.
Credits: 3
|
| |
-
EDS 514 - Field Experience Seminar: Teacher of Secondary Education
The course will engage students in an examination of and structured discussions about a variety of topics relating to classroom equity and professional responsibilities. There will be an initial effort to define the notion of a democratic classroom culture, respectful of our national, regional and local civic culture. Students will examine ways in which learning is made accessible to all students and respectful of all forms of diversity and learning styles. There will a discussion about how to deepen content knowledge, create engaged and collaborative school cultures and participate in continuous professional improvement activities through appropriate professional organizations.Â
Credits: 3
|
| |
-
BUA 575 - Field Study: Consulting Project
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.
Credits: 3
|
| |
-
ART 241 - Figure Drawing: Anatomy for Artists
Artists and designers explore gesture, axis, and dynamics of the human form through drawing and painting. Life drawing, portraiture, and occupational studies are subject matter to be explored utilizing pencil, charcoal, pastel, and water-based paints. The human figure is examined from scientific, socal and artistic perspectives, and includes issues of representation.
Prerequisites & Notes
ART 105
Credits: 3
|
| |
-
IED 574 - Final Research Project
The Research Project is designed to prepare a graduate student in the practical engagement of the principles of applied research as they have been presented in Research Methods. During the Research Methods course, 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.
Credits: 3
|
| |
-
BUS 210 - Finance
An introduction to finance including organization, taxes, capital markets, the commercial banking system, interest rates, financial analysis, financial forecasting, working capital management, marketable securities, accounts receivables, inventories, and short term credit markets. Students will use financial computers and/or software applications to apply concepts.
Prerequisites & Notes
ACC 175
Credits: 3
|
| |
-
EA 545 - Finance
This course is designed for those aspiring to district-level administrative leadership positions. Financial support is critical to the success of public schools. School leaders are required to be adept at assessing school needs and developing a financial plan to successfully address those needs. Needs are identified as those financial, human or material resources necessary to advance the mission, goals and objectives of the district, school, or department. This course will prepare future educational leaders to understand the federal, state, and local context of school finance. The budget, like any plan, has three essential components; namely, the formulation or development of the plan, the execution or administration of the plan, and the control or adjustments made to the plan. Students will be able to identify the major types of budgeting models that can be utilized and become directly involved in the preparation of an actual school budget. Course provides students with a comprehensive overview of school budgeting processes and business administrative functions. Specific emphasis is given to program, school, and district-level budget development and implementation.
Students will develop an understanding of the intricacies related to budgeting in Massachusetts since the passage of the Educational Reform Act of 1993. Among the topics covered will include, but not be limited to, State Aid, revenues, grants, offset accounts, revolving funds, carryover funding, school choice funding, charter school funding, enterprise funds, capital funds, and fund accounting.
Students will also learn about various reporting requirements relating to school and municipal finances including but not limited to audits, the End of the Year Report, net school spending formulas and various funds left in the custody of school officials. In the context of administering a school budget, students will learn about budget prioritization, statutory requirements associated with reporting the disposition and movement of funds related to the enacted school budget and offset accounts. Students will gain an understanding of major cost centers like workers compensation, health insurance, dental insurance, pensions for retired employees, non-funded liabilities, and the role and impact these cost centers have in relation to school finance.
Credits: 3
|
| |
-
EDL 746 - Finance, Budget, and Operations
The objective of this course is to introduce students to the financial operations process within private colleges and universities. The financial statements will be examined in depth in accordance with Generally Accepted Accounting Principles (GAAP). Students will develop skills and strategies for interpreting financial statements and other publicly available data to evaluate the performance of an institution. Additionally, students will examine external reporting requirements and IRS compliance initiatives. Access to capital markets and other debt strategies will be examined, and students will learn to develop debt strategies appropriate to the institution. Students will learn how to develop a financial model to link strategic planning to the budgeting process to assure allocation of resources that meets the institution’s current and long-term needs. The course also examines other key areas within the financial area, including human resource management, fundraising, and risk management.
Credits: 3
|
| |
-
ACC 175 - Financial Accounting
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.
Credits: 3
|
| |
-
ACC 205 - Financial Analysis
Highlights the financial concepts needed to support managment decision-making. Students are exposed to the elements of financial statements, with particular emphasis on the fundamental principles that guide financial reporting. The course also focuses on measurement issues that managers must understand to make good financial decisions.
Credits: 3
|
| |
-
MAA 565 - Financial Issues in Sport and Athletic Administration
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.
Credits: 3
|
| |
-
BUA 527 - Financial Management and Control
This course is an applied financial and managerial accounting course. Principles of financial and managerial accounting are developed and used to examine the difficult strategic and operational decisions. The general 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.
Credits: 3
|
| |
-
FNCE 570 - Financial Markets and Institutions
This course is intended to help you understand the role of financial institutions and markets play in the business environment that you will face in the future. It also helps you to develop a series of applications of principles from finance and economics that explore the connection between financial markets, financial institutions and the economy. On the financial markets side, we will learn about the role of money and the importance of interest rates in determining economic activity; determinants of level of interest rates. On the institutions side, we will learn commercial banks, investment banks, insurance companies, mutual funds, the Federal Reserve Systems and their role of in the economy. We analyze issues in innovation and regulation with basic principles of financial economics. Recent events are used to illustrate concepts and develop analytical skills.
Credits: 3
|
| |
-
ACCT 521 - Financial Reporting and Analysis
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. We will examine the current financial statements and ratios of companies to assess their profitability and risk and to identify the connections between their strategic decisions and their financial footprints. ”Profit” is examined through a critical lens.
Credits: 3
|
| |
-
BUA 521 - Financial Reporting and Analysis
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.
Credits: 3
|
| |
-
FNCE 521 - Financial Reporting and Analysis
This financial 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. We will examine the current financial statements and ratios of companies to assess their profitability and risk and to identify the connections between their strategic decisions and their financial footprints. ”Profit” is examined through a critical lens.
Credits: 3
|
| |
-
MAA 560 - Financial Resources Management
This course integrates the theories of finance, economics and accounting for the successful implementation of athletic programs. Students will examine current financial issues in athletic administration while learning the tools needed to manage and operate fiscally sound athletic programs. Advanced topics include organizational budgeting, financial strategies, financial forecasting/problem solving, fundraising and grant seeking.
Credits: 3
|
| |
-
HTM 250 - Food & Beverage Managment
Restaurant management is analyzed from an operational and financial standpoint. Student will learn the basic financial concepts important in operating a profitable foodservice facility. Menu management will be discussed form a psychological viewpoint to influence guest decisions to purchase the items that are more profitable to the restaurant. Internal control processes will be examined to protect the assets of a restaurant. Layout and design considerations will be studied to ensure proper functionality of restaurants.
Credits: 3
|
| |
-
PSY 318 - Forensic Psychology
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.
Credits: 3
|
| |
-
IA 511 - Forum I
Part 1 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 from many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
Credits: 1
|
| |
-
ID 511 - Forum I
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.
Â
Credits: 1
|
| |
-
IA 512 - Forum II
Part 2 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 from many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
Credits: 1
|
| |
-
ID 512 - Forum II
Part 2 of a four-semester continuing course studying the interrelationship of theory, history, and practiceas it relates to architecture, interior design, and the designer. It looks at theory not as a specialized dis- course 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.
Credits: 1
|
| |
-
IA 611 - Forum III
Part 3 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 from many complementary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
Credits: 1
|
| |
-
ID 611 - Forum III
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.
Credits: 1
|
| |
-
IA 612 - Forum IV
Part 4 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.
Credits: 1
|
| |
-
ID 612 - Forum IV
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.
Credits: 1
|
| |
-
IDI 501 - Foundation of Design
The main focus of the course is the development of fundamental proficiencies in design theory, language, and visual communication techniques. Projects will emphasize the elements of design (line, shape, tone, texture, color, scale, etc.), principles of two dimen- sional and three dimensional design, and the basic principles of composition (balance, rhythm, unity, contrast, etc.), as well as the implications and applica- tions of these proficiencies as they pertain to the de- velopment of interior environments. Students will apply fundamental drawing and technical drawing skills to a variety of studio projects.
Credits: 2
|
| |
-
ART 530 - Foundations of Design
The main focus of course is the development of fundamental proficiencies in design theory, language, and visual communication techniques. Projects will emphasize the elements of design (line, shape, tone, texture, color, scale, etc.), principles of two dimensional and three dimensional design, and the basic principles of composition (balance, rhythm, unity, contrast, etc.), as well as the implications and applications of these proficiencies as they pertain to design. Students will apply fundamental drawing and technical drawing skills to a variety of studio projects.
Credits: 2
|
| |
-
HTM 101 - Foundations of Hospitality Management
An introduction to the industry of hospitality and tourism, this course emphasizes the management process and department operations. Hotels, cruise lines, casinos, travel agencies, restaurants, spas, events, senior communities, and airlines will be examined in regard to classification, markets and operations. This course is also designed to gain understanding into the relationship that exists between hospitality and tourism.
Credits: 3
|
| |
-
INT 560 - Foundations of Integrative Learning I (IL and MIL)
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.
Credits: 3
|
| |
-
INT 561 - Foundations of Integrative Learning II (IL and MIL)
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.
Credits: 3
|
| |
-
ED 201 - Foundations of Reading
This course gives an in-depth understanding of the reading process and of the teaching of reading. Theoretical and research information on reading and emergent literacy will be included. Topics also covered in the course include: phonics, word recognition, vocabulary development, comprehension, fluency and study skills. Students will learn the major approaches and materials for teaching skills in phonemic awareness, decoding, encoding, reading for meaning, comprehension strategies, content reading, and study skills as recommended in the Massachusetts Curriculum Frameworks/ English Language Arts, the Standards of the International Reading Association and National Standards for Literacy. To develop a deeper understanding of the coursework, students will participate in a required Service Learning Placement for 2hr/week throughout the semester.
Prerequisites & Notes
ED 101, or permission of instructor.
Credits: 3
|
| |
-
SPN 508 - Functional Curriculum and Educational Planning: Severe Disabilities
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.
Credits: 3
|
| |
-
HTM 255 - Fundamentals of Events
Students will explore and develop an understanding of the events/entertainment field. The focus is on the historical development, organizational structure and career opportunities that exist within the discipline. The course introduces students to the methods and techniques utilized in planning organizing and delivering events.
Credits: 3
|
| |
-
NU 210 - Fundamentals of Nursing
The role of the professional nurse is analyzed focusing on current nursing practice. The nursing process is the organizing framework for planning, delivering, and evaluating nursing care. Concepts of wellness, health promotion, and safety are explored for adult and older adult clients. Discussion of alternative options to achieve client goals is encouraged in class and clinical to further develop critical thinking skills. Students develop psychomotor skills in guided nursing laboratory sessions. Clinical experiences are offered in long-term care settings in the community.
Prerequisites & Notes
BIO 201, BIO 202. Corequisite: NU 230. Open to nursing majors only.
Credits: 8
|
| |
-
ITS 548 - Fundamentals of Telecommunications
This course is designed to provide managers with foundation knowledge of telecommunications networks. The course will explore the fundamentals of data communications and networking requirements for an organization, including the standard layers of network organization; network technologies, and architectures and protocols for WAN, LAN, and Internet systems. Course topics include issues of security, design, management, and future developments, particularly in a business environment.
Credits: 3
|
| |
-
LST 210 - Gender and Science
What does it mean to be a scientist? How does gender complicate the way that we think about science? What effect has history had on access to education, and access to the practice of science? These are the issues that we will contemplate as we explore the relationship of science, gender and cultures. Satisfies the Individual and Society General Education and Writing Designated core requirements.
Credits: 3
|
| |
-
PSY 100 - General Psychology
A survey of the biological and philosophical theories that form the foundation for understanding human behavior including the brain and nervous system, sensation and perception, motivation, learning, developmental issues, personality theories, abnormal behavior, psychotherapy, and social psychology. Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
NUR 543 - Global Health Nursing: Assessment and Evaluation
This course provides the student with an opportunity to apply knowledge of global nursing concepts developed in previous courses to the assessment of communities and the evaluation of global health programs. The course intends to provide technical tools and skills for the assessment of community needs and program evaluation. The major projects for the course will be a Community Assessment Project and a Program Evaluation. This course provides a deeper exploration of concepts related to global nursing and the assessment, implementation, and evaluation of key issues that occur in the practice of global nursing care.
Credits: 3
|
| |
-
OPMT 570 - Global Logistics
A logistics system includes the planning and coordination of the physical movement aspects of a firm’s operations such that a flow of materials, parts, and finished goods is achieved in a manner that minimizes total costs for the level of service desired. Students will learn to use various logistical methods and models to enhance the time and place utility of goods. Topics include transportation alternatives, inventory control, warehousing, location decisions, distribution, and setting customer service standards.
Credits: 3
|
| |
-
BUS 350 - Global Marketing Management
Focus is on the unique problems associated with managing marketing operations across national borders. Topics include: the impact of culture on the global marketing environment; how to identify global market opportunities for an existing enterprise or a new venture; how to apply industry analysis, assessment of risk, and new customer identification techniques in an international context; and how to develop and implement effective marketing strategies on a global scale. Prerequisite:  BUS200 or permission of instructor
Credits: 3
|
| |
-
ID * 505B - Global Studio Concentration Option (Non-Western)
TBD
Credits: 4
|
| |
-
ID * 510B - Global Studio Concentration Option (non-Western) OR
A global look at 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†(non-Western country) 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. 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 cutures, as well as historical context.
Â
Credits: 4
|
| |
-
ID * 510A - Global Studio Concentraton Option (Western)
A global look at 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 intro- duced 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†(Western country) 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. 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.
Credits: 4
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
|
|
|
Print this Page