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2016-2017 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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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
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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
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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
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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
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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
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ENTP 505 - Franchising
The franchising business model plays a major role in our national economy providing 18 million jobs and directly and indirectly generating over $2.1 trillion annually. Currently there are an estimated 3000 franchisors in 300 industries operating in the United States. Franchising has also become a significant factor in the global economy as U.S. companies expand internationally and international entrepreneurs introduce new franchised concepts in the United States. Consequently, an understanding of the franchising model is valuable to a potential franchisor, franchisee or competitor of a franchised concept. This course will provide an introduction to the world of franchising. The franchising model will be examined from the perspectives of both the franchisor and franchisee with attention given to the franchisee-franchisor relationship. The course will also address legal aspects of franchising as well challenges and opportunities of international operations.
Credits: 3
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SPN 508 - Functional Curriculum and Educational Planning: Severe Disabilities
This course reviews curriculum content areas for students with severe 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
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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
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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
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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
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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
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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
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ED 240 - Global Consciousness through Children’s Literature
Students develop skills in teaching using a literature based approach to teaching in the content areas. Students read 50-75 pieces of historical and/or multicultural children’s literature and develop highly motivating units based on the Wiggins and McTigue model of Understanding by Design. This course incorporates the standards of both the English and Social Studies Massachusetts Curriculum Frameworks in the interactive/transactive units.
Credits: 3
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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
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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
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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.
Prerequisites & Notes
BUS 200 or permission of instructor
Credits: 3
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ID * 505B - Global Studio Concentration Option (Non-Western)
TBD
Credits: 4
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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.
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Credits: 4
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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
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OPMT 580 - Global Supply Chain Management
Supply chain management includes the design, planning, execution, control, and monitoring of supply chain activities with the objective of creating net value, building a competitive infrastructure, leveraging worldwide logistics, synchronizing supply with demand, and measuring supplier performance globally. Students will examine a complete overview of material flow from internal and external suppliers throughout the enterprise. Topics include basic elements of the supply chain, lean processes, procurement and strategic sourcing, total quality management (TQM), enterprise resource planning (ERP), demand planning and capacity management.
Credits: 3
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IA 620 - Global Sustainable Interior Architecture Studio
A global look at sustainable interior design strategies that are applied to advanced graduate level studio projects and assignments of various size and complexity based on student area of concentration. Students are introduced to advanced integrated design programming, concept development, schematic design, design development, and presentation. Special focus on international environmentally responsible design, universal design, international building codes, environmental assessment tools, and sustainable design rating systems are explored and applied. Student’s select project types based on area of concentration to be further researched and investigated within a studio setting. The “Study Abroad Component” of the course includes pre-departure orientation seminars covering all aspects of the tour: opportunities for investigation, group dynamics, problem solving, and team spirit created by cohesiveness within the classroom. During the March spring break students will participate in a professionally led study and research opportunity in a host country. Students will investigate sustainable design issues, philosophies, and practice of other cultures, as well as historical context.
Credits: 3
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ID 620 - Global Sustainable Interior Design Studio
concentration. Students are introduced to advanced integrated design programming, concept development, schematic design, design development, and presentation. Special focus on international environmentally responsible design, universal design, international building codes, environmental assessment tools, and sustainable design rating systems are explored and applied. Student’s select project types based on area of concentration to be further researched and investigated within a studio setting. The “Study Abroad Component†of the course includes pre-departure orientation seminars covering all aspects of the tour: opportunities for investigation, group dynamics, problem solving, and team spirit created by cohesiveness within the classroom. During the March spring break students will participate in a professionally led study and research opportunity in a host country. Students will investigate sustainable design issues, philosophies, and practice of other cultures, as well as historical context.
Credits: 3
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HLS 530 - Graduate Research in Homeland Security
The purpose of this course is to provide graduate students an introductory-level understanding of the research methodologies, theoretical models, and problem-solving skills that government personnel or those employed in a homeland security-related field are likely to encounter during their careers. This course explores the practices and modalities of quality research as students are introduced to an array of qualitative and quantitative research techniques. Students learn how to conduct case study and policy analysis research. Students also learn a number of effective problem-solving techniques, how to write about numbers, and how to display data in research or presentations.
Credits: 3
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PSY 435 - Group Therapy: Theory & Practice
Psychotherapeutic techniques used in small groups and large-group interventions, including reviews of the current research, legal, and ethical issues associated with paraprofessional and professional practice. Students will participate in one intensive all day group experience.
Prerequisites & Notes
PSY 100, PSY 335
Credits: 3
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MHI 550 - Health & Medical Information Systems Overview
This course provides an overview of the discipline of health informatics including key definitions, concepts, models and theories. The student is introduced to key application areas within Health Informatics, as well as historical, current, and emerging information systems in health care. Students will learn features and functions that are common to most health care information systems.
Credits: 3
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MHI 560 - Health & Medical Information Systems Planning and Financial Management
The course studies the types of information resources and services related to the storage and transfer of information in the healthcare field. A survey of computer applications including the organizational structure of medical knowledge is included. It is intended to familiarize students with the concepts of information management and the application of information technology specific to health care. A brief survey of the financial implications of the various applications from both an ROI and compliance perspective is also presented. This course also provides an introduction to key business and financial aspects of developing and health information technology solutions. Consideration will be given to analyzing the cost benefit of health information technology, assessing the return on investment (ROI) of implementing an information technology system, engaging in vendor evaluation and negotiations, and facilitating the acquisition of health information technology systems.
Credits: 3
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NU 230 - Health Assessment
Students use interviewing skills while collecting complete and focused health histories. The physical examination skills of inspection, palpation, percussion, auscultation and selected measurement techniques are used to assess major body systems of clients across the age continuum. The analysis of data using functional health patterns, clinical assessment tools, diagnostic reasoning and critical thinking skills enhance the student’s ability to define and describe a client’s current state of health including recognition of selected deviations from normal. Students practice assessment skills covered in class lecture in nursing laboratory.
Prerequisites & Notes
BIO 201, BIO 202, or RN status. Corequisite: NU 210.
Credits: 4
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HCMT 570 - Health Informatics and Health IT Systems
Advances in technology have greatly impacted the organization, delivery and management of healthcare. This course will explore the basic tenets of health informatics, with an emphasis on how managers can use and leverage information technology to successfully lead their organization. The course will review the health informatics landscape and the fundamentals of using information technology, including the regulations that govern its use, such as the Health Information Portability and Accountability Act. Issues of interoperability, security, privacy and confidentiality will be addressed, as will the federal “meaningful use” guidelines. The advent of electronic medical records has given rise to new advances in computerized physician order entry, clinical decision support and quality improvement initiatives. Importantly, the course will also explore the future of health informatics, including the impact on patient decision making and the rise in telemedicine. Throughout the course, students will explore the operations management principles necessary to successfully manage their informatics infrastructure for peak organizational performance.
Prerequisites & Notes
students will explore the operations management principles necessary to successfully manage their informatics infrastructure for peak organizational performance.”
Credits: 3
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HCMT 560 - Healthcare Finance
The U.S. healthcare system is financed by every facet of society: individuals, businesses and government. This course will decipher the complex underpinnings of our system from a financing perspective, with a focus on who pays for it, how it’s paid for, who generates the costs and what does the future hold. The course will review the basics of managerial accounting in a healthcare setting, understanding balance sheets and financial statements and analyzing financial conditions of healthcare organizations. The course will also cover what goes into costs in a healthcare system, including labor costs, acquisition costs, regulation and insurance. The course will also explore the role and types of healthcare insurance in more detail, with an emphasis on contracting, cost-shifting and the role of government. After examining current and innovative payment structures, the course will take a macroeconomic view of the current landscape to examine what may happen under health reform. While the course will touch on the principles of healthcare economics, prior experience with economics is not a prerequisite.
Credits: 3
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IAH XXX - Healthcare Interior Architecture Elective
TBD
Credits: 3
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IAH 505A/510A - Healthcare Interior Environments I
Evidence based design is applied to develop healing spaces for various medical interior environments. Students undertake an interdisciplinary approach to research multiple aspects of health and healing environments in order to develop working spaces that respond to patient, family, staff, and user physical and psychological needs. The importance of staff efficiency, privacy concerns, and comfort are emphasized. Sustainable design principles are used to establish benchmarks for indoor environmental quality and other health supporting factors.
Credits: 4
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IAH 505B/510B - Healthcare Interior Environments II
Students undertake complex healthcare and healing interiors and components, applying evidence based research and current published studies to design solutions. Case studies are examined and tested within studio assignments focused on the development of patient and family friendly, staff supportive healing interiors.
Credits: 4
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OPMT 550 - High Performance Service Management
This course is focused on the business strategic and tactical operational challenges, which are required to optimize services provided to customer. The aim of high performance service management is to synchronize service parts, resource forecasting, service partners, field service activities, along with service pricing. Five core operational task will be explored in deeper detail; Service concept, Customer and supplier relationships, Service delivery, Performance management and measurements, and service design as a competitive advantage.
Credits: 3
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EDL 701 - History and Administration of Small Colleges
This overview course will cover the history and administration of higher and postsecondary education in the United States. The focus will be on the last half of the twentieth century and the current status in early twenty- first century. Topics include the background of higher and postsecondary education, the changes that have taken place over the last century, the relationship to the United States government and regulatory bodies, and the influence of societal factors. Students will also explore the economic, political, and social changes that are transforming the nature and structure of higher education. Students will examine leadership in their own and contemporary sites of education, through the lens of adult learning history, including marginalized communities and diverse cultures. Using case studies, students will be encouraged to place their current institutions in an historical and societal context.
Credits: 3
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MAA 543 - History and Philosophy of Recreation and Leisure
This course is designed to discuss philosophies and contemporary social issues concerning recreation and leisure. The history of recreation and leisure will be discussed. Students will also explore concepts and applications of effective recreational sport programming and administration. Information concerning careers in recreational sport management will be presented.
Credits: 3
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PSY 350 - History and Systems of Psychology
The underlying tug of war between science and philosophy will be the background against which the historical and philosophical antecedents of modern day psychology will be traced. Eastern as well as Western thought will be examined in order to fully appreciate the foundations of contemporary systems of Psychology such as Behaviorism, the Psychodynamic, and modern day Humanism.
Prerequisites & Notes
PSY 100, PSY 220 or permission of instructor.
Credits: 3
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IDI 517 - History of Architectural and Interior Design
A history of Western European and American archi- tecture, interior design, furniture, and decorative arts from the late 18th century, including appropriate references in ancient, medieval, Renaissance and oriental forms and styles to contemporary 21st century. Domestic architecture and interiors and their furni- ture will be emphasized. Periods covered from American Neo-Classical through the 21st century (1790—present).
Credits: 2
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EDL 702 - History of Public Schooling In the United States
This course is designed to provide both aspiring and practicing PreK-12 school leaders with a social historical examination of the development of public schooling in America. From this review, students will discern the dynamic connection between the ever-changing needs of the society and the consequent demands on its schools. The course draws attention to the power dynamic that has and continues to exist between those who shape decisions about the purposes and content of public school curriculum and those who are the intended recipients of those decisions. History reveals an ongoing power struggle between these two constituencies that can provide valuable insight for school leaders as they design and implement continuing school reforms. Class sessions will provide opportunities for discussion and reflection on the lessons of history and their implications for effective leadership in the contemporary U.S. public school setting.
Credits: 3
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NU 350 - Holistic and Integrative Approaches to Health and Healing
Integrative health emphasized the importance of the therapeutic relationship, focues on the whole person, is informed by evidence, and makes use of all appropriate therapeutic approaches, healthcare professionals and disciplines to achieve optimal health and healing. This course will introduce a myriad of approaches and interventions toward health and healing, which have become known as alternative and complementary medicine (CAM). Through cognitive, affective and experiential learning, the student will develop an intera-personal holistic perspective from a positive, health promoting, and cross cultural model, incorporating art, music, principles of therapeutic communication, presence, and the primary importance of self care.
Credits: 3
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HMT 525 - Hospitality & Hotel Leadership
This course will focus on the challenges faced by Hospitality/Hotel Management that are unique to the industry and identify risk mitigation for each of these scenarios. Such topics covered include: Economic recovery has a downside for many industries: the emergence of high turnover rates. Another leadership challenge hospitality managers may face is industry corporatization; company structures are growing larger and more complex, making the enforcement of consistency in customer service and employee policy even more difficult. Compounding these challenges are those endemic to management across industries and employment sectors: creation and maintenance of team unity; establishment of open communication policies and protocol; information management; insufficient support from owners or executives; and integration and oversight of new technology and guest-services platforms. From a leadership perspective, issues shall be analyzed, evaluated, and assessed, from both proactive and post crisis posture. Using a risk management model to identify and assess risk, implement strategies and evaluate outcomes, students will understand how properly designed processes are used to protect individuals, organizations, or departments against financial, physical, legal and other damages including terrorism and natural disaster. A critical understanding of how each department of hotel operations and its relation to all sectors of hospitality is required for effective leadership.
Credits: 3
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HMT 580 - Hospitality & Hotel Revenue Management
Hospitality/Hotel Revenue Management will investigate how the combination of price, supply and demand, can optimize revenue objectives to ensure maximum profitability. Historically, revenue management/ yield mange. This course focuses on how the organization should set and update price and product availability across its distribution channels in order to maximize profitability. Students will review the main revenue management methodologies that are utilized by the hospitality industry. Issues of legality and customer backlash are examined in the context of charging different prices for virtually the same product/service.
Credits: 3
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HTM 213 - Hospitality Sales & Marketing
The service sector has distinctive features in its marketing and sales strategy. An in depth examination of the unique principles and practices of marketing service sector versus manufactured products. Emphasis is placed on market research, target markets, promotions and advertising. The impact of sales will be analyzed from the perspective of multiple vantage points including buyer, seller and corporate.
Credits: 3
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BIO 101 - Human Biology
An introduction to the science of biology by exploring human anatomy and physiology. Students will relate the major systems of the body to maintaining their own bodies in a healthy state. The impact of current health issues on the human body will be discussed. Satisfies Science and Technology General Education requirement. Cannot be taken by students who have taken BIO 201 and/or BIO 202.
Credits: 3
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HRMT 511 - Human Resource Laws and Compliance
This course examines the legal and ethical considerations managers and human resource professionals must make in developing practices and procedures
for managing their work force. This course has a particular emphasis on how to develop best practices to ensure compliance and avoid costly litigation.
Credits: 3
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BUS 305 - Human Resource Management
This course examines employee-employer relationships in the work place today. Policy areas covered are: job design, recruiting, employee selection, placement, job training and career development, performance evaluation, compensation strategies, incentives, and benefits. There is also discussion of current economic situations as they impact the work place today, including labor/management relations.
Credits: 3
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EA 525 - Human Resources and Organizational Potential
Human Resources and Organizational Potential examines the broad and extended role of human resources as a translator of strategy and as the creator of the work force which is expected to fulfill the promise of that strategy. The course examines approaches to striking a balance between professional preparedness and personal development. Students will be encouraged to link new organizational strategies with the organizational structure designed to implement them. Emphasis will be placed on the linkage of school improvement and performance evaluation in today’s school organizations.
Credits: 3
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OM 585 - Human Resources and Organizational Potential
This course focuses on the many types of teams that exist in schools and how well they function. After identifying the components of a highly functioning team candidates will evaluate the existing teams in their school. They will then focus on teams related to Special Education and the pre-referral process. All aspects of special education leadership will be explored and discussed. Finally, candidates will understand the various stages of adult learning and develop strategies for providing high quality professional development to increase the capacity of a school faculty.
Credits: 3
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BUA 585 - Human Resources in Transition
During the past decade, in a major paradigm shift, the human resource function has been moving away from its traditional role as a paper-pushing, hiring/firing support mechanism and toward bottom-line decision making. In growing numbers of corporations, employees are viewed as an integral resource, vital to the success of the firm. This, in turn, has often resulted in an expansion of the Human Resource Management (HRM) role. On the other hand, some multinational corporations have moved in the opposite direction, flattening their organizational structures and marginalizing HRM, devolving its responsibilities to staff positions.Meanwhile, international developments are becoming ever more significant as a result of the globalization of trade, finance, and the world economy. As globalization and deregulation create a world of hyper-competition, what is the operational purpose and future of HRM? This course will enable students to examine these and other current HRM issues and strategic models.
Credits: 3
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POL 430 - Human Rights
The history, theory, and defense of human rights from their articulation in the 1948 United Nations Universal Declaration to the present will be the focus of this course. In-depth case studies of human rights violations around the world will provide the basis for examining the legal and philosophical basis for human rights, as well as the function of both political and non-governmental organizations (NGOs) in their implementation and defense. The practical aspects of the topic will be stressed through guest lectures, site visits, teleconferencing, and direct action/service learning. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
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PSY 325 - Human Sexuality
Cultural and biological aspects of human sexuality with an emphasis on understanding diversity in interpersonal relations. The course will also provide opportunities for self-understanding as it relates to one’s sexuality and interpersonal relationships. Prerequisite: PSY 100 or BIO 101. Warning: Students should possess a readiness for open and respectful discussion of course themes.
Credits: 3
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ID XXX - ID Elective
Students select from a total of 3 elective courses.
Credits: 9
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ID 503 - ID Precedent Studio II (Online)
A continuation of the Graduate Precedent Studio I course that builds upon analytical and research skills. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores the maturation of design principles and theory through selected readings, discussions, and short studio assignments. The student will develop a mature understanding of interior design and architec- tural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop a refined identification of themes and patterns that aid in the generation of design form. This final studio aims to clarify the link between and beyond the layers of history and design.
Credits: 1
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ID * 515 - ID Studio Concentration Option
Students select an advanced studio concentration option from, Design Studio (Commercial/ Institutional, Healthcare, Residential, or Sustainable Interior Environments) within this advanced interior design studio. Students further develop their design theory, knowledge, and implementation skills through integrated design programming strategies, concept devel- opment, schematic design, design development and presentation. Special focus on environmentally responsible design, Universal Design, complex space planning and programming, life safety code integration, is applied to complex design problems.
Credits: 4
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ID * 505A - ID Studio Concentration Option OR
TBD
Credits: 4
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ID 505 - ID Studio Concentration Option OR
Students select a concentration option from Design Studio (Commercial/Institutional, Healthcare, Residential, or Sustainable Interiors Environments), within this advanced interior design studio. Students build upon their knowledge in design theory, and implementation skills through integrated design programming strategies, concept development, schematic design, design development and presentation. Special focus on environmentally responsible design, Universal Design, complex space planning and programming, life safety code integration, is applied to studio based design problems.
Credits: 4
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POL 260 - Identity Politics
In an era of resurgent nationalism, fundamentalism, and a purported “clash of civilizations,” identity has supplanted ideology as the organizingpolitical principle of the 21st century. Using both primary and secondary literature, fiction and non-fiction, and a variety of media, this course examines the politics of American identities from the construction of a postcolonial nationalist agenda through the identity politics of the civil rights movements to a critical reassessment of American identity in the 21st century. Satisfies Individual and Society General Educationrequirement.
Credits: 3
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ART 404 - Imagination and Creativity
This seminar course will help each student develop an awareness of his or her own creative process. Students will learn to generate strategies for enhancing creativity through readings and discussion. Satisfies the Aesthetic Awarenses and Creative Expression General Education requirement.
Credits: 3
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RDG 508 - Improvement of Reading Instruction
Attention is directed toward integrating materials, methods, and strategies of working with students for effective reading instruction. Included are classroom diagnosis of reading abilities and plans to improve teaching to meet the needs of all learners. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
Credits: 3
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ITS 518 - Information Systems Strategy
This course provides effective strategies, pragmatic options, and leading practice alternatives for developing an IT strategy, integrating it with the overall enterprise, measuring progress, and creating processes for selecting and deploying technology. Students will develop the concepts, frameworks, and approaches for strategically managing IS resources to leverage IT investments and focus on IT processes and leading practice. This course also explores the business implications of emerging Internet-based technologies such as wireless devices and Web services. Using business cases students will assess both the technical and organizational issues that arise.
Credits: 3
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ED 580 - Innovative Methods in Education
The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered include learning theory, curriculum design, classroom atmosphere, instructional strategies, among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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IED 580 - Innovative Methods in Education
This course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home school communication, inclusion to support learning diversity, and the challenge of school restructuring. In this course, students will learn how to assess a variety of educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative. Students will then determine which innovative practices will fit the educational context.
Credits: 3
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MIEA 580 - Innovative Practices in International Education Administration
This course is designed to enhance the knowledge-base for school leaders in an era of school improvement, technological innovation, and social change. Students will learn first-hand about innovative practices and recent research in the field. Topics include innovative research and promising practices in: curriculum design, pedagogy, professionalism, management, leadership, the use of technology in the schools, home school communication, and inclusion to support learning diversity, governance, and the challenge of school improvement. In this course, students will learn how to assess a variety of international educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative and which would fit the educational context. Additional areas covered are: Learning Theory, Classroom Atmosphere, Instructional Strategies, among others. This course also covers the dilemma children who are experiencing difficulty in learning situations face because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed.
Credits: 3
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EDL 740 - Inquiry for Decision Making
This advanced doctoral level course is designed to give students the opportunity to discuss, expand, and apply what has been learned in other courses concerning inquiry in higher education. The course topics focus upon providing information for decision support through such activities as applied research, assessment, institutional research, and planning. The primary goal of the course is to prepare students to assess or supervise the assessment of programs, services, facilities, student outcomes, etc.; to identify information needs and obtain pertinent and accurate information that will assist in the decision-making process; to design and implement applied research and assessment tools to analyze, synthesize, and interpret information from multiple sources; to communicate information to others and to apply relevant information to the processes of supervision, program development, policy formation, budgeting, etc.
Credits: 3
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EA 505 - Instructional Leadership
This course prepares educators to lead continuous improvement of school curriculum and instruction. Students will come to understand the role of learning theory, curriculum design, instructional strategies, supervisory practices, 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 the practice of standards based, data and research driven teaching and develop a plan for instructional improvement.
Students will examine the issues and trends in school leadership and the role of the standards movement on leadership, curriculum and instruction. They will also explore the role of school culture in creating an effective learning environment. Students are expected to define their current understandings of instructional leadership, consider realistic alternatives to existing school practices, and develop a plan for instructional improvement.
Credits: 3
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ED 210 - Integrating Technology into the Classroom
Students in this course will explore and examine technology integration strategies within PK-6 classroom computing environments. Content will include an examination of technology integration techniques using various application tools, instructional software, productivity software, and the Internet. Students will also identify relative advantages for choosing technology integration strategies and resources to draw upon in developing their own technology integration activities.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
Credits: 3
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HLS 525 - Intelligence Issues in Homeland Security
The course objective is to provide students a graduate-level understanding of the organizational, operational, and substantive issues in the U.S. Intelligence Community (IC). The course explores the role of intelligence as it relates to homeland and national security. Students will discuss issues relating to collection, analysis, fusion, dissemination, policy and strategy impact, intergovernmental relations, and oversight. The course investigates intelligence support issues and collection methodologies associated with non-federal agencies. The entire intelligence community is examined along with the laws, regulations, and governing policy that impact U.S. intelligence operations.
Credits: 3
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ABA 555 - Intensive Practicum/Seminar 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, consistent with the Fourth Edition of the Behavior Analysis Certification Board’s Task List. All students will work at a school to meet a minimum of 375 hours over a 15 week semester, attend and complete agency orientation, meet agency guidelines for volunteers and/or employees, and will be supervised by employees of the school who serve as Adjunct faculty within the Institute for Behavioral Services (IBS) of Endicott College as well as a member of the IBS faculty. Students will meet one-to-one with their supervisor for a minimum of one hour, twice per week and in a two-hour group supervision meeting once per week. Additionally, the student and partner school supervisor will meet with a designated member of the IBS faculty three times during each semester to review the student’s progress. The student will complete a portfolio to document completion of all required practicum experiences.
Credits: 3
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ABA 568 - Intensive Practicum/Seminar 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, consistent with the Third Edition of the Behavior Analysis Certification Board’s Task List. All students will be supervised by employees of the school who serve as Adjunct faculty over a 15 week semester, 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 as well as a member of the IBS faculty. Students will meet one-to-one with their supervisor for a minimum of one hour, twice per week and in a two-hour group supervision meeting once per week. Additionally, the student and partner school supervisor will meet with a designated member of the IBS faculty three times during each semester to review the student’s progress. The student will complete a portfolio to document completion of all required practicum experiences.
Credits: 3
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IED 522 - Intercultural Communication
An exploration of the concepts of intercultural communication and their applications to the field of education. Emphasis is on using the teacher’s cross-cultural competencies to integrate children who are from other countries and/or whose first language is not English. Other topics will include initiating students to new educational systems and the use of culturally appropriate curricular activities for their teaching disciplines.
Credits: 3
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IST 315 - Intercultural Communication
Exploration of the interdisciplinary field of inter-cultural communication. Emphasis is on increasing communicative competencies in cross-cultural settings. Drawing from the fields of anthropology, communication, linguistics, psychology, and sociology, this course is designed for students who wish to gain the practical skills necessary to communicate effectively in today’s interdependent international community. Satisfies the Social Science core requirement.
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Credits: 3
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IA 501 - Interior Architecture Precedent Studio I
Precedent building analysis and research remains an integral component of the design profession, as a tool for deciphering architectural and interior design history. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores design principles and theory through selected readings, discussions, and short studio assignments. The student will develop an understanding of interior design and architectural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop their identification of themes and patterns that aid in the generation of design form.
Credits: 3
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IA 503 - Interior Architecture Precedent Studio II
A continuation of the Graduate Precedent Studio I course that builds upon analytical and research skills. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores the maturation of design principles and theory through selected readings, discussions, and short studio assignments. The student will develop a mature understanding of interior design and architectural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop a refined identification of themes and patterns that aid in the generation of design form. This final studio aims to clarify the link between and beyond the layers of history and design.
Credits: 1
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ID 580 - Interior Design Educational Practicum I
This course is Part 1 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand teaching experience. Participants attend weekly seminars covering topics such as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations.
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Credits: 1
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ID 680 - Interior Design Educational Practicum II
This course is Part 2 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand experience. Participants attend weekly seminars covering topics such as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations. This practicum reinforces the concurrent learning mission of the College.
Credits: 1
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ID 681 - Interior Design Educational Practicum III
This course is Part 3 of a 3 part intensive investigation into interior design education techniques, teaching effectiveness, and curriculum development. Assigned to a full-time faculty member and assisting in classroom critiques and lecturing affords students first-hand experience. Participants attend weekly seminars to advance their skills in such topics as public speaking and communication, interior design accreditation requirements, curriculum development, online course delivery, teaching effectiveness strategies, and current instructional models. Weekly meetings provide a forum for discussion and mock presentations. This practicum reinforces the concurrent learning mission of the College.
Credits: 1
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IA 575 - Interior Design Firm Management
This seminar examines “best practices” and current trends in Interior Design firm management. Students will be exposed to current business methodologies, philosophy, finance and accounting principles necessary to transition and advance from an employee to associate, principle, or sole practitioner. The seminar targets strategic topics such as business development, project management, business communication, ethics, human resource administration, and organizational behavior.
Credits: 1
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ID 575 - Interior Design Firm Management
This seminar examines “best practices†and current trends in Interior Design firm management. Students will be exposed to current business methodologies, philosophy, finance and accounting principles necessary to transition and advance from an employee to associate, principle, or sole practitioner. The seminar targets strategic topics such as business development, project management, business communication, ethics, human resource administration, and organizational behavior.
Credits: 1
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ID 688 - Interior Design Master’s Dissertation I: Seminar
Dissertation I is the first stage of a three semester sequence, which allows students an opportunity to focus on an area of inquiry relevant to interior design. The seminar provides direction and techniques needed to conduct academic research on any aspect of interior environments, occupant comfort, design theory, or the impact on the designer. The first seminar is a comprehensive entry point into investigations for the three stage sequential dissertation.
Credits: 3
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ID 501 - Interior Design Precedent Studio I
Precedent building analysis and research remains an integral component of the design profession, as a tool for deciphering architectural and interior design history. This graduate level precedent design studio, along with the co-requisite precedent research seminar, explores design principles and theory through selected readings, discussions, and short studio assignments. The student will develop an understanding of interior design and architectural design analysis through various diagrammatic techniques. It is through precedent studies that designers can develop their identification of themes and patterns that aid in the generation of design form.
Credits: 3
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IDI 510 - Interior Environments Studio I
Students apply elements and principles of interior architecture and color, materials, and occupant comfort to a series of residential and small commercial interior environment scenarios. Issues of human factors, universal / inclusive design, and sustainability are emphasized throughout the studio assignments.
Credits: 3
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IDI 502 - Interior Environments Studio I (Residential)
Students apply elements and principles of interior architecture and color, materials, and occupant comfort to a series of residential environment scenarios. Issues of sustainability and universal design are emphasized throughout the assignments.
Credits: 2
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IDI 515 - Interior Environments Studio II
Interior design strategies are applied to projects of increasing size and complexity with a focus in contract design, commercial, and hospitality design. Students are introduced to advanced integrated design programming strategies, evidence based design, concept development, schematic design, design development and presentation skills. A special focus on the interplay between humans and their interior environment is emphasized. Environmentally Responsible Design, space programming and planning, integration of codes, environmental assessment tools and rating systems for sustainable commercial, corporate and hospitality environments are explored. Prerequisites: IDI 510, IDI 525, IDI 535, IDI 537 or permission of the Graduate Program Director.
Credits: 3
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IDI 504 - Interior Environments Studio II (Commercial)
Interior design strategies are applied to projects of increasing size and complexity with a focus in contract design and hospitality design. Students are introduced to advanced integrated design programming strategies, concept development, schematic design, design development and presentation. Special focus on Environmentally Responsible Design, Universal Design, space programming and planning, integration of codes, environmental assessment tools and rating systems for sustainable commercial, corporate and residential environments are explored.
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Credits: 2
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ACCT 570 - Intermediate Accounting
This course extends many of the concepts introduced in Accounting. The goal is to enable you to become more knowledgeable, skeptical consumers of financial information by teaching you to (1) understand and be able to reconstruct the accounting that produced the numbers you see in financial statements and the financial press, and (2) anticipate circumstances where financial information is likely to be biased or imprecise, in part by understanding the alternatives that were available at the time that a choice among accounting treatments was made. It gives students the opportunity to understand how management decisions can influence reported income, asset, and liability values, and offers students the tools necessary to analyze the impact of alternative reporting decisions on financial statements.
Credits: 3
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SP 201 - Intermediate Spanish I
This course is a continuation of SP 102. Emphasis is on communicative and interactional competence in Spanish by increasing grammatical proficiency, vocabulary knowledge, and conversational skills. Students will expand their knowlege of the Spanish language and Hispanic cultures by working with authentic texts and audio-visual materials, and through the production of compositions and oral presentations. Satifies the Arts and Humanities core requirement. Prerequisite: SP 102 or three or more years of high school Spanish coursework.
Credits: 3
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SP 202 - Intermediate Spanish II
This course is a continuation of SP 201 and builds on previously acquired linguistic and cultural knowledge. Advanced grammatical structures (subjunctive,perfect tenses, etc.) will be addressed. Topics connected to the Spanish speaking world are examined via a variety of authentic Spanish-language media and readings. Emphasis is placed on good command of grammar and sentence structure, as well as on communicative and interactional competence (e.g., oral production and listening comprehension skills). Compositions, oral presentations. Satisfies the Arts and Humanities core requirement. Prerequisite: SP 201 or two or more years of high school Spanish coursework.
Credits: 3
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BUS 303 - International Business
An overview of the environment in which international businesses compete. This course introduces the student to the impact of culture and political economy on business decision making, the economics and politics of international trade and investment, the nature of the international monetary system, the strategies and structures that characterize successful international enterprises, and the special role that each business function plays within a firm operating globally.
Credits: 3
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INBS 570 - International Business Law
This course provides an overview of the legal aspects of international business transactions and will introduce students to the international legal framework. We will examine topics central to international business law, from the role of comparative law, to the laws governing multinational enterprises; foreign investment; money and banking; and sales of goods, services, and labor. We will critically evaluate the substantive principles of law in relation to intellectual property rights, consumer protection, international sales of goods, and transnational dispute resolution by mediation, arbitration and litigation. This will include consideration of the impact of law on international trade, globalization and regionalism, and the global monetary system.
Credits: 3
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INBS 560 - International Business Negotiation
This course will use a combination of simulations, role plays, readings, and class discussions to develop effective approaches to reaching agreement in international business negotiations. Students will be introduced to cross-cultural communication styles, national business expectations, and political interests that may diverge from the familiar and can often impede cross-border agreements. We will draw upon negotiation theory and cases to analyze specific international business negotiations and, through dynamic in-class simulations, gain hands-on experience in international business negotiation, conflict resolution, mediation, and arbitration.
Credits: 3
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IST 216 - International Conflicts
Examines the theoretical and practical aspects of international conflicts in the “global” era. By applying the method of comparative analysis and the “case study” approach, we will examine how conflicts arise and evolve, and how technological, institutional, and cultural effects of globalization make international conflict more complex and less manageable. A special focus will be on conflict prevention and settlement, and peace-making processes. We will compare international negotiation styles and practices, including negotiations with terrorists. Satisfies the Global Issues General Education requirement.
Credits: 3
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INBS 550 - International Marketing
We will focus on the unique problems associated with managing marketing operations across national borders. How can the firm identify and satisfy global customer needs better than the competition while coordinating marketing activities within the international environment? 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 comprehensive marketing strategies on a global scale.
Credits: 3
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IDI 560 - Internship
This semester long course fuses academic theories to the professional work environment. The eight-week period is planned and supervised by faculty and site supervisors. A weekly, on campus supervision group provides the opportunity for students to reflect upon their experiences and learning. Students are responsible for assigned outside reading and writing assignments designed to integrate theory and practice.
Credits: 2
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EA 574 - Internship - Administration Leadership
The administrative internship course is designed to prepare students for assuming the role of a school administrator through completion of practical field-based experiences and joint supervision of a school administrator and a member of the MEC faculty. School administrative internships are the bridge between classroom teachers and first-time leadership positions. Research shows that quality internships are equally as important as the graduate programs themselves in establishing leadership practices that improve teaching, learning, and school conditions. This, course serves as a guide and support for creating and managing quality school leader internship programs.The administrative internship is structured to enable each student to develop and put into practice an individualized field-based experience that focuses primarily on either elementary principal, secondary principal, superintendent, or director of special education preparation. The Internship in Principal/Assistant Principal consists of 500 clock hours of leadership in a variety of settings with a diversity of students.
Credits: 3
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INT 100 - Internship I
A 120-hour internship experience completed in January. Planning, required classes, and assignments begin during the fall semester in preparation for the on-site experience. The internship is exploratory and experientially based.
Prerequisites & Notes
Students with 30 or more transfer credits may have the INT 100 requirement waived but must substitute an additional two credits of coursework.
Credits: 2
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INT 200 - Internship II
A 120-hour internship experience completed during the month of January. Planning and assignments begin during the fall semester in preparation for the on-site experience. The internship is completed at a different worksite and the goal is more hands-on experience.
Prerequisites & Notes
INT 100
Credits: 2
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NUR 582 - Internship in Administrator Role
The internship experience, facilitated by a nursing faculty member will be in a health care setting where the student will be working with a nurse leader or administrator who can assist the student in learning the administrator role. This goal is to facilitate the socialization of the student into the role as leader and to enable the student to demonstrate the ability to apply content that has been learned in various courses in the administrator concentration. The fieldwork course will be an interactive process where the student will be working with a preceptor in a health care setting. During this experience each student will be responsible for meeting the course goals and assisting the agency with a project that will benefit the agency and enhance student learning.
Credits: 6
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NUR 509 - Internship in Educator Role
This internship in nursing education course is designed as a capstone course in the Masters in Nursing Education Concentration. In this course the student will complete a minimum of 144 hours with a preceptor in either the area of staff education in an organizational institution or in a school of nursing. Students in this course are expected to integrate knowledge in previous courses related to the role of the nurse educator, curriculum design, course development, teaching methods and principles and apply them to an educational setting. Students will develop and submit measurable objectives to be completed during the internship. Weekly seminar topics are included in this course to facilitate discussion surrounding nursing education roles, responsibilities and issues in teaching and learning.
Credits: 6
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NUR 544 - Internship in Global Nursing Role
This course provides a precepted exploration of the role of the nurse in our expanding health care environment both globally and locally. Specifically students will apply advanced knowledge about the multifaceted role of the global nurse across settings, countries, and continents. Seminar topics are included in this course to facilitate discussion surrounding global health nursing roles and health challenges that exist around the world. In this course, the student will complete a minimum of 144 hours including an experience with a preceptor in a local, regional, national, or international setting to address a pressing global health issue. The focus is on understanding global issues within a nursing lens both locally and abroad. Students in this course are expected to integrate knowledge in previous courses related to the role of the nurse in global settings, principles of global health, and global health nursing assessment and evaluation. Students will develop and submit measurable objectives related to a global nursing issue/policy to be completed during the internship and approved by faculty and preceptor. Seminar sessions and online discussions will include contemporary topics in global health nursing.
Credits: 6
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AUT 527 - Introduction to Autism Spectrum Disorders
It has been more than fifty years since the social and communication differences characteristic of autism were first described by Leo Kanner. During this time, research has produced a wealth of knowledge about the complex developmental processes involved in autism. The triad of impairments in social relationships, communication, and behavior and their relationship with the idiosyncratic profile of cognitive strengths and weaknesses will be discussed in this course. This course will provide a framework for understanding these developmental differences in children with Autistic Spectrum Disorders (ASD). The definitions and critical features of autism spectrum disorders will be delineated. The learning, behavioral, and social characteristics of autism will be highlighted. In addition, we will review the state-of-the-art means of diagnosis and assessment of ASD.
Credits: 3
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ED 203 - Introduction to Children with Special Education
This course introduces the historical, legal and social aspect of special education in the United States. Identification of special education- including physical, social, emotional, and sensory- as well as giftedness will be discussed. Integration of special education children into the regular classroom is a major component.
Prerequisites & Notes
ED 101 or permission of the instructor
Credits: 3
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