|
|
2015-2016 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
| |
| |
-
ED 80 - MTEL Test Preparation: Early Childhood
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in child development, children’s literature and the writing process, and early childhood curriculum content.
Credits: 0
|
| |
-
ED 40 - MTEL Test Preparation: General Curriculum Math
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in number sense, operations, data analysis, functions and algebra, geometry, measurement, statistics, and probability.
Credits: 0
|
| |
-
ED 50 - MTEL Test Preparation: General Curriculum Multi-Subject
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in world history/geography; U.S. and Massachusetts History; physical, life, earth, and space science; English language arts, literature, and structure and writing process.
Credits: 0
|
| |
-
ED 70 - MTEL Test Preparation: Reading Specialist
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in reading processes and development, reading assessment and instruction, and professional knowledge and roles of the reading specialist.
Credits: 0
|
| |
-
ED 90 - MTEL Test Preparation: Secondary
These courses are non-credit offerings offered to assist students in passing the MTEL tests. They consist of four two hour sessions. The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives for each specific test.
Credits: 0
|
| |
-
ITP 543 - Multi-Media Literacy: Critical Analysis Techniques and Classroom Applications for the information Age
Expanding the definition of reading to include cultural, as well as written, texts, this course is designed to explore current research in the teaching of media literacy so that educators can help students become informed and critical consumers and producers of mass media and technology. The evolution of reading follows closely the progress in the development of publishing/printing and communication technology. The course will also provide an opportunity for teachers to learn about how older and newer forms of media work, how they produce meaning, how they are organized and how they construct reality. The course will also provide educators with the opportunity to create multimedia products and give hands-on training how to use current hardware, software and information systems to teach critical viewing skills to students of all grade levels. Hyperbolic books, reading walls, eBooks, and electronic paper will also be examined. Participants in this course will be challenged to explore current issues and through regarding the various teaching approaches to media literacy; inquiry models, critical information skills development, as well as the assessment of student media work. This course is designed to encourage cooperation and collaboration among participants. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
|
| |
-
SPN 506 - Nature and Needs of Students with Moderate Disabilities
Designed to help teachers recognize and respond to the full range of diversity in the classroom. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of moderate disabilities on a child’s cognitive, social, and academic development. Creates a view of classroom management and the instructional process that complements and elaborates on the variety of approaches used in early childhood, elementary, and secondary education. It draws from the general disciplines, special/remedial education, psychology, and health sciences within a context of integration rather than separation. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
|
| |
-
SPN 526 - Nature and Needs of Students with Severe Disabilities
Designed to help teachers recognize and respond to the full range of diversity in the classroom. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of moderate disabilities on a child’s cognitive, social, and academic development. Creates a view of classroom management and the instructional process that complements and elaborates on the variety of approaches used in early childhood, elementary, and secondary education. It draws from the general disciplines, special/remedial education, psychology, and health sciences within a context of integration rather than separation. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks. Provisions for meeting the pre-practicum requirements are included.
Credits: 3
|
| |
-
MAA 540 - NCAA Compliance
This course is designed to give the student a working knowledge of National Collegiate Athletic Association (NCAA) compliance issues. It will present an overview of rules, eligibility, bylaws, and practices and procedures of the NCAA. Special topics include testing, self-reporting, and student-athlete eligibility.
Credits: 3
|
| |
-
OM 567 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and working with people. Project managers need the skills to handle people problems whether the problems are within the team or with clients, customers, and stakeholders. This course covers the foundations of negotiation, negotiation strategy including planning and framing, how to recognize and prepare for the phases of a negotiation, and how cultural differences are increasingly playing a role in the global economy.
Credits: 3
|
| |
-
PMGT 523 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and working with people. Project managers need the skills to handle people problems whether the problems are within the team or with clients, customers, and stakeholders. This course covers the foundations of negotiation, negotiation strategy including planning and framing, how to recognize and prepare for the phases of a negotiation, and how cultural differences are increasingly playing a role in the global economy.
Credits: 3
|
| |
-
MIEA 515 - Negotiation, Communication/Mediation to Improve Schools
This course focuses upon negotiation and conflict management within organizations. Students will be able to understand the behavior of individuals, groups, and organizations in competitive circumstances and employ such processes as negotiation, mediation, dispute resolution, and analytical problem solving in managing conflict. The course will also examine the philosophy, attitudes and methods of process consultation as an approach to helping individuals, groups, organizations and communities. It will deal with the psychodynamics of the helping relationship, modes of negotiation, types of active inquiry and listening, group process, facilitative interventions, communication methods, and dealing with resistance.
Credits: 3
|
| |
-
CSC 350 - Network Operations Management
An analysis of the tools and techniques used in the administration and design of computing systems. The topics covered include: IP network math, network architectures and protocols; system installation; operations; file systems and structures; device configuration and management; account administration; and network security. Principles of contemporary network systems are explored.
Prerequisites & Notes
CSC 101 and three credits of math.
Credits: 3
|
| |
-
HST 306 - New England History
The role of colonial New England (especially Massachusetts) in early American history. Among the topics considered are Puritanism, politics, crime, punishment, the economy, art and society. Satisfies the Arts and Humanities core requirement. One core social science course.
Â
Credits: 3
|
| |
-
NPPA 570 - Non-Profit Leadership
Leading the contemporary non-profit organization takes enormous creativity, resourcefulness, tact and diplomacy. This class will explore the many roles of the non-profit leader, including the basic skills of managing change, creativity and innovation. Special emphasis will be placed on solving what appear to be intractable problems with fresh ideas and innovative thinking. Other topics include how to operationalize ideas through influencing, conflict resolution and recruiting volunteers.
Credits: 3
|
| |
-
OMNP 570 - Non-Profit Leadership
Leading the contemporary non-profit organization takes enormous creativity, resourcefulness, tact and diplomacy. This class will explore the many roles of the non-profit leader, including the basic skills of managing change, creativity and innovation. Special emphasis will be placed on solving what appear to be intractable problems with fresh ideas and innovative thinking. Other topics include how to operationalize ideas through influencing, conflict resolution and recruiting volunteers.
Credits: 3
|
| |
-
NUR 526 - Nurse as the Administrator
The purpose of the course is to engage students in the process of role development as nurse administrators and leaders in any health care setting. It is important for nurse administration to identify personal and organizational goals, apply leadership skills and knowledge to implement change by working with an organization. Also, the nurse administrator must be able to function within a health care setting by applying ethical and legal principles related to regulatory policies at the state and federal levels, credentialing agencies, third party players, and to assure that quality of care is provided to patient, families, and the community. This course will focus on developing collegial relationships with other departments within the organization and the community that are pivotal in promoting a positive work environment and in meeting organizational outcomes.
Credits: 3
|
| |
-
NUR 561 - Nurse as the Educator
This course provides an exploration of the role of the nurse as an educator in schools of nursing and in staff development in organizational institutions. Specifically students will develop advanced knowledge about the multifaceted role of the nurse educator as well as current issues and trends in education impacting the role of the nurse educator. The impact of economic trends and policy on the profession of nursing and the subsequent impact on nursing education will be explored.
Credits: 3
|
| |
-
NUR 541 - Nurse in Global Health
The scope of practice for global health nursing is broad. This course provides a broad conceptual and ethical framework for global health care with an exploration of the social and behavioral sciences, philosophy, and nursing to assist students to develop approaches to reduce differential outcomes of health care in populations. This course will also explore the professional roles of global health nurses as expert clinicians, educators, interdisciplinary consultants, researchers, and entrepreneurs. Students will explore the global health nurse’s role as an advocate, leader, mentor, role model, collaborator, and scholar.
Credits: 3
|
| |
-
NU 400 - Nursing Internship and Seminar
This internship is a precepted clinical experience designed to facilitate the transition from nursing student to entry level baccalaureate practitioner. Students work with a baccalaureate prepared RN in a medical-surgical, maternity, pediatric, psychosocial, or acute care setting providing therapeutic nursing interventions for multiple clients.
Prerequisites & Notes
NU 410.
Credits: 5
|
| |
-
NU 306 - Nursing Research
This course introduces the nursing student to the importance of research to the discipline of nursing. The course focuses on the research process in the discovery of knowledge and the relevance of research outcomes to nursing practice. Nursing students enhance their critical thinking skills while critiquing current research. The capabilities of baccalaureate prepared nurses as participants on research teams and as consumers of research are examined. Satisfies the Writing Designated core requirement.
Prerequisites & Notes
Prerequisites or corequisites: MTH 125, MTH 126, NU 211.
Credits: 3
|
| |
-
NUR 574 - Nursing Research I: Methods
Further expands the graduate student’s previous knowledge of research. The goal of this course is to prepare graduates to conduct and apply evidence-based research to their practice. Students will compare and contrast research methodology with other forms of research, identify factors that influence research design and control, development of empirical questions from theory, construction of survey instruments, statistical or qualitative analysis, and the interpretation of results. Emphasis will be to critique existing research and to plan future research. Students will learn to appraise the literature critically, determine the strength of evidence presented in the research literature and use multiple sources of information to identify a problem, methodological process, and strategies of measurement and scaling properties of research instrument. Students will select an appropriate research topic for a given type of research design and submit a written report of the research proposal on a specified topic.
Credits: 3
|
| |
-
NUR 575 - Nursing Research II: Project
Students will be involved in an opportunity to pursue study in a subject area within the specialty of nursing education or administration regarding a need or interest under the guidance of a graduate faculty member. The student will focus on conducting a research project with emphasis on problem delineation, methodological process, data collection and analysis, and organization of study report findings. The course offers students the opportunity to examine a problem with the intersection of theory, research and practice in a scholarly evidence-based research project.
Credits: 3
|
| |
-
PE 210 - Nutrition
A course designed to educate students in the scientific and applied aspects of nutrition. Students will gain scientific information, which will enhance their ability to apply these principles in any educational, school or community setting. Students will learn the importance of nutrition in its relationship to disease, different needs throughout the life cycle and food safety implications. Finally, students will be exposed to and be able to discuss current research as it relates to nutritional concepts. Satisfies the Science and Technology General Education requirement.
Credits: 3
|
| |
-
ITS 536 - Object Oriented Programming
Students will examine object-oriented components and characteristics including classes, inheritance, and polymorphism. In addition, students will learn how to write, debug, and execute Java programs, create Java applets and applications. Students will explore variables, data types, arrays, operators, control statements, classes, overloading, inheritance, abstract classes, interfaces, packages, exception handling, multi-threaded programming, Java applets, AWT, string handling, as well as an introduction to JDBC.
Credits: 3
|
| |
-
MAR 550 - Ocean Sciences
The class will study ocean sciences within a framework of emerging markets and public policy priorities. Areas of focus will include aquaculture, off-shore clean energy, and marine bioscience, as well as climate change, pollution and ocean acidification, ocean floor mapping and geology, and biological resource management.
Credits: 3
|
| |
-
ENV 215/215L - Oceanography and Lab
A basic investigation of the natural and human originated processes that influence ocean life in the inter-tidal, coral reef, and continental shelf to deep sea habits. Life patterns, adaptations and interrelationships of organisms from mammals to plankton are addressed. The laboratory includes campus field hours per week. (Lecture: 3 cr.; Lab: 1 cr.) Must be registered for lecture and lab sections. Prior science study preferred but not required. Satisfies the Science and Math core requirement.
Credits: 4
|
| |
-
OM 516 - Operational and Financial Analysis
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
OM 537 - Operational and Financial Analysis
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
MIEA 537 - Operational and Financial Strategies
This course is designed to help students “think strategically” and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies in varied international settings, their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
BUA 542 - Operations and Logistics Management
This course considers the evolution of the modern operations function, the design of systems, and scheduling the management of materials and the provision of services. The course examines operations management as linking all aspects of the organization, including its employees, processes, customers, and suppliers. The student examines operations in the context of the organization as a whole. The course examines the various elements of operations management, from technical to organizational. Concepts explored include: quality, human resource management, supply chain management, and project management.
Credits: 3
|
| |
-
BUS 325 - Operations Management
An introduction to operations and production management. This course examines the evolution of the modern operations function, the design of systems and scheduling, the management of materials, and the provision of services in contemporary businesses. All facets of an enterprise, including employees, processes, customers, and suppliers are looked at as a system.
Credits: 3
|
| |
-
NUR 510 - Organization and Structure of Nursing Leadership
This course will provide the student with both a comprehensive foundation and synthesis of practice and knowledge related to nursing leadership and administration. The content areas to be covered are: the professional role of the nurse leader/administrator; the inside operation of the health care organization and systems including the organization; culture and structure, mission statements, strategic planning, and how to influence change. In order to effectively care for patients, models of care delivery, case management, disease management, emergency planning and communication strategies will be presented. In addition, ethical and legal responsibilities, team building, working with collective bargaining units and dealing with work place violence will be discussed. Fiscal management principles will also be presented.
Credits: 3
|
| |
-
HRMT 517 - Organizational and Individual Development
This course examines the strategic methods organizations use to develop their employees in order to meet company goals and objectives. We will examine various training methods, as well as consulting, coaching and measurement of behavioral and attitudinal change.
Credits: 3
|
| |
-
BUA 507 - Organizational Behavior
This course is a comprehensive survey of the dynamics of behavior in organizations. It examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach. One of the key features of this course is an Organizational Behavior audit that requires students working in teams to conduct a full audit of central Organizational Behavior topics at a local business and then to report the findings in a formal report and presentation.
Credits: 3
|
| |
-
BUS 320 - Organizational Behavior
A comprehensive investigation into the dynamics of behavior in organizations. Examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach. Satisfies the Individual and Society General Education requirement.
Credits: 3
|
| |
-
BUS/PSY 321 - Organizational Behavior
A comprehensive survey of the dynamics of behavior in organizations. Examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach. Satisfies the Social Science and Writing Designated core requirements.
Â
Credits: 3
|
| |
-
EDL 726 - Organizational Management in Higher Education
This course is a comprehensive survey of the dynamics of behavior and management in higher education organizations. It examines individual and group behavior, motivation, leadership styles, ethics, innovation, conflict, organizational culture, and the process of managing change in higher education organizations. Historical perspectives will be compared with current issues in the fields of education. Through classroom discussion, research papers, case studies, and personal experience and reflection, the course emphasizes an analytical and practical approach to the subject.
Credits: 3
|
| |
-
OM 568 - Organizational Metrics
This course studies the techniques of measuring and evaluating performance on the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operations.
Credits: 3
|
| |
-
ART 201 - Painting I
An exploration of painting with respect to drawing and design elements, and the creative use of materials and techniques. Work from a variety of subject matter sources. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Prerequisites & Notes
ART 105
Credits: 3
|
| |
-
ART 202 - Painting II
Painting requires sophisticated skills in drawing and design. With the medium of oil paint the students work from observation, memory, imagination, and other sources. Experimentation with the medium and the development of techniques call for students to explore a range of descriptive and expressive effects.
Prerequisites & Notes
ART 201
Credits: 3
|
| |
-
BIO 335 - Pathophysiology
A study of the alterations of normal anatomy and physiology that result in diseases. Topics will be organized according to body systems. Theories of etiology, the progression of the disorder, clinical symptoms and differential diagnosis will be discussed. This course is aimed at the future health professional, medical researcher or athletic trainer, and will include analysis of case studies.
Prerequisites & Notes
BIO 202 or permission of instructor.
Credits: 3
|
| |
-
NUR 550 - Pathophysiology of Human Disease for Advanced Nursing Practice
This course provides an advanced understanding of concepts in human physiology and pathophysiology as a foundation for the advanced practice nursing role. The focus of this course is on current principles, theories, and research related to pathophysiology systems alterations across the lifespan.
Credits: 3
|
| |
-
PE 208 - Personal and Community Health
A course designed to explore the psychological, emotional, spiritual, physical, behavioral, environmental and social health aspects of everyday living. Students examine health behaviors, identifying problems and recommending areas for lifestyle changes. Students will learn to refine their decision-making skills to help them make more educated decisions on various personal and community health problems in the coaching domain. Students will become knowledgeable on health-related topics enabling them to become an effective coach/educator.
Credits: 3
|
| |
-
ABA 820 - Personnel Training and Development
In behavior analytic careers, leaders must train both the skilled implementers of this generation and the next generation of leaders. To remain conceptually systematic, the training and development activities should be done from a behavior analytic framework and with behavior analytic tools. In this course, we will review several state-of-the-art systems for training staff and for implementing an organization-wide approach to training. We will also address methods for assessing the success of training, for monitoring drift, and for ensuring continued growth and expansion of training foci.
Credits: 3
|
| |
-
INT 565 - Perspectives on Human Change and Learning Communities
In this course we explore some of the innate tendencies that all humans have at birth.We also view the many facets of people’s lives and the transitions and transformations that take place. A study of “human change” must also consider one’s perceptions on justice, economics, and the relationship of race and gender to global well-being. Students are encouraged to raise challenging issues that arise in their work as educators and also to share approaches to challenging issues that have proven effective.
Credits: 3
|
| |
-
NU 307 - Pharmacology
Addresses basic pharmacologic concepts as they relate to nursing practice. Core concepts in pharmacology including pharmacokinetics and pharmacodynamics will be studied. Pharmacologic treatment modalities of illness will be linked with the nursing process and the pathophysiological processes covered in BIO 335.
Prerequisites & Notes
BIO 201, BIO 202, NU 230.
Credits: 3
|
| |
-
IED 500 - Philosophical and Research Foundations for Technology in Teaching and Learning
In order to develop an understanding of how technology becomes an organizational tool for improvement of teaching and learning, a systems approach is necessary, including a review of the philosophical underpinnings of technology change. The framework behind this degree program is presented from a research basis as well as a conceptual examination of synchronous and asynchronous technologies. The framework will be couched in terms of a virtual environment; students will read from the research basis concerning virtual learning, brain research, theories of development of virtual worlds, and an examination of the characteristics of learners, including those described as digital natives.
Credits: 3
|
| |
-
NUR 701 - Philosophy of Science
An examination of the central themes, methods and positions of contemporary philosophy of science. Topics will include realist, empiricist and pragmatist perspectives on scientific epistemology, theories of experimental method and the falsification and corroboration of theoretical models, the emergence, displacement and reconstruction of explanatory paradigms, and the commonalities and differences between natural and social sciences.
Credits: 3
|
| |
-
PSY 322 - Physiological Psychology: The Mind/Brain Connection
This course will explore the fundamental foundations of the neural basis of human behavior. We will examine the anatomy and development of the nervous system, neuronal function, synaptic transmission,psychopharmacology, and sensory systems such as vision and audition.
Prerequisites & Notes
PSY 100 or permission of instructor.
Credits: 3
|
| |
-
CJ 210 - Police Process
An examination of the social and historical setting of the police. Additionally, the police role in society, police discretion, police career, values and culture, organization and tactics will be examined.
Credits: 3
|
| |
-
MHI 580 - Policies and Trends in Healthcare Informatics
Introduces Health Sector Management students to the interlocking segments of the industry (for example, doctors, hospitals, HMOs/PPOs, insurers, consultants, pharmaceuticals, and medical devices), their current status, and how they are changing. The course will explore the industry from several perspectives: the provider/patient/payer interface, the changing demographics of health, growth of technology, emerging regulatory patterns, and key government programs.
Credits: 3
|
| |
-
EDC 510 - Policy Analysis, Leadership, and Change Processes
This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior, and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their roles as educators, while expanding the set of possible choices they have for taking actions and leadership.
Credits: 3
|
| |
-
MAR 570 - Port and Shipping Operation
This course will introduce students into the role of ports and shipping in the movement of goods, an examination of port and shipping operations and finance, and an exploration of current issues and challenges facing ports today.
Credits: 3
|
| |
-
RDG 509 - Portfolio Assessment
This course will examine the movement toward the portfolio approach to literacy assessment. The four theoretical cornerstones on which the concept of portfolio assessment is built will be reviewed: 1) appropriate assessment should come from a variety of literary experiences in which pupils engage in the classroom; 2) assessment should be continuous to chronicle ongoing development; 3) assessment should be multi-dimensional, reflecting the multi-faceted nature of literacy development; and 4) assessment should include active, collaborative reflection by both teacher and students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
Credits: 3
|
| |
-
INT 573 - Practicum and Research
In emphasizing the experiential aspects of learning each student completes a practice-teaching requirement of at least 200 hours. This Practicum is where students implement the course of study for children. It includes documentation of the experience, both in video and text format.
Credits: 3
|
| |
-
EDU 510 - Practicum Experience: Teacher of Elementary Education
A 300-hour practicum experience for those pursuing the Initial Licensure program in a grades 1-6 school setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum Handbook. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.
Prerequisites & Notes
A passing score on the Foundations of Reading, General Curriculum Multi-Subject, and General Curriculum Mathematics of the Massachusetts Tests for Educator Licesure (MTEL).
Credits: 3
|
| |
-
RDG 514 - Practicum Experience: Teacher of Reading
A 150-hour practicum experience in various grade levels (K-12) setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Regularly scheduled meetings are also required. Prerequisite: A passing score on the Reading Specialists Test of the Massachusetts Tests for Educator Licensure (MTEL).
Credits: 3
|
| |
-
EDS 510 - Practicum Experience: Teacher of Secondary Education
This practicum experience for those pursuing the Initial Licensure program in Secondary Education in grades 5-8 (middle school) and 8-12 (high school) settings allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum handbook. The assessment of the student is based on the Massachusetts Department of Education Professional Standards. Prerequisite: A passing score on any subject matter test of the Massachusetts Tests for Educator Licensure (MTEL).
Credits: 3
|
| |
-
SPN 510 - Practicum Experience: Teacher of Special Needs
For PreK-8 Licensure: A 300-hour practicum experience in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities for the appropriate grade level that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Students are expected to demonstrate competencies for Professional Standards for Teachers. For 5-12 Licensure: 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a separate or substantially separate setting for students with moderate disabilities. At least three regularly scheduled meetings are required with the practicum supervisor appointed by Endicott in addition to classroom observations by the cooperating teacher. Prerequisite for preK-8: A passing score on the Foundations of Reading, General Curriculum Multi-Subject, and General Curriculum Mathematics of the Massachusetts Tests for Educator Licensure (MTEL). Prerequisite for Gr. 5-12: A passing score on any subject matter test of the Massachusetts Tests for Educator Licensure (MTEL)
Credits: 3
|
| |
-
SPN 519 - Practicum Experience: Teacher of Students with Severe Disabilities
A 300-hour practicum experience in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with severe disabilities for the appropriate grade level that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Students are expected to demonstrate competencies for Professional Standards for Teachers. At least three regularly scheduled meetings are required with the practicum supervisor appointed by Endicott in addition to classroom observations by the cooperating teacher. Prerequisite: A passing score on the General Curriculum Multi-Subject and on a Math Subtest (elementary math, middle school math, or mathematics) of the Massachusetts Tests for Educator Licensure (MTEL).
Credits: 3
|
| |
-
EA 560 - Practicum for Principal/Assistant Principal [PreK-6, 5-8, 9-12]
The practicum in Principal/Assistant Principal consists of 500 clock hours of leadership in a variety of settings with a diversity of students. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are required to select the appropriate grade level [PreK-6, 5-8, 9-12] for the Principal/Assistant Principal license they desire, and complete their practicum hours at a school that matches that grade level selected. Endicott College is pleased to partner with a variety of local and regional schools and agencies. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
|
| |
-
ABA 500 - Practicum in Autism and Applied Behavior Analysis
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at one of the IBS Partner Schools, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the Partner School who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College.
Credits: 3
|
| |
-
ABA 550 - Practicum in Autism and Applied Behavior Analysis
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at one of the IBS Partner Schools, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the Partner School who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College.
Credits: 3
|
| |
-
ED 568 - Practicum in Autism and Applied Behavior Analysis (Semester 2)
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at one of the IBS Partner Schools, attend and complete agency orientation, meet agnecy guidelines for volunteers and/or employees, and will be supervised by employees of the Partner School who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College.
Credits: 1
|
| |
-
ED 555 - Practicum in Autism and Applied Behavior Analysis (Semester I)
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at one of the IBS Partner Schools, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the Partner School who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College.
Credits: 1
|
| |
-
ABA 400 - Practicum in Autism and Applied Behavior Analysis I
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at the Futures Behavior Therapy School in Beverly, MA, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the Futures Behavior Therapy School (Futures) who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College. Approximately 300-400 practicum hours (of the 500 total hours required for certification in BCBA) will be completed during this practicum experience. Prerequisites: Senior standing and completion of ABA280 Introduction to the Basic Principles of Applied Behavior Analysis, ABA310 Assessment in Behavior Analysis, ABA332 Advanced Topics in Behavior Analysis, ABA345 Introduction to Autism Spectrum Disorders.
Prerequisites & Notes
Senior standing and completion of ABA280 Introduction to the Basic Principles of Applied Behavior Analysis, ABA310 Assessment in Behavior Analysis, ABA332 Advanced Topics in Behavior Analysis, ABA345 Introduction to Autism Spectrum Disorders.
Credits: 12
|
| |
-
ABA 450 - Practicum in Autism and Applied Behavior Analysis II
Students will gain practical experience in the design and implementation of skill acquisition and behavior reduction programs with children diagnosed on the Autism Spectrum. All students will work at the Futures Behavior Therapy School in Beverly, MA, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the Futures Behavior Therapy School (Futures) who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College.  Approximately 100-200 practicum hours (of the 500 total hours required for certification in BCBA) will be completed during this practicum experience. Prerequisites: ABA400 Practicum in Autism and Applied Behavior Analysis I
Â
Prerequisites & Notes
ABA400 Practicum in Autism and Applied Behavior Analysis I
Credits: 3
|
| |
-
EA 550 - Practicum in School Business Administrator
The practicum in Superintendent/Assistant Superintendent consists of 500 clock hours of leadership in a variety of settings with a diversity of personnel. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Endicott College is pleased to partner with a variety of local and regional school districts. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
|
| |
-
EA 580 - Practicum in Special Education Administrator
The practicum in Special Education Administrator consists of 500 clock hours of leadership in a variety of settings with a diversity of students. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Additionally, candidates are required to have a portion of their experience with a diversity of disabled learners. Candidates should experience inclusive general education and separate or substantially separate setting for students with mild, moderate, and severe disabilities. Endicott College is pleased to partner with a variety of local and regional schools and agencies. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
|
| |
-
EA 590 - Practicum in Superintendent/Assistant Superintendent
The practicum in Superintendent/Assistant Superintendent consists of 500 clock hours of leadership in a variety of settings with a diversity of personnel. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Endicott College is pleased to partner with a variety of local and regional school districts. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts.
Credits: 3
|
| |
-
IED 575 - Practicum in Technology in Schools
The practicum course provides students with a clinical experience in technology, moving students from merely reading about ideas to trying them out in practice. A goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of technology theories, system designs, and successful practices. Coursework will deal with matching specific theories of educational technology to present practice as found both in the literature and in rich professional experiences available among the other course participants. Students will be required to locate a technology-rich work or volunteer educational setting, as well as a mentor from that setting.
Credits: 3
|
| |
-
NUR 542 - Principals of Global Health
This course provides foundation for the internship experiences and the development of the clinical practice of global nursing. Students will gain an understanding
of social, political and economic global health issues and comparative systems of health care delivery. An emphasis will be placed on exploring public policy and programs.
A comparison of health care systems requires an understanding of the environmental, social, and cultural context that influence their establishment, resources, and service delivery. Included in this course will be discussions on the following topics and the relevance for the nurse in global settings: epidemiology environmental health issues of water and sanitation infectious diseases with a global perspective chronic disease complementary/alternative methods violence, injury and occupational health lifespan health issues such as global health in reproduction and infants, global health of children and global health of the older adult indices of health disparities, global health disparities, relationship between poverty and health, vulnerable populations. Students will be introduced to the Dreyfus Health Foundation and Problem Solving for Better Health -Nursing methodology as well as other Models for Addressing Global Health. Theoretical components introduced in NUR541 Nurse in Global Health will be expanded to include a discussion on protection of human rights and social justice.
Credits: 3
|
| |
-
BIO 130/130L - Principles of Ecology and Lab
Examines the interrelationships of organisms and their environments. The broad subject of ecology focuses upon the interactions of plants and animals, including humans, with each other and with their non-living world. Three levels of ecology are studied: (1) Individuals, (2) Populations, (3) Communities and Ecosystems. This class provides an overview of the science of ecology for the informed citizen, and also a good foundation for further work in ecology, marine biology and environmental science. Class, three hours per week, (3 cr. lecture, 1 cr. lab). Must be registered for lecture and lab sections. Satisfies Science and Technology General Education requirement.
Credits: 4
|
| |
-
ABA 810 - Principles of Public Policy
This course will explore the “who, what, where, why and how” of public policy. The course will begin with some discussion on the nature and rationale of public policy and how an idea actually becomes part of a policy agenda. The second section will address the process, structure, and context of policy making and the complicated system of “actors” (both official and unofficial) and institutions that establish and implement public policy. The third segment will focus on the rules, strategies and culture of policy development and the role of position, power, language and politics in achieving implementation. Various short case studies will illustrate how policy issues have been addressed – sometimes well and sometimes poorly.
Credits: 3
|
| |
-
MTH 125 - Probability
Introductory probability and counting theory. Theoretical and empirical probabilities and counting techniques are explored in relation to business, social sciences, and games, using techniques such as Venn diagrams, trees, and two-way charts. Discrete and continuous probability distributions, including the Normal probability distribution, are also investigated. This course stresses problem-solving strategies, critical thinking, and communication. It is intended to help students think logically about numerical data and their relationships in preparation for a course in statistics. Satisfies the Math and Science core requirement. TI 83 plus or TI 84 calculator is required. Cannot be taken by students who have taken MTH 126.
Credits: 3
|
| |
-
ABA 720 - Professional and Ethical Issues in Behavior Analysis
This course will familiarize the student with ethical issues and responsibilities of behavior analysts. Informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed within the context of case method. Ethical decision making processes will be emphasized, and the relationship between ethics and law will be explored.
Credits: 3
|
| |
-
IDI 555 - Professional Practice
This course examines the practice of Interior Design and business components necessary to engage the profession. Various types of design firms are discussed from small residential / commercial to large global design firms. The course carefully examines leadership, professional ethics, project management, financial management, client management, marketing and business development as well as strategies for collaborating in teams and team building techniques. Continuing education and lifelong learning will also be emphasized and the importance for a designer to always remain current with theory and technology in the delivery of design solutions.
Credits: 2
|
| |
-
EA 595 - Program Evaluation
This course is designed to address the critical role of the superintendent in systematically monitoring, evaluating, and making needed changes to the academic programs offered within the district’s schools. The superintendent’s role in district-level program evaluation is the assessment of how well programs are meeting both school and district goals. This course will engage aspiring school superintendents in an identification and examination of the various sources of data, strategies for collecting and analyzing student performance data, communicating and utilizing data to drive effective program change.
Credits: 3
|
| |
-
PMGT 525 - Program Management
This course offers a unique perspective to the student and allows for skill acquisition to ensure success in varying business environments. Programs are typically critical in nature and focused on business results. Programs may also be recurring events, which if not given the attention to detail that is required, can result in the failure of the event. This course will examine team development, program focus, budget preparation and execution.
Credits: 3
|
| |
-
ITS 575 - Project and Professional Management
The course includes preparation to meet the variety of professional and project demands placed on the information technology professional. The course draws from the areas of technical communication and rhetoric to develop oral and written communication competencies for a range of contemporary information technology contexts. Course will focus on project management as the primary vehicle for communication in the IT world. It will also cover the fundamental social and legal theories that are the underpinnings for complex decision making in Information Technology and Computer Science today. Topics will include intellectual property law, constitutional law, USA Patriot, copyright laws, cyberspace law, as well as social theory regarding the usage and creation of intrusive databases, and information gathering techniques.
Credits: 3
|
| |
-
BUA 529 - Project Management
This course focuses both on the analytical tools to manage projects as well as the people management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed.
Credits: 3
|
| |
-
OM 565 - Project Management
This course focuses both on the analytical tools to manage projects as well as the people-management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed.
Credits: 3
|
| |
-
HLS 550 - Project Management for Homeland Security Leaders
To be successful in today’s rapidly evolving world, leaders and employees in the pubic and private sectors must possess a comprehensive understanding of the concepts, principles, and practices associated with project management. This course provides students the necessary knowledge and skill sets to identify, plan, and bring to fruition complex domestic and international projects in hyper-competitive environments. The course examines an array of project management issues, including planning, implementing, scheduling, budgeting, and assessing techniques. Students learn collaboration building skill-sets through a team-based approach to project, program, and portfolio management. This course will assist students to deliver projects in a timely, professional, and consistent manner.
Credits: 3
|
| |
-
NPPA 580 - Providing Direction 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
|
| |
-
MAA 548 - Psychological Factors Affecting Elite Training and Performance
This course examines the psychological factors that are most critical to elite sport performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Students will examine the characteristics of elite athletes and their inherited and acquired capacities. Global theory and practice for athletes, coaches, and trainers will be discussed.
Credits: 3
|
| |
-
MAA 547 - Psychological Factors Affecting Group Behavior
This course examines the psychological factors that are most critical to group/team cohesiveness. Students will examine the physical, mental, and emotional variables related to optimal settings. An in depth study of the influence of teams on the individual performance and the influence of individuals on team performance in sport and exercise settings. Further focus on interpersonal aspects such as cohesion and leadership.
Credits: 3
|
| |
-
MAA 545 - Psychological Factors Affecting Student-Athlete Performances
This course examines the psychological factors that are most critical to student-athlete performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Theory and practice for athletes and coaches will be discussed.
Credits: 3
|
| |
-
PSY 220 - Psychological Perspectives
The classic writings within the field of psychology will be studied. This course will promote an in depth appreciation of the major schools of Psychology and how they impact our understanding of self and others.Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
PSY 304 - Psychology of Gender
Examination of the major psychological theories about human behavior as they have been traditionally understood, and as they have been reinterpreted as a result of research on male and female development.
Credits: 3
|
| |
-
IA 530 - Psychology of Place
This course examines the interplay between humans and their interior environments. Through historical precedents, current academic theories and scientific research students will study the psychological affects interior environments have on human behavior and perception. Students investigate both simplistic and complex interior environments and components such as volumetric space, color, texture, art, furniture, artificial light, and natural light to acquire practical design approaches that can be incorporated into professional practice.
Prerequisites & Notes
ID 503, ID 504, ID 505 and or permission of instructor.
Credits: 3
|
| |
-
ID 530 - Psychology of Place
This course examines the interplay between humans and their interior environments. Through historical precedents, current academic theories and scientific research students will study the psychological affects interior environments have on human behavior and perception. Students investigate both simplistic and complex interior environments and components such as volumetric space, color, texture, art, furniture, artificial light, and natural light to acquire practical design approaches that can be incorporated into professional practice.Â
Prerequisites & Notes
ID 503, ID 504, ID 505 and or permission of instructor.
Credits: 3
|
| |
-
HLS 568 - Psychology of Terrorism
This course introduces students to the psychological aspects of terrorists, terrorism, mass-casualty, and catastrophic events. The course focuses on how seemingly good people are able to perpetrate acts of extreme violence. In addition, students are introduced to the psychological consequences experienced by victims and the general public when terrorism and other horrific acts occur and are then publicized in the media. The course will conclude by reviewing the status and fallacies related to the interventions applied to victims of extreme events.
Credits: 3
|
| |
-
PSY 225 - Psychology of Trauma
This course introduces students to the physiological, psychological and social impact of trauma. Students will learn how traumatic memories are processed, the role of dissociation and how trauma impacts cognition and physical health. The significant role of somatic therapies in recovery from trauma will be introduced.
Credits: 3
|
| |
-
NU 311 - Psychosocial Nursing
Emphasizes the psychosocial assessment and care of patients who have medical or mental health disorders. Students evaluate the psychosocial needs of diverse populations and participate in interventions involving individuals, families, and groups. The psychosocial response to impairment is explored with patients of differing cultural backgrounds, functional abilities, mental status, patterns of behavior, and developmental levels. The interpersonal process of professional nursing is examined in relation to communication and critical thinking. Clinical experience is provided in selected hospital and community settings.
Prerequisites & Notes
NU 211.
Credits: 8
|
| |
-
CMM 203 - Public Relations
Overview of basic principles, concepts, and relationship of theory to practice. Special emphasis on role in society, public opinion, effective strategies and tactics, process, identification of publics, publicity techniques, and effective use of media.
Credits: 3
|
| |
-
EA 515 - Public School Operational and Financial Strategies
This course is designed to help students ‘think strategically’ about public school finances and operations. Students will explore the sources of revenue, financial decision-making and the management and accounting practices utilized in public organizations. Students will acquire financial tools, competencies for budgetary planning and analysis, and understand the strategies for managing school facilities. This course will provide a basic understanding of financial strategies in varied educational settings, their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
ABA 885 - Qualification Examination
Qualifying examinations are designed to provide an opportunity for the student to demonstrate proficiency in two topical areas of study within Behavior Analysis, and a third examination required in the area of Research Methodology. The student, in conference with the Dissertation Committee, should define the two areas of the research and professional literature that is appropriate for intensive study. Academic competence in these areas may then be demonstrated by the completion of essay examinations, which are read and evaluated by the Dissertation Committee and one independent reader selected by the Dissertation Committee from members of the graduate faculty, or the fourth member of the Dissertation Committee as approved by the Van Loan School of Graduate and Professional Studies.
Credits: 0
|
| |
-
BUA 532 - Quantitative Methods for Decision Makers
This course provides the fundamental quantitative knowledge necessary for professionals to utilize the results of analyses to enhance the decision-making process. This course explores quantitative analysis including basic statistics principles such as descriptive statistics, probability distributions, inferential statistics (sampling), regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as optimization theory, decision analysis, and decision trees.
Credits: 3
|
| |
-
ENG 230 - Rebels and Misfits
This course will closely analyze the motives of characters who defy authority or their times in selected stories, novellas, poems and films. Examination of characters who choose to drop out or are ostracized will also be conducted, deciding who deserves our sympathy and why. Satisfies the Arts and Humanities and Writing Designated core requirements.
Credits: 3
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
|
|
|
Print this Page