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2016-2017 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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PSY 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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BUS 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to business, in which they have a particular interest. The outcomes of the project are a scholarly paper and presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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CJ 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to criminal justice in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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LST 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to liberal sudies in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class statue or permission of instructor.
Credits: 3
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NU 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to nursing, in which they have a particular interest. The outcomes of the project are a scholarly paper and presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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PSY 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to psychology in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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HTM 110 - Service Management
Balanced between theoretical and applied learning in La Chanterelle, our non-traditional classroom, students will explore the function of service systems within the restaurant environment. The course surveys the development and implementation of both dining and beverage delivery systems, their cost control and management. A combination of interpersonal, leadership and group dynamics skills will be applied to service encounters to illustrate the complexities of guest satisfaction.
Credits: 3
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ED 542 - Sheltered English Immersion
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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EA 510 - Sheltered English Immersion for School Leaders
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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ABA 800 - Skinner’s Behaviorism
The application of science to the study of behavior was a major paradigm shift from the field of psychology up to that point. John Watson and B.F. Skinner were the initial proponents of such thinking, and their efforts propelled the science to what it is today. In this course, students will read the original texts of Skinner to understand the prevailing thinking at that time, and what led Skinner to propose a scientific analysis of human activity. The texts in this course offer insights to Skinner’s rationale for such an approach, and how it can be used to study a wide range of behaviors and situations. Students will learn how the scientific study of human behavior can explain different events in a way that results in relinquishing traditional theoretical perspectives on why people do what they do.
Credits: 3
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BUA 530 - Small Business Management
Every business begins as a small business. This course will seek to explore the roll-up-your-sleeves, “do more with less” mentality employed by successful businesses as they seek to reduce costs, streamline operations, and achieve more with smaller, smarter staffs. This course is geared towards entrepreneurs but will most certainly benefit anyone working in( (or desiring to work in) a small company environment. In the context of a start-up or operating small business subjects covered will include product development and positioning, process creation and implementation, staffing (and/or outsourcing), customer service, sales, and PR with limited resources. The franchise model will also be explored. The course will be taught mostly case style. Students will also gain a working, hands-on knowledge of the QuickBooks accounting software-a cornerstone of so many small businesses. There will be a mid-term, individual and/or team assignments and a final team project in which you will envision a small business venture of your own in the form of a business plan and final presentation.
Credits: 3
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CMM 306 - Social Impact of the Media
This course examines the role of media in modern culture. Topics include the effects of media on socialization, education, political choice and process, formation and development of beliefs, attitudes and behavior. Students will additionally engage in complicated examinations of media texts and their connections to appropriate political, social and economic issues.
Prerequisites & Notes
CMM 101 or SOC 101 and sophomore class status, or permission of instructor.
Credits: 3
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CMM 335 - Social Media and Marketing
Students will explore the rapidly changing world of social and digital media and how it is applied to the practice of marketing communication. After studying the concepts and theories behind communicating through digital media, students will create social media marketing plans to support specific campaign initiatives through the use of these digital media.
Credits: 3
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CMM 115 - Social Media: Theory and Practice
This course will provide an overview of the role of social media in society. The course will use a research-based focus to examine the internet itself, exploring how it links with other aspects of communication. Students will evaluate strategies for effective uses of social media. Additionally, students will be expected to utilize social media clients and participate in online communities.
Credits: 3
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SOC 302 - Social Problems
The study of deviant behavior, social inequality, societal disorganization, and environmental crises. Emphasis is given to the relation between social problems and the structure and values of modern American society. Current and alternative solutions to societal problems will be analyzed. Satisfies the Social Science core requirement. Prerequisites: SOC 101 and junior year status, or permission of the instructor.
Credits: 3
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PSY 305 - Social Psychology
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed. Satisfies the Social Science core requirement.
Credits: 3
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SOC 315 - Social Psychology
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed.Â
Credits: 3
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ITS 550 - Software Engineering
This course will combine theoretical and practical foundations in software engineering. It will combine the various principles and methods of software engineering, with thoughtful consideration to new best practices and emerging techniques. Students will review the practical aspects of software engineering to include: generation of appropriate documents under limited resources and tight schedules as well as an industry perspective.
Credits: 3
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SP 307 - Spanish Culture and Civilization (Offered in Spain)
Students are introduced to the general historical and social background upon which the complex reality of present day Spain is built. The course will focus especially on the plurality of cultures — Christian, Jewish, and Muslim — which constituted Medieval Spain and makes Spanish history so unique. This is an advanced Spanish course taught in Spanish, suitable for American study abroad students. Taught in Spanish.
Credits: 3
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SP 410 - Spanish Literature and Performing Arts (Offered in Spain)
The aim of this course is to read, analyze, and discuss contemporary works of Spanish literature that are also currently being performed in theaters or that have been adapted to screen versions. A major aspect of the course will be to study and compare those plays that are representative of each century. The students will be expected to attend many of the performances. Taught in Spanish.
Credits: 3
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SPN 500 - Special Education and Inclusion Models
This course will explore the theories and models of special education services. It will provide teachers with an overview of the laws governing special education services and provide a better understanding of service delivery, including inclusion practices, resource rooms, collaboration, and substantially separate facilities. Students will explore the merits of various referral methods. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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MONT 542 - Special Education Service Delivery & Inclusion
This course will explore the theories and models of special education services. It will provide teachers with an overview of the laws governing Special Education services and provide a better understanding of service delivery, including mainstreaming practices, REI (Regular Education Inclusion) resource rooms, collaboration and substantially separate facilities. It also addresses the impact of RTI (Response to Intervention) on the identification and placement of special education students. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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IA 630 - Special Topics Studio
This elective studio provides graduate students an opportunity to focus on particular issues and components within the built environment. The studio includes lectures on focused area, group discussions, individual and/or group projects. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 3
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ID 630 - Special Topics Studio
This elective studio provides graduate students an op- portunity to focus on particular issues and components within the built environment. The studio includes lectures on focused area, group discussions, individual and/or group projects. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 3
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ENG 103 - Speech
Development of effective speaking and speechwriting skills. To accomplish this, students will write and deliver speeches with the guidance and encouragement of the instructor and peers. Satisfies the Writing Designated core requirement.
Credits: 3
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MAA 585 - Sport and Management Administration Event Planning
This course is designed to provide students with knowledge about the specialized field of event management and techniques and strategies required for planning, promotion, implementation, and evaluation of sport-related contests and special events.
Credits: 3
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MAA 521 - Sport Law and Risk Management
This course is a survey of various applications of contract, tort, intellectual property, constitutional and administrative laws to the growing and complex field of sport management. Special attention will be given to negligence, defamation and libel, contract negation, risk management, and criminal and civil law. The rights of student-athletes and the legal liability and responsibly of coaches, athletic administrators and sport managers will be discussed. Students will learn how knowledge of the law help to build a more efficient and successful operation.
Credits: 3
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MAA 511 - Sport Management in Media
Students will explore the importance of effectively marketing sport and athletics to target populations. Special emphasis is placed on the unique aspects of sport products, markets and consumers. The course includes the study of the marketing mix as product, place, promotion, public relations, and price to understand the marketing of sport as a unique enterprise. Students will develop their own marketing plan in the athletic administration setting. In addition, we will be utilizing current cases/practices in order to simulate decision making in athletics.
Credits: 3
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MAA 588A&B - Sport Management Practicum
The practicum is an intensive 200-hour field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 14-week period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six on-campus seminars that require participation in group discussions and the completion of a minimum of four written assignments.
Credits: 6
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MAA 588A - Sport Management Practicum
The practicum is an intensive 100 hour field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 6 week period of fulltime engagement is required of each student who is supervised by faculty and professionals in the field. In addition to the field experience, students will complete, at minimum, an additional 35 hours of educational activities.
Credits: 3
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MAA 588B - Sport Management Practicum
The practicum is an intensive 100 hour field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 6 week period of fulltime engagement is required of each student who is supervised by faculty and professionals in the field. In addition to the field experience, students will complete, at minimum, an additional 35 hours of educational activities.
Credits: 3
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HLS 577 - Strategic Issues in Homeland Security
The principle objective of this course is to broaden student understanding of the multidisciplinary and contrasting architecture of Homeland Security. Students examine a variety of contemporary issues in the areas of public health; citizen and state rights; border, maritime, aviation, and transportation security; the civil-military relationship; the impact of security on commerce; and the expanding role of law enforcement in national, regional and state security efforts. The course also examines the USA PATRIOT Act and the handling of citizens when they are detained for terrorist-related violations.
Credits: 3
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EA 535 - Strategic Management and Design
This course is designed to address the critical role of developing and sustaining a professional school culture that promotes success for all students through reflective practice, high expectations of all stakeholders, and continuous learning for all staff. Challenged by external demands for increasing levels of student achievement, the use of standards-based testing, and high-profile school accountability systems, the vital leadership role in shaping and sustaining the critical elements of a professional school culture - the mission, vision, traditions, norms, and values - is essential to shaping a high-performance and purpose-driven school organization. This course will engage learners in an exploration of theories and strategies for engaging professional staff in the process of creating a shared vision and mission for the school community that is student-focused and grounded in core values that guide communications and decision-making activities within the school organization.
Credits: 3
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MAA 505 - Strategic Management and Leadership in Athletic Administration
This course examines contemporary theories related to management and leadership and their applications to athletic administration. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources. This course will discuss various skills, roles, and functions of athletic administrators.
Credits: 3
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IED 511 - Strategies for Change in International Schools
The focus of this course includes structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, form the cornerstone for restructuring schools.
Credits: 3
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MIEA 520 - Strategies for Change in International Schools
This course focuses on structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, is the cornerstone for restructuring schools. Students will add to the ongoing dialogue about what, exactly, should characterize an international school or an international education in varied settings, whether multinational or culturally homogenous. The course will emphasize the role of the mission statement and the international school accreditation process.
Credits: 3
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SPN 515 - Strategies for Classroom Management
This course focuses on developing ways to create positive learning environments for all students. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will develop the knowledge, training and strategies necessary to administer successful classroom management and discipline for students who exhibit a wide range of behavioral needs and characteristics and will study how to prevent and address discipline problems and how to increase productive student behavior. Participants will be expected to reflect, through personal writing, their personal beliefs regarding effective classroom and school management. They will become skilled at preparing students with special needs for inclusion in a variety of educational situations and will be required to craft a classroom management plan for a student with special needs.
Credits: 3
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ED 207 - Strategies of Teaching Early Childhood Curriculum
Focus on the teaching of specific subject areas in unison with the developmental needs of children in preK-2. Students will research current curriculum materials and curriculum development trends. Lesson plans, units, and learning centers will be designed by students.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
Credits: 3
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OMNP 580 - Strategy for Non-Profits
Without a clearly articulated vision of the future, a non-profit can be handicapped both in operational efficiency and fund-raising appeal. On the other hand, when a non-profit has a strategy, it can be used to unify and attract volunteers, energize donors, and allow growth through planning. This course will introduce the wide variety of non-profit sectors and missions, how these sectors generate and articulate strategic plans, how traditional and alternative methods can be used in strategic planning, and strategy pitfalls and traps. The class will also focus on entrepreneurial aspects of growing non-profits, including creative approaches to providing value to donors and recipients as well as earned revenue alternatives. Finally, we will speculate on the future of non-profits in our challenging economy.
Credits: 3
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PSY 323 - Stress and Illness
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress. Satisfies the Social Science core requirement.
Credits: 3
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MAA 542 - Structure and Function of the Olympic Games
The structure and function of the Olympic movement, starting with the International Olympic Committee and moving through the national governing bodies to international sports associations, is the focus of this course. It emphasizes the unique characteristics of the Olympic Movement and various political, social, and economic impacts on the Games.
Credits: 3
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OM 525 - Student Affairs in Higher Education
Students will examine the field of college student development from developmental and practice perspectives. Students will examine major student development theory as it pertains to the modern student. Students will examine the demographics of the modern student and its implications on higher education. This examination will focus on social justice, students with disabilities, diversity, planning and assessment, technology and education and the supervision of professionals.
Credits: 3
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INT 552 - Student Area of Emphasis and Technology I
In this course, each student develops an individualized learning plan for the completion of this mentor based independent study during the first, second and third semesters. Among other things, the plan includes: a description of the special emphasis field of focus and how one will gain mastery; a rationale for studying this area including driving questions, professional significance of the study, and objectives, a detailed accounting of potential resources; description of reading areas and bibliography; workshop/seminars; courses at other institutions. Students will also provide a description of how technology will be incorporated in the above project. The learning plan also includes a description of the Practicum and Culminating Project which is detailed in the syllabi for INT 570 and INT 575. (IL)
Credits: 5
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INT 571 - Student Area of Emphasis II
Continuation of INT 552. In addition, students explore how they will begin applying a research method to their study.
Credits: 4
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INT 575 - Student Area of Emphasis III (IL)
Continuation of INT 552 and 571.
Credits: 3
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EDL 760 - Student Development: History and Issues
Students will examine the field of college student development from historical, philosophical and managerial perspectives. Students will explore the changing demographics of the modern student and its impact on student development operations. Students will examine major student development theories applicable to higher education. This examination will focus on ethical standards, legal issues, campus safety practices as well as the development and management of student development programming. Finally, students will discuss the various professional roles and responsibilities of student development professionals.
Credits: 3
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PSY 115 - Substance Abuse and Society
A sociological and psychological understanding of the individual and groups in American society with respect to substance abuse and addiction. Emphasis is placed on current theories, attitudes, and definitions as well as the impact of substance abuse on professionals, minorities, children, and families. The role of the criminal justice system in substance abuse is also addressed with respect to prevention and intervention.
Credits: 3
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EA 563 - Supervision and Evaluation
Effective supervision and evaluation is a key ingredient in continuous school improvement. This explores research and best practices in teacher supervision and evaluation and prepares principal candidates to become effective supervisors and evaluators. It also addresses the role of induction, mentoring, supervision, evaluation, and professional development in teacher effectiveness and the alignment of those elements of profession growth with student achievement. Candidates will become versed in a variety of supervision and evaluation models. This course also addresses 5-Step Cycle training requirements set forth in the Massachusetts Model System for Educator Evaluation.
Credits: 3
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IAS XXX - Sustainable Interior Architecture Elective
TBD
Credits: 3
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IAS 505A/510A - Sustainable Interior Environments I
Sustainable interior design strategies are applied to multiple small to mid-sized scale projects and assignments. Students apply an interdisciplinary approach to environmental material selection, building systems research, precedent analysis, along with current professional journal publications to inform and guide design decisions. Studio assignments focus on the development of earth and user friendly environmental design.
Credits: 4
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IAS 505B/510B - Sustainable Interior Environments II
Sustainable interior design strategies are applied to large scale complex building type within this advanced interior design studio. Students build upon their knowledge in sustainable design theory, and implementation skills through sustainable integrated design applied to programming strategies, concept development, schematic design, design development and presentation. Studio based design problems focus on environmentally responsible designs related to complex space planning and programming.
Credits: 4
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HTM 314 - Sustainable Tourism
A study of the underlying principles and practices in domestic and international tourism, this course includes issues that contribute to travel and tourism development. Focus is on the economic, social/cultural and ecological impacts of tourism and how policy and planning play a role in creating sustainability in traditional and emerging markets. Satisfies the Social Science core requirement.
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Credits: 3
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ITS 525 - Systems Architecture and Analysis
This course discusses a wide range of topics, all relating to operating systems and systems architecture and design. The course will provide an overview of microprocessors, mainframes, micro-computers with the focus on memory management, I/O streams, logic gates, and basics of computer engineering. The course will also consider operating systems characteristics, design objectives and systems structures. It will cover topics including virtual memory management, multi-threading, forking, and algorithms. It will also overview of efficient algorithms, algorithmic complexity, NP completeness, spanning trees, greedy algorithms, matrices, string matching, and sorting.
Credits: 3
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OM 520 - Talent Management
Talent Management’s learning track will actively involve the student in developing the skills and tools required to identify, acquire, strengthen and evaluate a firm’s most important asset: its employees. Understanding that any organization today wants to accomplish objectives better, faster and smarter, this course will parallel that thinking by empowering students to think creatively, nimbly and entrepreneurially about maximizing employee talent development and management. An added bonus is that the successful student will be able to apply the principles learned in this course to his or her own career.
Credits: 3
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ACCT 550 - Taxation
Part of being financially savvy is having an understanding of how taxation affects business decisions; e.g., forming a corporation and raising capital, operating the firm, distributing cash to shareholders through dividends and share repurchases, expanding through acquisition, and divesting lines of business. Taxes have a direct impact on cash flow and often divert 30 to 40 percent of the firm’s pretax cash flow to the government, effectively making the government the single largest stakeholder in many firms. Having an understanding of taxation and how firms plan accordingly is important for just about any career path you choose. Topics include the philosophy of taxation, income determination, deductions and credits, acquisition and disposition of property, and related gains and losses examined through the eyes of taxable entities (i.e., individuals, C corporations, S corporations and partnerships).
Credits: 3
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ARS 535 - Teaching Health Education Concepts with Visual and Performing Arts
A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional, and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.
Credits: 3
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NUR 565 - Teaching Methods: Principles of Teaching
This course provides foundational principles of teaching and learning essential for the nurse educator. Topics in this course include: learning styles inventory, critical thinking, strategies for lecturing to a large group of students, approaches to laboratory learning, and principles of clinical instruction. Included in this course will be discussions on alternative teaching methods such as distance learning, computer assisted learning, innovation to stimulate learning, new technologies in teaching and strategies to overcoming obstacles to learning. Test construction, methods to evaluate learning and course grading will also be discussed.
Credits: 3
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EDL 768 - Teaching, Learning & Institutional Culture in Higher Education
This course will focus on current trends in supporting faculty work in higher education, including work life and the faculty roles of research, service, and teaching. Emphasis will be on the teaching and learning mission of higher education. While the material is applicable to all institutions of higher education, emphasis will be on faculty development in small colleges. Students will read key articles and works on the theoretical bases of professional development and research and read on the current, innovative trends in the field.
Credits: 3
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ITS 553 - Technology and Innovation
This course will explore emerging trends in business and consumer technologies and will provide students with the vision and understanding of how to leverage these technologies to create efficiencies in existing businesses processes. Topics will include off shoring, virtualization, data mining, open source software, digital search engines, national health records, electronic voting, automotive computing, pervasive computing (RFID tracking), software as a service (SaaS), e-publishing, digital divide, emerging gadgetries, and cybercrime.
Credits: 3
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CJ 230 - Technology Applications in Criminal Justice
This course provides an overview of the use of information technology systems within the criminal justice community and examines the evolution of information technology in criminal justice, applied uses of today’s technology in criminal justice and the integration of technology into police operations, court and prosecution services and correctional administration. Students will explore technologies and systems that criminal justice practitioners use and depend on every day including, but not limited to, database systems, analytical software, information sharing and communications interoperability, mapping and geo-spatial software; biometrics, and networking and information security services.
Credits: 3
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ED 581 - Technology in Education
This course explores the major concepts related to instructional computing as well as the impact technology has on education. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Technology.
Credits: 3
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IED 581 - Technology in Education
This course explores the major concepts related to instructional computing as well as the impact that technology has on education. Required of all graduate students as they begin to integrate curriculum trends with an awareness of current sources for information and their role in a technologically-rich learning environment.
Credits: 3
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IED 583 - Technology Infrastructure in Schools
This course will familiarize students with basic hardware and infrastructure, including: servers, wifi systems, mobile technologies, wiring, planning and accounting for technology in new building projects, finding the right suppliers, and evaluating and purchasing equipment. In summary, the course seeks to teach the basics of what needs to be known about hardware, acquisition, and installation. The course will also provide an overview of school-based policies on technology. The question of accountability and division of understanding of school wide systems will be explored along with student and community empowerment technologies.
Credits: 3
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CJ 350 - Terrorism Studies
This course investigates the context, causes, correlates, and consequences of the crime of terrorism from a broad range of academic perspectives. The individual, group, and organizational factors that motivate international and domestic terrorist groups to action will be covered, in addition to common strategies designed to reduce the threat of terrorism and mitigate its effects on society. An interdisciplinary course, CJ350 references the distinct fields of history, political science, international studies, sociology, criminology, criminal justice, human services, and victimology.
Credits: 3
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CJ 205 - The American Court System
An examination of the pre-adjudication and adjudication stages of the criminal process. The roles of the various participants in the criminal trial will also be examined. Focus is on the manner in which the trial system works and the rules governing its operation.
Credits: 3
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HST 229 - The American West
Surveys the history of the American West from the pre-colonial era to the recent past. Topics include the Lewis and Clark expedition; the impact of westward expansion and government policies on Native Americans; the significance of the frontier in American history and culture; the building of the transcontinental railroad; the internment of Japanese Americans during World War II; and the West in popular culture. Satisfies the Social Science core requirement.
Credits: 3
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SP 310 - The Cinema of Spain (Offered in Spain)
An introduction to contemporary Spanish cinema, this course will acquaint with the historical and cultural contexts of Spanish film. Students will explore and analyze the works and artistry of prominent Spanish filmmakers. The class will be taught in Spanish with the goal of increasing fluency in Spanish.
Credits: 3
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CMM 432 - The Dark Side of the Internet
The internet and world wide web have dramatically changed the way we now live our lives. Many pundits, academics and “regular-folks” extol the virtues of the digital domain. There is a dark side to the internet that many critics and theorists are now starting to discuss. Student in this class will explore, from an academic perspective, issues such as privacy, social media anxiety, data collection and panopticon control to better understand the negative consequences of living life online.
Credits: 3
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ED 230 - The Early Childhood Pedagogy of Reggio Emilia, Italy
Examining the philosophy of the early childhood schools of Reggio Emilia, Italy, students explore the “culture of childhood” and the images and potentials of the young child within that culture. This course focuses on translating the pedagogy of Reggio Emilia into American culture and implementing Reggio-inspired practices into early childhood and elementary programs. Students learn how to facilitate learning experiences that encourage young children to explore, to wonder, to investigate, and to construct knowledge.
Credits: 3
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SOC 215 - The Family
A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, singlehood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.
Credits: 3
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HTM 315 - The History and Appreciation of Wine
With a history dating back eight thousand years, students will explore how wine is woven into modern day traditions and cultures. A major focus will be on French and American wines and how they illustrate the larger differences in philosophies between Old and New World wines. The wine making process, viticulture and market trends will also be discussed. The sensory evaluation of wine is a component of this course consequently students must be 21 years of age. Satisfies the Social Science core requirement.
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Credits: 3
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ABA 701 - The History of Behavior Analysis
The History of Behavior Analysis provides the student with a comprehensive overview of the evolution of the field of Behavior Analysis. Students will trace the initial conceptual development of the field from the writings of Watson and Pavlov to the more contemporary works of Baer, Wolf and Risley. Having an appreciation for the history of the field will serve the students to better understand the challenges faced by current and future professionals.
Credits: 3
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MAA 571 - The Impact of Technology in Sport
This is a course designed to explore the many facets of technology in the business and operation of sport. The purpose of the course is to deepen the students’ understanding of the role technology plays in security, marketing, athletic performance, communications, and general operations.
Credits: 3
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CJ 300 - The Juvenile Justice Systems
An examination of the underlying theory and operation of the juvenile justice system. Analysis of the procedures used to process an alleged juvenile delinquent through the justice system and the impact of juvenile delinquency on the general society will be conducted. The course will also focus on the similarities and differences between the juvenile and the adult criminal justice system.
Credits: 3
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ED 310 - The Power of Play in the Classroom
This course explores the cognitive, social, emotional, physical and creative benefits of play in the early childhood and elementary classroom. Through interactive learning experiences, readings and discussions, students examine the nature of play, its disappearance in our schools, its importance in the development of the whole child. Students develop a rationale for play as a fundamental component of the curriculum, design developmentally appropriate learning environments, and create play-based learning experiences. Students explore the teacher’s role in observing, facilitating, and assessing play. Inclusive play-based intervention strategies for children with developmental delays will be addressed.
Credits: 3
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MUS 240 - The Rise of Rock and Roll
Critically examines rock and roll through case studies that illuminate important trends in the development and evolution of rock and roll as the dominant form of musical environment in the mid to late 20th century. Satifies the Arts and Humanities core requirement.
Credits: 3
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HST 225 - The Salem Witch Trials
This course explores the history of and myths surrounding the Salem witch trials and, more generally, the politics of scapegoating. Readings, including trial transcripts, will focus on the origin, development, and legacy of the trials, and on Puritanism, witchcraft, legal practices, and the status of women in colonial-era New England. Visits to local historical sites will enhance understanding of the trials. The course will also examine more recent witch-hunts and instances of hysteria associated with McCarthyism, AIDS, the bombing of Pearl Harbor, and the September 11 terrorist attacks. Satisfies the Social Science core requirement.
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Credits: 3
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HMS 427 - The Victimization of Children
This course will cover the history of child victimization as a social problem, its dynamics, prevalence, outcomes, research issues, how the media treats child victimizations, and contemporary policies. The course will focus on child victimization in the United States, but will also examine international victimization of children. The goal of this course is to provide students with a broad understanding of childhood victimization and the resources available to address it. The course is also intended to cultivate the knowledge and skills that will allow students to critically evaluate representations of childhood victimization in a variety of contexts.
Prerequisites & Notes
CJ 100, HMS 100, or CJ 241, or permission of instructor.
Credits: 3
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NUR 525 - Theoretical Foundations for Advanced Nursing Practice
Students will gain an understanding of the theoretical foundations of nursing and the application of theories from nursing and other disciplines to actual practice. This course provides the practicing nurse knowledge of different theories that can be used to improve the practice of nursing. This course will cover systems theory, nursing theories, health belief and promotion theories, and others. The study of theories is to enable the individual student of nursing to make optimum use of theories in their role. Theories and conceptual models provide a mechanism for studying and understanding human interactions, developing therapeutic relationships, and intervening in such a way that positive health outcomes can be achieved.
Credits: 3
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EDL 764 - Theories and Practice in Academic Leadership
An overview of the key academic issues in 21st century higher education. This course examines a range of topics including twenty-first century challenges and essential learning outcomes, curriculum trends and development, best practices in teaching and learning, planning and assessment strategies, and global competencies.
Credits: 3
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IED 504 - Theories in Curriculum Design
The aim of this course is to provide students with opportunities to make contact with a broad variety of curriculum theory, design, and successful practice. Our work will deal with matching specific theories of curriculum development to present practice as found both in the literature and in the professional experiences available to our class. The final goal is to develop a curriculum project appropriate to students’ work settings or interest, grounded in a theoretical framework. Students will come away with a completed project that can be applied to their schoolwork or future graduate investigations. All work in this course will be based on successful practices in multicultural context.
Credits: 3
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PSY 335 - Theories of Counseling
This course is designed to give students a solid foundation in the theories and practices of counseling and psychotherapy in current use. Students will learn from both a practical and theoretical perspective how the predominant theories in psychology apply in clinical casework along with gaining an understanding of the personal characteristics of effective counselors and psychotherapists and the ethical and multicultural issues they encounter.
Prerequisites & Notes
At least six credits in psychology.
Credits: 3
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EDU 504 - Theories of Curriculum Design and Evaluation
A study of the principles and techniques of curriculum management analyzing both empirical/ behavioral and conceptual approaches with field-based applications. This course will examine and appraise the elementary curriculum. It includes a presentation of basic curriculum models with reference to formative and summative assessment. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks. A pre-practicum experience is required as part of this course.
Credits: 3
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EDS 504 - Theories of Curriculum Design and Evaluation (pre-practicum)
This course will examine and appraise the middle and high school curriculum. It includes a presentation of basic curriculum models with reference to formative and summative evaluation. The goal of this course is to provide each student with opportunities to study a broad variety of curriculum theory, design, and successful practice that is related to subject frameworks. Students will investigate specific theories of curriculum development applying them to classroom best practice. They will review current curriculum development research and examine classroom practices. Students will complete extensive case study analysis. Through direct, structured observation and professional experience students will gain an understanding of theory and practice and develop sample instructional materials lesson plans and units. The final goal is to develop a curriculum project appropriate to the student’s work setting or interest, and grounded in a theoretical framework. They will come away with a completed project that can be applied to their schoolwork or future graduate study investigations. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks. A pre-practicum experience is included.
Credits: 3
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PSY 320 - Theories of Personality
Focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychodynamic, behavioral, cognitive, interpersonal and humanistic theories.Â
Credits: 3
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PE 201 - Theory and Practice in Coaching
This is the study of principles and concepts in coaching. Sport philosophy, psychology, motivation, sport management, and pedagogy will be discussed and analyzed throughout the course. Emphasis will be placed on fundamental instruction, practice organization, and understanding the problems/issues associated with coaching.
Credits: 3
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IA 517 - Theory, Criticism, and Methodology
Through the careful consideration of key philosophical and theoretical texts, this course offers a forum for discussing contemporary and historical doctrine. This course is dedicated to exploring the ideas that lie behind the appearances of buildings and interior design, that is, architectural theory. In general, theory is the province of ideas that precedes action. Theory and practice are inseparable. This course aims to explain, traditional conventions, environmental concerns, experimental structural concepts, or aesthetic judgments. Likewise, theory relies ultimately on practice to test its hypotheses and assumptions. Therefore, the course will primarily focus on the development of contemporary literary examples related to design and theory, through a semester long reading intensive course of far reaching ideas, on analysis and critique of written doctrine relevant to interior design and architecture. Of interest is the articulation of philosophical and contemporary design issues, from as early as LeCorbusier’s Towards a New Architecture to the most recent literary examples of Zaha Hadid’s Randomness vs. Arbitrariness.
Credits: 3
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ID 517 - Theory, Criticism, and Methodology
a forum for discussing contemporary and historical doctrine. This course is dedicated to exploring the ideas that lie behind the appearances of buildings and interior design, that is, architectural theory. In general, theory is the province of ideas that precedes action. Theory and practice are inseparable. This course aims to explain, traditional conventions, environmental concerns, experimental structural concepts, or aesthetic judgments. Likewise, theory relies ultimately on practice to test its hypotheses and assumptions. Therefore, the course will primarily focus on the development of contemporary literary examples related to design and theory, through a semester long reading intensive course of far reaching ideas, on analysis and critique of written doctrine relevant to interior design and architecture. Of interest is the articulation of philosophical and contemporary design issues, from as early as LeCorbusier’s Towards a New Architecture to the most recent literary examples of Zaha Hadid’s Randomness vs. Arbitrariness.
Credits: 3
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EDL 733 - Thought Leaders & Critical Issues in Higher Education
This course offers in-depth analysis of prevalent issues affecting higher education as illustrated in higher education literature. It is a doctoral level seminar with an emphasis on reading topical issues by current thought leaders in the field. Students will be expected to stay current with issues, understand the background and historical foundation of the issues as well as develop the ability for concise oral and written articulation of the issues. This course will include discussions, reports, and integration of knowledge from experience and other coursework in leadership and higher education.
Credits: 3
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ED 290 - Topics in Education
Focuses on a range of issues significant to the field of education, including school reform, service learning in schools, school diversity, pedagogy and classroom assessment.
Prerequisites & Notes
Course may be taken for credit more than once as long as the course content is new.
Credits: 3
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ENG 210 - Topics in Literature
Each section of this course will explore in depth a different literary theme or topic, such as the detective story, bestsellers, or literature on film. Course may be taken more than once as long as the course content is new. Satisfies the Arts and Humanities and Writing Designated core requirements.
Credits: 3
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EDL 720 - Transformational Leadership in Contemporary Education
This course focuses of the development of transformational leadership, examines elements of transformational leadership, and explores how transformational leaders facilitate the work necessary to successfully manage change in a positive way. Student will focus on understanding transformational leadership as the process of facilitating change through reflective, systems-based, and relational leadership. Students will engage in self-analysis, analyze and discuss case studies and assess leadership on various levels.
Credits: 3
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ESL 99 - Transitions to Academic Writing I (Offered in Boston)
This course serves as a transitional writing course for English Language Learners. Students will build on advanced English language skills focusing on communication skills in an academic setting.  Students will develop writing skills, while focusing on grammar, punctuation, sentence structure, reading skills, and essay development (revising and editing their work). Students will be introduced to information literacy skills to access library and online database resources.
Credits: 3
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ESL 100 - Transitions to Academic Writing II (Offered in Boston)
This credit bearing course serves as the most advanced level for English Language Learners who demonstrate academic proficiency in English.  This course will continue to refine advanced college writing skills in an academic setting, and will use college level readings and writing assignments to demonstrate a mastery of college level writing proficiency.
Credits: 3
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SOC 201 - Trauma & Society
Drawing on research and applications from the growing field of trauma studies, students will learn the impact of interpersonal trauma and betrayal on the individual, institutional and societal levels. Students will explore how socio-political contexts affect trauma research and intervention. Attention will be paid to the policy, cultural and educational issues that impact the prevention and treatment of trauma in society; including the lack of attention given towards those who perpetrate crime.
Credits: 3
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OM 518 - Trends in Technology
Today’s education, non-profit and government sectors face the increased challenge of utilizing technology to help provide new services, efficiency as well as the ability to reach more people. This course will provide the student with examples of technology innovation in the education, non-profit and government sectors. As an example, Twitter, LinkedIn, Facebook, GotoMeeting, Skype and other social media software and services, as well as online learning-related chats and discussions engage people from around the world, shrinking the geographical and cultural distances between us. New services based on new devices to improve online collaboration, sharing and discussion, and ones that help people form smaller, more intimate digital and location-based communities will also be available for managers to leverage in delivering new community services.
Credits: 3
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ART 115 - Two Dimensional Design
This course examines the fundamental principles of two-dimensional design, including the formal elements of composition and visual organization: line, shape, volume, pattern, texture, space, motion, value, and color. Students will investigate the design elements and principles through a series of studio projects, increasingly exploring the interrelationship between form and content. This course will provide a functional and theoretical base for advanced study of art and design.
Credits: 3
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AUT 571 - Understanding and Remediating Social and Play Skill Deficits in Learners with Autism
Social and play skills are among the most difficult to teach, and are the areas in which clinicians have made the most modest gains. In addition, many intervention strategies used are not empirically validated. Furthermore, many treatments are used as packaged interventions, making it difficult to isolate the effective elements of instruction. More recent ideas about “best practices” in educational and clinical approaches to assessment and intervention in these areas will be emphasized. Students will explore empirically validated treatments and evidence based practice issues related to intervention in the realms of play and social skills.
Credits: 3
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AUT 570 - Understanding and Remidiating Communication Deficits in Learners with Autism
Communication deficits are a hallmark characteristic of autism spectrum disorders. In this course, students will learn about the variability and complexity of difficulties in communication, including vocal and non-vocal communication. Alternatives to vocal communication will be discussed. Students will learn how such deficits can be assessed, prioritized, and addressed through effective goal setting and objective evaluation of progress. Students will be introduced to the verbal behavior classification system as a way to conceptualize core communication skills.
Credits: 3
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HMS 440 - Understanding and Treating Sexual Trauma: Theory, Research and Practice
Provides an overview of research factors that both increase and decrease trauma suffered by victims of sexual abuse. All forms of sexual victimization will be addressed including sexual assault, date rape, incest, child sexual abuse, sexual harassment, clergy abuse, and rape in times of civil strife or war. Myths and misconceptions will be explored, as well as historical and global implications. Strategies for completing sexual victim trauma assessments for all ages of victims will be taught as well as more advanced and “cutting edge” techniques for treating victims of sexual victimization
Prerequisites & Notes
PSY 100 and PSY 335, and junior class status, or permission of instructor.
Credits: 3
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