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2017-2018 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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ABA 510 - Conceptual Issues in Applied Behavior Analysis
Within this course the definition and characteristics of applied behavior analysis will be reviewed. Students will learn the distinction between behaviorism and the experimental analysis of behavior and applied behavior analysis. Additionally, critical terms, definitions and concepts in applied behavior analysis will be reviewed. Journal articles from the behavior analytic literature will be used to emphasize the interrelationship between behavior analytic principles and effective education and clinical treatment. General principles will be reviewed in class.
Credits: 3
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ABA 525 - Basic Principles of Applied Behavior Analysis
Within this course, the definition and characteristics of applied behavior analysis will be reviewed. Students will learn the distinction between behaviorism, the experimental analysis of behavior and applied behavior analysis. Additionally, critical terms, definitions and concepts in applied behavior analysis will be reviewed. Journal articles from the behavior analytic literature will be used to emphasize the interrelationship between behavior analytic principles and effective education and clinical treatment. General principles will be reviewed in class. Students will be required to identify their own area of concentration and (e.g., curricular-based interventions for the treatment of children with developmental disabilities) with the support of the instructor, refine their skills in area of primary interest.
Credits: 3
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ABA 534 - Measurement & Experimental Evaluation of Behavioral Interventions I
This is an initial course in the use of single subject research methodology within Special Education. It includes an overview of behavioral measurement, single subject research designs, and methods of data analysis. Single case experimental designs are a hallmark of applied behavior analysis. These designs operate to demonstrate functional relationships between adjustments in independent variables and their effects upon dependent variables in applied research. This course will examine theoretical and practical issues in experimental design and control and will provide educators with a “framework” in the form of practical applications of research methodology involving direct observation and single-subject designs to examine the effects and evaluate the efficacy of interventions. It will introduce students to a natural science approach to designing, conducting, and critically evaluating research involving applications of the experimental analysis of behavior to problems and needs of individuals in educational, clinical, and community settings.
Credits: 3
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ABA 541 - Behavioral Assessment
The purpose of this course is to introduce students to issues related to: functional assessment and analysis, social validity, treatment integrity, and stimulus preference assessment. The primary focus of this course will be that of Functional Assessment and Analysis, of which we will cover the three general approaches currently in use: 1) Indirect or anecdotal methods (checklists, rating scales, and questionnaires), 2) Descriptive analysis (scatter plot, ABC analysis, interval and time sampling methods), and 3) Functional analysis (experimental methods, brief functional analyses). The course content is based on current state-of-the-art procedures in applied behavior analysis and will include a detailed overview of functional analysis procedures and treatment packages that can be implemented based on the results of functional analyses. Emphasis is placed on helping students understand the conceptual issues that led to the development of the assessment methodology and the practical issues in conducting such assessments. In addition, emphasis is placed on providing students with an understanding of the procedural and conceptual issues surrounding intervention development for children with severe behavior problems following functional analyses. Particular emphasis will be placed on reinforcement-based interventions and dimensions of reinforcement.
Credits: 3
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ABA 554 - Behavior Change Procedures and System Supports
This course will focus on behavioral methodologies and their application to applied settings such as public and private schools, home-based services, and adult service agencies. The course will also cover a basic introduction to communication training using introduction to Organizational Behavior Management (OBM) as it relates to systems support.
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 565 - Ethical Issues in Behavior Analysis^
This course was designed to provide students with an overview of the topic of professional ethics, including a review of those factors leading to the need for the application of such standards to our field. Students will review the Guidelines for Responsible Conduct published by the Behavior Analysis Certification Board and related documents. Ethical issues outlined in the Behavior Analyst’s Certification Board’s Task List will be reviewed in the context of this class (http://www.bacb.com/). Additionally, the student will become familiar with the standards related to Evidence Based Practice and why this is important in our field.
Credits: 3
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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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ABA 584 - Measurement and Experimental Evaluation II^
Research in Applied Behavior Analysis leads to the development of evidence-based interventions and expands our knowledge of treatments that make a socially significant difference. Understanding the process of science is essential for your professional careers. This course will help you to review literature, synthesize literature, evaluate the testability of hypotheses, and critically assess the results of studies and their impact for clinical practice.
Credits: 3
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ABA 699 - Comprehensive Exam
The purpose of the comprehensive exam is to demonstrate knowledge of the substantive issues, key research questions, theory, empirical evidence, and implications related to a specific area.
Credits: 0
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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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ABA 705 - Behaviorism and Philosophy of Science
The application of science to the study of human behavior was paradigm shift in the study of why people do what they do. The philosophy of this perspective is “behaviorism,” a unique way of thinking and viewing the world both outside and inside the skin. Students in this course will study the work of Skinner and Chiesa and learn their definitions of radical behaviorism, how it differs from earlier schools of psychology, and how this philosophical perspective influences how we view the world and behavior in it.
Credits: 3
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ABA 710 - Conditioning and Learning
The course will provide an overview of basic behavioral processes. Presents information relating to human and nonhuman learning with a focus on the experimental analysis of behavior. Topics covered include environmental feedback mechanisms, schedules of reinforcement, establishing operations, multioperant performances, discriminative stimulus control, stimulus equivalence, rule-governed behavior, behavioral pharmacology, and remembering/forgetting. The course also focuses on research methodologies and the critical analysis of research. Students apply their skills using computer-based simulations of laboratory experiments.
Credits: 3
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ABA 715 - Verbal Behavior and the Science of Human Behavior
This is a Doctoral seminar on the theoretical basis of the analysis of the verbal behavior as it relates to the Science of Human Behavior. The course will focus primarily on the seminal work of B.F. Skinner and his book Verbal Behavior (1957). The course will cover the biological, environmental, and motivational factors affecting human verbal behavior. Structural and developmental issues, as well as implications for language training and remediation are integrated throughout the course. Criticisms of Dr. Skinner’s work are examined, along with current empirical and conceptual advances in research and theory.
Credits: 3
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ABA 720 - Professional and Ethical Issues in Behavior Analysis
This course will familiarize the student with ethical issues and responsibilities of behavior analysts. Informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed within the context of case method. Ethical decision making processes will be emphasized, and the relationship between ethics and law will be explored.
Credits: 3
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ABA 730 - Research Methods and Applied Behavior Analysis
The field of science promotes controlled research as an important tool for investigating the phenomena of interest. The same holds true for the scientific study of human behavior. Research methodology is used by behavioral researchers to identify functional relations among variables and behavior. In this course, students will learn the reasons for research being the best method for determining functional relations. They will also learn the fundamental characteristics of good research design (e.g., internal validity, reliability, etc.), and use this information to critique published research studies. Lastly, students will study in depth a particular aspect of research and present to the class on this topic.
Credits: 3
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ABA 735 - Advanced Seminar in ABA Research
The profession of Applied Behavior Analysis has often been described as both a methodological and conceptual enterprise. A common feature among its many applications is a unique approach to experimental research and program evaluation: commonly referred to as “single-subject design.” The purpose of this course is to review those elements common to the research model used in Applied Behavior Analysis and to evaluate the applicability of such techniques to various populations and settings.
Credits: 3
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ABA 740 - Analysis & Intervention in Developmental Disabilities
Much progress has been made in the assessment and treatment of developmental disabilities. This course will survey the changes in how developmental disabilities are categorized, conceptualized, and treated. Special attention will be paid to the distinction between intellectual disability and other disabilities and to the definition of autism spectrum disorders.
Credits: 3
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ABA 745 - Experimental Design & Analysis
Research design is crucially important for the field of behavior analysis. Through carefully controlled research studies, behaviorists have been able to identify the fundamental principles of behavior and moved explanations of behavior from traditional introspective viewpoints to environment-based causes. To continue to identify principles of behavior, careful experimental design and the analysis of results must continue to be applied following scientific standards. In this course, students will further learn about the complexities of experimental analysis and careful measurement and analysis of results.
Credits: 3
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ABA 751 - Research in Social Skills Training
In this course students will critique various research-based social skill interventions that can be implemented with individuals diagnosed with autism spectrum disorders. Throughout the course students will analyze the various procedures that can be implemented (e.g., video modeling, script fading, the teaching interaction procedure) as well as the empirical basis for these procedures. The course will review different strategies for the evaluation these procedures in empirical investigations. Finally, students of the course will critique several of the procedures that are being implemented today which have no empirical evidence to their effectiveness.
Credits: 3
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ABA 752 - Curriculum Design for Learners with Autism Spectrum Disorder and Developmental Disabilities
Designing an individualized curriculum for children and youth diagnosed with autism spectrum disorder (ASD) and other developmental disabilities can seem like a difficult task, particularly since no two children are alike and each presents with unique skill deficits, behavioral excesses, and learning characteristics/styles. In addition, clinicians are faced with practical limitations imposed by funding, treatment duration, availability of trained professionals, and family resources. It is crucial that clinicians prioritize treatment targets and manage resources carefully if they are to ensure the best outcome for each child. Curriculum design for ASD is a multi-step process, including: assessment, interpreting the assessment results, and matching/creating lessons to meet individual needs. This course provides a step-by-step process for designing an individualized curriculum by outlining vital features of quality assessment and how to link assessment results to curriculum design. Further, this course provides practice in writing curriculum programs. Particular emphasis is provided on skills that emerge after the ages addressed by the VB-MAPP and ABLLS and before the ages addressed by the AFLS (age 5 to adolescent).
Credits: 3
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ABA 753 - Behavioral Research in Psychopharmacology
The Introduction to Behavioral Pharmacology is a difficult course and requires considerable effort by the student. Although the course is arranged in a lecture-discussion format, there will be ample class discussion of important issues. With this arrangement, each student is expected to draw on his or her background to make helpful and thoughtful contributions to the class discussions when they arise.
The Science of behavioral pharmacology examines a variety of relationships between the effects of pharmacological agents and the ongoing behavior of organisms including humans. More precisely, these relationships consist of contemporary and historic events in both the external environment and the internal neurochemical environment. Behavioral pharmacology is a discipline that emerged as the result of the combination of the experimental analysis of behavior and classical pharmacology. Its formal inception is often dated to a paper by Peter B. Dews in the Journal of Pharmacology and Experimental Therapeutics in 1955, which he showed that the behavioral effects of pentobarbital and amphetamine depended upon the schedule of reinforcement maintaining that behavior.
The discipline differs from other approaches to the study of drugs that act upon the nervous system, such as psychopharmacology, in that behavioral pharmacologists emphasize the study of the behavior of intact organisms (rather than hypothetical determinants) and the behavioral mechanisms of drug action are also studied. We will examine how these variables determine what is observed as overt behavior.
General topic areas include, but are not limited to drug abuse, mental illness, and brain function. The experimental analysis of behavior provides the theoretical framework from which we may examine drug-behavior interactions. This conceptual framework will form the basis for our studies. The characterization of drug classes on the basis of their effects on operant behavior is a widely recognized and well-used technique in both academic and industrial pharmacology.
Credits: 3
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ABA 754 - Behavioral Research on Complex Skill Acquisition
Behavior analysis was envisioned as a comprehensive science of all behavior, simple and complex, from the time it was conceived by B.F. Skinner in the early part of the 20th century. Philosophically and theoretically, this position has maintained. However, the vast majority of published empirical research in behavior analysis has been conducted with relatively simple behaviors. The sad result is that other branches of psychology go relatively unchallenged in their claim own the study of complex human behaviors, performances which are often referred to as “cognitive” by the rest of the psychological community. In order for behavior analysis to fully develop into the comprehensive science of psychology it was always intended to be, a great deal more research in complex human behavior is needed. Fortunately, the field of behavior analysis has been enjoying a surge of research activity into complex human behavior in the last two decades. Most of this body of research has been done under the banners of stimulus equivalence, relational frame theory, and naming. Research in these areas has strived to establish and evaluate behaviors that show the property of generativity or “emergence,” that is, complex performances emerge that have not been directly trained and which cannot be explained merely with stimulus eneralization. The purpose of this course is to survey recent research that has attempted to apply findings from the derived relational responding literature to establishing complex skills in individuals who do not yet display them. This course is a doctoral level seminar on peer reviewed research on behavior analytic procedures for teaching complex skills to children with and without autism and other developmental disorders. The skills taught in the studies we will read for this course are at a level of complexity that is higher than what has traditionally been done in applied behavior analytic research, involving primarily one operant under the control of one discriminative stimulus or establishing operation. The skills addressed in this course are, for the most part, complex generalized relational operants. The majority of research we will read comes from the stimulus equivalence, relational frame theory, and naming traditions. For the first two decades of research in this area, work primarily focused on demonstrating the existence of complex generalized operants in people who already possessed them in their repertoire, not the establishment of such operants in people who did not already demonstrate them. The research we will read for this course, however, has primarily been conducted in the last decade and focuses on establishing complex behavior in individuals who do not already display the repertoires. This work is relevant because it helps lay the groundwork for teaching these skills to individuals who might otherwise not develop them. But research in complex behavior is also important for the field of behavior analysis because it pushes the scope of the field into areas of psychology that have traditionally been claimed by cognitive psychology and for which behavior analysts have had little to contribute. Some of the skills covered by research in this course include working memory, perspective taking, problem-solving, self-monitoring, rule-governed behavior, imagining behavior, understanding humor and nonliteral language, and more.
Credits: 3
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ABA 755 - Technology of Teaching Seminar
The science of behavior has discovered many laws that govern and influence behavior. A large part of that discovery has been identification of the principles under which learning can be maximized. The application of behavioral principles to the field of education has revolutionized the classroom. In this course, students will first review the principles of learning as they apply to learning. Next, students will study different models for the application of behavioral science to the field of education, learning specific models of educational delivery, that are all conceptually systematic to the science of behaviorism. Note: This course is Pass/Fail.
Credits: 0
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ABA 756 - Research in the Application of Applied Behavior Analysis to Pediatric Medical Issues
Behavior analysis has many applications related to the medical care of children. Behavioral strategies can assist in the adherence of and compliance to medical regimens and improve the health of medically vulnerable children. Students will learn about specific medical conditions, the medical treatment of these conditions, and ways behavior analysts can effectively improve the care of children with these conditions.
Credits: 3
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ABA 758 - Bridging the Gap: The Scientist-Practitioner Model
This course provides the student with a comprehensive review of the scientist-practitioner model as it relates to the field of behavior analysis. A historical overview of the model will be discussed in regards to its foundation in the fields of medicine and psychology. The application of the scientist-practitioner model within the field of behavior analysis will be then be assessed. Specific exemplars of empirical articles characteristic of the model will be reviewed. Throughout the course, guest speakers across different domains of behavior analysis will be invited to share their expertise and experience with the scientist-practitioner.
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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ABA 805 - Applied Behavior Analysis in Education
Behavior analysis has much to contribute to the field of education. The scientific analysis of behavior has discovered many principles of learning that have direct relevance to education and training of all types of learners. Education based upon the behavioral sciences can yield better learning, faster learning, with better generalization and maintenance. In this course, students will read about educational practices based on a strict application of behavior analysis, reviewing research that shows the power of this technique across a wide range of content area and learners.
Credits: 3
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ABA 810 - Principles of Public Policy
This course will explore the “who, what, where, why and how” of public policy. The course will begin with some discussion on the nature and rationale of public policy and how an idea actually becomes part of a policy agenda. The second section will address the process, structure, and context of policy making and the complicated system of “actors” (both official and unofficial) and institutions that establish and implement public policy. The third segment will focus on the rules, strategies and culture of policy development and the role of position, power, language and politics in achieving implementation. Various short case studies will illustrate how policy issues have been addressed – sometimes well and sometimes poorly.
Credits: 3
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ABA 812 - Analysis of Legislature Behavior
be directed toward discussing the “rules of the game” and procedural changes which have occurred over time. We will also examine the electoral process and the underlying contingencies that influence how and why legislators and voters make their decisions, and how those decisions affect policy outcomes. Throughout the course, we will rely on real time events and issues to validate what is covered in class.
Credits: 3
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ABA 814 - American Politics and Governmental Organizations
This course will examine the politics, institutions and processes which occur at the federal, state and local level and the impact that our American system of government has on each of us. Ironically, most of the media and public attention is directed toward Washington, yet the decisions made by state and local governments have a greater impact on most people’s daily lives. The goal of this course is to provide an overview of the role and operation of the various governmental entities, to highlight the similarities and differences which occur at the local, county, state and federal level, and to review how these variations ultimately shape the politics, policies and outcomes which are achieved.
Credits: 3
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ABA 820 - Personnel Training and Development
In behavior analytic careers, leaders must train both the skilled implementers of this generation and the next generation of leaders. To remain conceptually systematic, the training and development activities should be done from a behavior analytic framework and with behavior analytic tools. In this course, we will review several state-of-the-art systems for training staff and for implementing an organization-wide approach to training. We will also address methods for assessing the success of training, for monitoring drift, and for ensuring continued growth and expansion of training foci.
Credits: 3
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ABA 825 - Effective Consultation and Collaboration
Intervention in autism requires collaboration across different disciplines and with many varied team members. Nearly all individuals with autism receive a combination of services, including ABA, speech therapy, and OT. It is imperative that services be delivered in an integrated and collaborative manner, to maximize outcomes. Behavior analysts working on teams strive to ensure that data guides deci¬sion-making, and use data to assess the impact of all treatment choices. Teams we consult to or collaborate with do not always share such goals, and successfully intervening with collaborators requires a complex skill set. In this course, students will learn how to work effectively in a trans-disciplinary model, how to develop joint goals with professions from multiple disciplines, and how to effectively work as a member of a collaborative team. Furthermore, the course will review elements of successful consultation. Specifically, we will review how to define goals, provide in¬terventions, and monitor the success of consultation. The emphasis will be on working in and with these teams to shape data-based decision making and the use of empirically verified treatments. Collaboration with parents will also be highlighted. Students will also be taught how to define roles, provide recom¬mendations and negotiate differences of opinion and systemic limitations. Consultation will also be reviewed in the context of effective intervention and behavior analytic best practices.
Credits: 3
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ABA 830 - Understanding the Tenets of the Positive Behavioral Support Approach
Positive behavior support has received a great deal of attention for its potential contribution to the treatment of challenging behaviors in learners with special needs. In this course, students will study seminal works in PBS, and will identify the core characteristics, values, and foci of PBS interventions. In addition, we will explore the application of PBS to a variety of populations and settings. Students will become fluent in the philosophy and theoretical underpinnings of PBS.
Credits: 3
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ABA 835 - ABA and PBS: Derived, Related, or Independent Approaches
PBS has been touted as both an extension of ABA and as independent of ABA. In the first course in this sequence, students became very familiar with the philosophy and application of PBS. In this course, we will examine the relationship between PBS and ABA. Students will explore the shared and discrepant characteristics of PBS and ABA, and will address how each approach handles some centrally important is¬sues such as outcome and quality of life. Students will be required to critically evaluate the approaches and argue for their independence and their connection. An ABA formulation of the philosophy and goals of PBS will be developed.
Credits: 3
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ABA 840 - Behavior Analysis in Developmental Disabilities
The purpose of this course is review nearly three decades of research included in Iwata, B. A., Bailey, J. S., Neef, N. A., Wacker, D. P., Repp, A. C., & Shook, G. L. (Eds.). (1997) Behavior Analysis in Developmental Disabilities (3rd ed.). Children and adults with devel¬opmental disabilities present an array of challenges. The articles in this third edition trace a behavior-analytic response to these challenges. Early papers focus on defining procedures for describing and measuring patterns of behavior and on strategies for defining functional relationships between environmental events and changes in behavior. Our understanding of basic principles has allowed attention to the key questions facing children and adults with developmental disabilities. Together, the articles provide an accessible vision of a field that has both struggled to understand the lawful relationships between behavior and environment and applied this knowledge to make substantive improvement in the lives of people with disabilities.
Credits: 3
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ABA 842 - Behavioral Approaches to Treatment
The application of science to the study of behavior has yielded a rich technology of treatments and strategies that have been demonstrated to be effective. The emphasis on research design and quantification of results have developed a rich literature supporting the effectiveness of the techniques that derive from a behavior analysis and are conceptually consistent with the fundamentals of behavior discovered through behavioral science. This course will review behavioral approaches to treatment in two ways – from a global, conceptual perspective, as well as an examination of particular methodologies. The perspective throughout this course will be one of behavior analysis.
Credits: 3
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ABA 860 - College Teaching Practicum
This course will focus on practical issues and methods for teaching in the college environment. It will focus on selection and use of teaching materials; course structure and development of instructional sequences; the role of lecture, discussion, and active participation; student evaluation and grading practices; and student motivation. Students will design the course material and teach an undergraduate or M.Ed. course under the supervision of their Dissertation Chairperson.
Credits: 3
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ABA 865 - Research Tool Demonstration
Traditionally, Ph.D. programs required the Doctoral student to demonstrate fluency in two or more romance languages in order for the student to have the ability to read the classics and benefit from previously published research. With the evolution of technology, this standard has given way to the need for modern students to demonstrate competency in the contemporary tools necessary to function as a successful Behavior Analyst. Research tools can include computer-programming skills, the use of alternative language systems such as American Sign Language or Braille, web-based data collection/graphing systems, or computer educational management systems. This course is designed to assess the student’s demonstrated competency in the use of a minimum of two such research tools. Research tools are designed to provide the candidate with a proficiency in a restricted content area that is essential to their ability to function as a professional Behavior Analyst. It is the responsibility of the student’s Dessertation Committee to specify the tools that the student will use to meet this standard.
Credits: 3
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ABA 870 - Research Project
The course consists of supervised experience in the development and conduct of an empirical problem oriented research project related to the assessment and modification of behavior with various types of clients/settings. Under the supervision of their Doctoral Advisor, students may begin this project at any time during their academic tenure in the Ph.D. program, prior to enrolling in this one semester course. The focus of these activities may include assessment interviews and observations, analysis of controlling variables within the immediate environment of the client, assessment of resources for change, and the implementation and evaluation of behavior change procedures for whom previously demonstrated evidence based interventions have failed. Students will give oral presentations and evaluation to the faculty supervisor and fellow doctoral students on a regular basis during research conferences. The expectation of this course is the production of a formal manuscript submitted for publication and/or presented at a professional conference.
Credits: 3
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ABA 886 - Qualifying Examinations
Qualifying examinations are designed to provide an opportunity for the student to demonstrate proficiency in two topical areas of study within Behavior Analysis, and a third examination required in the area of Research Methodology. The student, in conference with the Dissertation Committee, should define the two areas of the research and professional literature that is appropriate for intensive study. Academic competence in these areas may then be demonstrated by the completion of essay examinations, which are read and evaluated by the Dissertation Committee and one independent reader selected by the Dissertation Committee from members of the graduate faculty, or the fourth member of the Dissertation Committee as approved by the Van Loan School of Graduate and Professional Studies.
Credits: 3
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ABA 891 - Doctoral Dissertation I
This course will provide the structure for designing, conducting, writing, and presenting dissertation research. Students will meet individually with their Dissertation Chairperson and will attend a general research meeting at least monthly. Formal presentation and discussion of the dissertation research will take place during these research meetings. Based on the standards outlined in the Student Handbook, the student will write and present their final Dissertation in a meeting open to the Endicott Community.
Credits: 6
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ABA 892 - Doctoral Dissertation and Review Paper Continuation
This course will provide the student additional time beyond the tranditional ABA890 Dissertation course to complete the requirements for graduation noted below. The structure for designing, conducting, writing and presenting dissertation research will remain the focus of this course. Students will meet individually with their Dissertation Chairperson and will attend a general research meeting at least monthly. Formal presentation and discussion of the dissertation research will take place during these research meetings. Based on the standards outlined in the Student Handbook, the student will write and present their final Dissertation in a meeting open to the Endicott Community.
Credits: 0
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ABA 893 - Doctoral Dissertation II
This course will provide the structure for designing, conducting, writing, and presenting dissertation research. Students will meet individually with their Dissertation Chairperson and will attend a general research meeting at least monthly. Formal presentation and discussion of the dissertation research will take place during these research meetings. Based on the standards outlined in the Student Handbook, the student will write and present their final Dissertation in a meeting open to the Endicott Community.
Credits: 6
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ACC 175 - Financial Accounting
Introduces students to basic accounting concepts and principles used in today’s business world. Emphasis is placed on the preparation of financial statements and maintenance of accounting records throughout the accounting cycle. Other topics within the framework of this course include the valuation of inventory, basic principles of internal control, accounting for the acquisition, depreciation and disposal of fixed assets, and current liabilities.
Credits: 3
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ACC 185 - Managerial Accounting
Continues to develop the foundation for a thorough understanding of basic accounting principles. Emphasis is placed on the accounting issues that are relevant to the corporate form of business organization including, but not limited to, long-term liabilities, investments, dividends, and retained earnings. Other topics within the framework of this course include cash flow statements, and an introduction to cost accounting concepts and systems including budgetary planning.
Prerequisites & Notes
ACC 175
Credits: 3
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ACC 301 - Intermediate Accounting I
CIS Madrid, Spain-Business
This first in a series of three courses in intermediate accounting (ACC 301, ACC 302, and ACC 303) expands upon the principles covered in first year accounting and provides the foundation for students to advance to higher level subjects in financial accounting. The series focuses on how accounting as an information system can be used to generate a transparent, consistent and comparable presentation of a business’s financial condition. Students learn the fundamentals of financial statement analysis, including the use of horizontal, vertical and ratio analysis, to evaluate financial strength and performance. The conceptual framework of accounting, the accounting process, uses and relationships between financial statements and the asset side of the balance sheet are also covered.
Prerequisites & Notes
ACC 175
Credits: 3
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ACCT 521 - Financial Reporting and Analysis
This course is designed to provide the analytical framework needed to understand and evaluate financial statements, employ and interpret financial ratios, and perform basic financial analysis. We will examine the current financial statements and ratios of companies to assess their profitability and risk and to identify the connections between their strategic decisions and their financial footprints. ”Profit” is examined through a critical lens.
Credits: 3
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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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ACCT 560 - Managerial Cost Accounting
This course studies the fundamentals of cost accounting within an industrial organization. The accounting functions relative to materials, labor, and factory overhead are treated in detail. Job order and process cost systems are fully explored. Topics include budgeting, product costing, activity-based costing, activity-based management, standard costs, cost variance analysis, cost estimation and prediction, cost-volume-profit analysis, performance measurement, non-manufacturing cost analysis, cost allocation, and transfer pricing. The material is examined from the perspective of students preparing to use management accounting information as managers, to support decision making (such as pricing, product mix, sourcing, and technology decisions) and short- and long-term planning, and to measure, evaluate, and reward performance.
Credits: 3
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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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AMS 101 - American Popular Culture
Explores the many forms that American culture has taken throughout the country’s history, including bestsellers and beliefs, myths and movies, legends and laws. Students will learn to recognize and interpret cultural symbols and to better understand the complex world in which they live. Satisfies World Cultures General Education requirement.
Credits: 3
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APL 100 - Assessment of Prior Learning
Through structured activities and a careful examination of learning acquired from personal and professional experiences, students are guided in the development of a portfolio of prior learning experience. Career and educational goal setting are outcomes of this course. Cost includes tuition payment for the three-credit course, with an additional fee for portfolio review and the granting of up to 30 credits. For students matriculated into Associate and Bachelor degree programs. Advising appointment necessary for enrollment.
Credits: 3
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ART 100 - Art & World Culture
Compares and contrasts the values that give rise to varied artistic practices. Examines the different concepts of what constitutes art in different cultures. Explores specific social, political, and religious conditions that provide understanding of works of art at a particular moment in history. Treats both Western and non-Western art. Satisfies the World Cultures General Education requirement.
Credits: 3
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ART 101 - Visual Art and Cultural Values I: Prehistory - c.1310
Explores the production of art from prehistory (40,000 BCE) through the Medieval Period (1400 CE). Examines art from a variety of cultures and geographic regions. Introduces students to the conventional designations of stylistic periods, treats major works and artists in this span of time, and familiarizes the student with the traditional methods of art history. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Credits: 3
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ART 102 - Visual Art and Cultural Values II: Early Fourteenth Century to the Present
Examines the production of art from the fifteenth through the twentieth centuries. Explores art from a variety of cultures and geographic regions. Introduces students to the conventional designations of stylistic periods, treats major works and artists of these eras, and acquaints the student with the traditional methods of art history. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Credits: 3
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ART 105 - Drawing and Composition I
Foundation-Drawing strategies for visual representation, mark-making, and interpretive skills. Focus on “traditional” still-life, landscape, and figurative sources. Use of black and white charcoal, pencil, inks. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Credits: 3
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ART 106 - Drawing and Composition II
Foundation-Drawing emphasis on advanced tasks, skills, and decision-making. Focus on still-life, landscape, figurative, and mediated sources. Use of black and white or color charcoal, pastel, pencil, inks, photos.
Prerequisites & Notes
ART 105.
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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ART 201 - Painting I
An exploration of painting with respect to drawing and design elements, and the creative use of materials and techniques. Work from a variety of subject matter sources. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Prerequisites & Notes
ART 105
Credits: 3
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ART 202 - Painting II
Painting requires sophisticated skills in drawing and design. With the medium of oil paint the students work from observation, memory, imagination, and other sources. Experimentation with the medium and the development of techniques call for students to explore a range of descriptive and expressive effects.
Prerequisites & Notes
ART 201
Credits: 3
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ART 207 - Color Theory and Light
An investigation in the physics and application of color, and how artists and designers control colors’ many characteristics. Students learn how colors interact and affect each other, and how to apply this knowlege to many aspects of art and design. The course ascertains why humans prefer certain colors and color combinations. The historical foundations for color usage are examined.
Prerequisites & Notes
ART 105 or permission of instructor
Credits: 3
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ART 241 - Figure Drawing: Anatomy for Artists
Artists and designers explore gesture, axis, and dynamics of the human form through drawing and painting. Life drawing, portraiture, and occupational studies are subject matter to be explored utilizing pencil, charcoal, pastel, and water-based paints. The human figure is examined from scientific, socal and artistic perspectives, and includes issues of representation.
Prerequisites & Notes
ART 105
Credits: 3
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ART 255 - Creative Bookmaking
This course introduces the fundamentals of photographic imaging, including; camera controls, exposure, optics, which are the basis of image capture. Through imaging assignments, critiques, readings and writing assignments, the students are introduced to the principals of photographic language, including image construction and composition as well as the use of images with regard to subject matter and context. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
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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ART 510 - Visual Arts & Cultural History
The course explores the production of art from prehistory (40,000 BCE) through the 21st century. The examination and breakdown of art from a variety of cultures and geographic regions is a main focus of the course. Students are introduced to the conventional designations of stylistic periods, treatment of major works, and artists in this span of time, and familiarize the student with the traditional methods of Art History and research skills.
Credits: 3
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ART 520 - Drawing & Composition
Drawing strategies for visual representation, mark-making, and interpretive skills are explored in this foundational drawing course. A focus will be on “traditional” still-life, landscape, and figurative sources. Students explore both freehand and technical techniques in the development of figure to ground perspectives. One, two, and three point perspective drawing is examined. Mixed media techniques and use of black and white charcoal, pencil, and inks.
Credits: 2
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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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ART 540 - Architecture and Interior Design History
A history of Western and Non-Western and American architecture, interior design, furniture, and decorative arts from pre-history, including appropriate references in ancient, medieval, Renaissance and oriental forms and styles to contemporary 21st century. Domestic architecture and interiors and their furniture will be emphasized. Periods covered from American Neo-Classical through the 21st century (1790-present).
Credits: 3
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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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AUT 537 - Developing Individualized Goals for Learners with Autism
Learners with autism have significant deficits in many areas. Effective programming requires comprehensive goal setting, clearly defined objectives, and ongoing assessment of progress. Several useful resources will be reviewed for their utility in assessing the individual and guiding goal development. These include the ABLLS-R and the VB-MAPP. In addition, the importance of functionality as a guide for curricular progression throughout the lifespan will be reviewed. The development of Community-relevant skills and independence will be included.
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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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 574 - Evidence-Based Practice
Autism is a fad magnet. Pseudoscientific and anti-scientific treatments abound, and claims of effectiveness are often made with no regard to empirical evidence. In this context, it is imperative that professionals understand the state of evidence for different interventions, and develop skills to evaluate claims. Students will learn the criteria for what constitutes effective intervention. Students will learn the process for finding evidence and for discriminating baseless claims from true scientific evidence. Finally, students will rate the existing evidence for commonly applied treatments.
Credits: 3
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AUT 578 - Effective Collaboration Across Disciplines
Intervention in autism requires collaboration across different disciplines. Nearly all individuals with autism receive a combination of services, including ABA, speech therapy, OT, and others. It is imperative that services be delivered in an integrated and collaborative manner, to maximize outcomes. The unifying thread across disciplines is data-based decision making. At the level of the individual, the team must assess the impact of all treatment choices. Students will learn how to work effectively in a trans-disciplinary model, how to develop joint goals with professionals from multiple disciplines, and to effectively work as a member of a collaborative team. In addition, students will learn to evaluate the quality of evidence for any approach and sort through the plethora of treatment claims that bombard parents and professionals. Furthermore, students will learn effective methods for training skills in staff members. Residency requirement.
Credits: 3
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BIN 501 - Introduction to Programming for Bioinformatics^
This course focuses on building skills in text-based searches and algorithms. Students will learn about core functions in R centered around text data sets and strings. Tools to access large datasets from Genbank and Ensembl will be used to apply the methods learned to publicly available data. Laboratory exercises will be conducted in R. No previous programming experience is expected.
Credits: 3
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BIN 510 - Probability and Statistics with Programming^
This course is an introduction to probability and statistics for bioinformaticians in an R environment. An overview of statistics is provided including data types, the role of assumptions in data analysis, the use of models, and common statistical analyses. Next, statistical methods and models specifically useful to the biological sciences are covered including (but not limited to) principle component analysis, Bayesian networks, and Markov models. This course provides the framework for bioinformatic-specific statistical applications in BIN 620 and BIN 621. Assignments and the final project will be in R.
Credits: 3
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BIN 520 - Molecular Genetics and Lab^
This graduate genetics course applies principles of biology to understanding DNA replication, transcription, inheritance, and molecular biology techniques for studying DNA, including next- generation sequencing and synthetic biology. Students will synthesize the information about genetic processes to elucidate the origin of genetic disorders and diseases of aging. The course includes hands-on laboratory activities and showcases all of the steps in the workflow required to prepare libraries for next-generation sequencing.
Credits: 3
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BIN 521 - Protein Biochemistry and Lab^
This is a graduate course on protein biochemistry with laboratory experience. The first part of the course covers amino acids and how differences in the amino acid sequences of proteins directs protein structure, folding, and function. The second part of the course introduces the diverse functions of proteins, focusing on protein as catalysts of biochemical reactions and the interactions of proteins with ligands (other biological molecules). Protein mutations, evolution, and the utility of sequence and structure comparisons in bioinformatics will also be covered. The last part of the course discusses networks of proteins and how they are measured, introducing the areas of systems biology and proteomics, respectively.
Credits: 3
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BIN 601 - Advanced Programming for Bioinformatics^
This course builds on the ideas in BIN501 to enable students to work with real-world sized data sets on a server. Students will learn best practices for scripting and programming and how to install existing tools on their own instance. Shell scripting will be introduced for batch processing of files. Projects will focus on the manipulation of biological data files through typical bioinformatics pipelines. The course includes weekly programming laboratory exercises in Python with BioPython packages.
Credits: 3
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BIN 602 - Data Mining for Bioinformatics^
Biological data, with its quantity and complexity, contains all matter of hidden patterns and interesting information. In this course, students will learn how to uncover interesting information and patterns from biological data sets. We concentrate on core algorithmic concepts in computing and extracting patterns from data via text processing, clustering, and classification.
Credits: 3
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BIN 620 - Biological Sequence Analysis^
This course examines the theory and methods behind sequence operations, such as genome assembly, transcriptome assembly, sequence and structural variant detection, homology detection, and annotation. Students will work with publicly available datasets from published papers to perform novel analyses and visualizations on next-generation sequence data.
Credits: 3
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BIN 621 - Cheminformatics and Drug Discovery^
Cheminformatics refers to the use of computational models to characterize protein structure and predict how disruptions in structure due to mutations in amino acid sequence effect protein function (e.g., catalyst, ligand binding). In the first part of the course, students are introduced to the representation and manipulation of protein structures in protein data banks. Next, molecular representations are used to derive computational models, which students will analyze using prior statistical understanding. In the last part of the course, students will be introduced to specific applications of cheminformatic models such as virtual screening of drug targets and rational library design. Throughout the course, the importance and place of cheminformatics in the development pipeline will be noted, stressing the two-way traffic between experimental data and computational models.
Credits: 3
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BIN 680 - Bioinformatics Internship^
This course requires that students apply academic theories to the professional work environment. The course is planned with and supervised by faculty and site supervisors. A weekly on-
line discussion enables students to reflect on their internship experiences, discuss reading and writing assignments that integrate theory and practice, and refine their job search skills. At the end of the course, students produce a final paper and deliver an oral presentation that clearly articulates their internship experiences, professional strengths, and future career directions.
Prerequisites & Notes
Students take either BIN 680 or BIN 690, not both.
Credits: 6
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BIN 690 - Bioinformatics Thesis^
In Bioinformatics Thesis, students complete an independent, original research project that is the culmination of the Endicott academic experience. Students choose a novel topic, review and synthesize literature related to their areas of focus, develop research proposals or project designs, and conduct the research or implement the project design. At the end of the course students produce a scholarly paper and deliver a formal presentation.
Prerequisites & Notes
Students take either BIN 680 or BIN 690, not both.
Credits: 6
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BIN 701 - Principles of Software Design and Engineering^
This course introduces strategies for creating reliable software that meets the requirements for which it was built. Students will learn about software analysis, design, implementation, testing, and deployment with a concentration on design.
Credits: 3
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BIN 710 - Advanced Statistics and Data Visualization^
This course teaches the fundamentals of effective data visualization and statistical reporting while further exploring advanced statistical analysis techniques. As a project-based course, students will synthesize their knowledge from previous courses to design appropriate data analysis for bioinformatic tasks and write programs in R to run the analysis. Students will use R libraries and web applications, like Shiny, to develop effective and interactive visualizations that clearly convey the results of their analysis. Methods of effective oral presentation will also be discussed.
Credits: 3
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BIN 720 - High-Throughput Screening and Image Analysis^
This course introduces the student to high-content screening, at all steps of the workflow. The course will begin with a brief introduction to cell biology and the necessary reagents and equipment for a high-content assay. The majority of the course will then focus on high-content screening design, including choice of experimental conditions, metrics for acquisition and interpretation of data, processing of image data, and statistical analyses of image data. Challenges associated with high-content screening will be noted, including experimental limitations and how to manage the vast quantity of data associated with high-content screening. The class will learn the high-content screening workflow from the framework of individual experiments, but the additional steps and requirements needed to scale up assays via automation will also be covered. Last, the utility of machine learning to the analysis of large
datasets will be introduced.
Credits: 3
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BIN 721 - Biological Systems Analysis^
This course focuses both on the mathematical principles of modeling and their application to a variety of biological phenomena including gene and protein systems, integration of ‘omics data, and physiological modeling. The role of systems biology in drug development will be highlighted throughout.
Credits: 3
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BIN 740 - Introduction to Machine Learning and Distributed Computing^
Machine learning is a crucial tool in creating predictive and descriptive models of data. This course covers a range of machine learning algorithms such as: clustering, regression, decision trees, support vector machines, and neural networks. We also consider distributed computing for data sets that are too large to process on a single machine. As examples, we will consider biological data sets.
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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BIO 130/130L - Principles of Ecology and Lab
Examines the interrelationships of organisms and their environments. The broad subject of ecology focuses upon the interactions of plants and animals, including humans, with each other and with their non-living world. Three levels of ecology are studied: (1) individuals, (2) populations, (3) communities and ecosystems. This class provides an overview of the science of ecology for the informed citizen, and also a foundation for further work in ecology, marine biology and environmental science. Class, three hours per week, (3 cr. lecture, 1 cr. lab). Must be registered for lecture and lab sections. Satisfies Science and Technology General Education requirement.
Credits: 4
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BIO 201/201L - Anatomy and Physiology I and Lab
A study of the human organism relating structure and function. The approach is an integrated one, stressing interrelationships and feedback systems: organic molecules, the cell, cellular respiration, tissues, skin, bones, muscles, and the nervous system. Class, three hours per week, (3 cr. lecture, 1 cr. lab). Must be registered for lecture and lab sections.
Credits: 4
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BIO 202/202L - Anatomy and Physiology II and Lab
A study of the human organism relating structure and function. Topics include: the cardiovascular system, the lymphatic system, endocrinology, digestion, metabolism, the urinary system, water and electrolyte balance, and the reproductive systems. Class, three hours per week, (3 cr. lecture, 1 cr. lab). Must be registered for lecture and lab sections.
Credits: 4
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BIO 240 - Science and Society
This course examines current issues in the relevance of scientific inquiry. Students investigate selected subjects with an emphasis on the most recent research in the field. Students observe and summarize relationships, formulate and test hypotheses, and study connections among hypotheses, formal models, predictions, and actual results. Examples of topics that may be explored include consumerism, health, media, and advertising. Satisfies Science and Technology General Education requirement.
Credits: 3
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BIO 242 - World Disease
The study of the biology of major diseases that impact our society and other parts of the world, especially underdeveloped and overpopulated regions. The course examines the biological, social, historical, and economic problems involved in eradication, prevention and cure. Satisfies Global Issues General Education requirement.
Credits: 3
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BIO 292/292L - Microbiology and Lab
An introduction to microorganisms, including bacteria, single-celled eukaryotes, and viruses. Specific areas covered include cultivation, detection using conventional and molecular approaches, cell biology and metabolism, genetics, virulence and infectious disease, microbial ecology, genetic engineering and industrial applications. Laboratory work (separate syllabus and component) involves cultivation and analysis of microorganisms. (Lecture: 3 cr., Lab: 1 cr.)
Prerequisites & Notes
Two BIO courses with associated labs.
Credits: 4
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BIO 335 - Pathophysiology
A study of the alterations of normal anatomy and physiology that result in diseases. Topics will be organized according to body systems. Theories of etiology, the progression of the disorder, clinical symptoms and differential diagnosis will be discussed. This course is aimed at the future health professional, medical researcher or athletic trainer, and will include analysis of case studies.
Prerequisites & Notes
BIO 202 or permission of instructor.
Credits: 3
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BUA 507 - Organizational Behavior^
^This course is no longer available as of 1/18/17.
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BUA 508 - Corporate Social Responsibility and Business Ethics
This course examines ethical decision making in the organizational context. It explores the issues that relate to defining the ethical dimension of the business or management decision, considering various alternatives for action, weighing the rights of various stakeholders, as well as evaluating the consequences that arise from a particular decision. The course also examines the business organization as a social institution. The firm is viewed in the context of the larger society with corresponding roles and responsibilities that arise as a social institution.
Credits: 3
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