|
|
2019-2020 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
| |
| |
-
NUR 569 - Primary Care of the Adult and Geriatric Patient
This course provides a theoretical foundation to prepare the learner for the family nurse practitioner role. It builds on previous coursework and focuses on the necessary knowledge related to the assessment and management of patients with acute and chronic health problems that are often encountered in family practice and adult/gerontological primary care settings. Emphasis is placed on clinical decision-making, health promotion, and health teaching to the complex adult patient. Lab, diagnostic, therapeutic, and pharmacologic plans of care are applied to a variety of conditions with an emphasis on providing ethical, culturally congruent care to a diverse population.
Prerequisites & Notes
NUR550, NUR551, NUR562, NUR566
Credits: 3
|
| |
-
NUR 570 - Primary Care of the Adult and Geriatric Patient Practicum
This course provides a clinical foundation to prepare the learner for the family nurse practitioner role. Students will refine their advanced practice skills, critical thinking, and clinical reasoning skills throughout the course by applying the concepts of assessment, diagnosis, planning, clinical diagnostic decision-making, consultation, evaluation, and teaching to the care of adult and geriatric patients within a professional, ethical, and legal framework. The course is grounded in application of theory and evidence-based research to the domains of practice for the family nurse practitioner across the continuum of health promotion, acute illness, and chronic disease of the adult and geriatric patient. Students develop role competencies under the supervision of preceptors and with faculty support in family practice, internal medicine, and adult/gerontological primary care settings. Seminar discussions include an exploration of topics in ethics, health disparities, and disease management with the aim to improve quality, access to and cost of primary care for diverse populations and communities. 300 hours of clinical associated with the class.
Prerequisites & Notes
NUR550, NUR551, NUR562, NUR566. NUR569 is a pre-requisite or co-requisite.
Credits: 5
|
| |
-
NUR 574 - Nursing Research I: Methods
Further expands the graduate student’s previous knowledge of research. The goal of this course is to prepare graduates to conduct and apply evidence-based research to their practice. Students will compare and contrast research methodology with other forms of research, identify factors that influence research design and control, development of empirical questions from theory, construction of survey instruments, statistical or qualitative analysis, and the interpretation of results. Emphasis will be to critique existing research and to plan future research. Students will learn to appraise the literature critically, determine the strength of evidence presented in the research literature and use multiple sources of information to identify a problem, methodological process, and strategies of measurement and scaling properties of research instrument. Students will select an appropriate research topic for a given type of research design and submit a written report of the research proposal on a specified topic.
Prerequisites & Notes
Acceptance into the MS Program in Nursing, successful completion of NUR502, NUR508, and NUR525, or permission or faculty.
Credits: 3
|
| |
-
NUR 575 - Nursing Research II: Project
Students will be involved in an opportunity to pursue a study in a subject area related to their specialty under the guidance of a graduate faculty member. The student will focus on conducting a study with emphasis on problem delineation, methodological process, data collection and analysis, and organization of study report findings. This course offers students an opportunity to examine a problem with the intersection of theory, research, and practice in a scholarly evidence-based project.
Prerequisites & Notes
Successful completion of Core Courses: NUR 502, 508, 504, and 574; and completion of program specific concentration courses, or permission from the program director.
Credits: 3
|
| |
-
NUR 582 - Internship in Administrator Role
The internship experience, facilitated by a nursing faculty member will be in a health care setting where the student will be working with a nurse leader or administrator who can assist the student in learning the administrator role. This goal is to facilitate the socialization of the student into the role as leader and to enable the student to demonstrate the ability to apply content that has been learned in various courses in the administrator concentration. The fieldwork course will be an interactive process where the student will be working with a preceptor in a health care setting. During this experience each student will be responsible for meeting the course goals and assisting the agency with a project that will benefit the agency and enhance student learning.
Credits: 6
|
| |
-
NUR 701 - Philosophy of Science
An examination of the central themes, methods and positions of contemporary philosophy of science. Topics will include realist, empiricist and pragmatist perspectives on scientific epistemology, theories of experimental method and the falsification and corroboration of theoretical models, the emergence, displacement and reconstruction of explanatory paradigms, and the commonalities and differences between natural and social sciences.
Credits: 3
|
| |
-
NUR 702 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
|
| |
-
NUR 705 - Knowledge Development in Nursing Science
This course will examine the historical and philosophical foundations of nursing science. A major emphasis of the course will be on the examination of ontological and epistemological views in relation to scientific inquiry and theoretical inquiry in nursing science. Nursing theories, models and frameworks will be examined to determine their contribution to advancing nursing science.
Credits: 3
|
| |
-
NUR 710 - Approaches to Nursing Knowledge and Theory Development: Deductive Process
This course examines the nature of scientific knowledge and the development of conceptual and theoretical underpinnings of nursing science. This course will provide students with specific strategies necessary to conduct scholarly appraisal and various approaches to knowledge synthesis and theory development including: concept analysis, integrated and systematic reviews and the deductive theory building process.
Credits: 3
|
| |
-
NUR 715 - Analysis and Evaluation of Theories Impacting Client Phenomena
This course will explore concepts and theories relevant to the client domain in nursing practice. An examination of the research supporting client phenomena will be explored. Theoretical and empirical questions will be developed related to client phenomena to expand nursing knowledge development within the domain.
Credits: 3
|
| |
-
NUR 720 - Advanced Statistical Methods
This course in statistics will focus on the application of more advanced statistical concepts and methods. Topics will include: a deeper treatment of hypothesis testing for means and proportions, ANOVA, MANOVA, Chi-Squared tests, multivariate regression, nonlinear regression, correlation, predictions and time series. This class will take an applied approach. In addition to learning the formulas and assumptions of the statistics, applications and data sets will be used to learn how to perform data analysis. Specifically, we will discuss how you can use with Statistical software (EXCEL, or equivalent) for computation.
Credits: 3
|
| |
-
NUR 725 - Epidemiology
This course is designed to provide students with knowledge and critical understanding of the principles of epidemiological investigation, and standard quantitative statistical methods used to evaluate epidemiological studies and clinical trials. It develops the ability of students to design, critically analyze, interpret, and report the findings of a research project regarding health related topics. The program’s aim is to present the students with an opportunity to develop an understanding how epidemiology brings together social and biological sciences. The students are provided a solid foundation to understand and apply the principles of epidemiologic research.
Credits: 3
|
| |
-
NUR 730 - Analysis and Evaluation of Theories for Client and Nurse Relationships
This course will explore concepts and theories relevant to the nurse-client domain in nursing practice. An examination of research supporting the nurse-client relationship will be explored. Theoretical and empirical questions will be developed related to client-nurse relationships to expand nursing knowledge development within the domain.
Credits: 3
|
| |
-
NUR 731 - Analysis and Evaluation of Theories for Nursing Practice
This course will explore concepts and theories relevant to the practice domain in nursing. An examination of the research supporting the phenomena of concern to nursing practice will be explored. Theoretical and empirical questions will be developed related to nurse practice phenomena to expand nursing knowledge development within the domain.
Credits: 3
|
| |
-
NUR 735 - Research Methods II: Quantitative
This doctoral level course is designed to help students develop an understanding of the basic goals, concepts and methodology of quantitative research, and an understanding of the computation and application of descriptive and inferential techniques. Students will also improve their ability to critically evaluate published research.
Credits: 3
|
| |
-
NUR 750 - Emerging Roles: Nurse Scientist, Scholar and Leader
This course assists the student to develop a personal framework for behavior within academe, the scientific community and the world beyond. Through readings and discussions, the student will explore a variety of viewpoints about the duties and responsibilities of an educated nurse scientist in an interdependent world. This course consists of a series of seminars focusing on issues relative to the dissertation, development of a program of research, and the role of the nurse scientist.
Credits: 3
|
| |
-
NUR 752 - Research Methods III - Issues in Research
This course is an advanced seminar on what is usually called “mixed method” research, i.e. research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.
Credits: 3
|
| |
-
NUR 753 - Design and Methods for Clinical Nursing Research
In this course, students learn various approaches to study clinical health problems. Students will examine the state of the science in nursing research that supports clinical practice and critically analyze programs of research of contemporary nurse scientists. Scientific principles and integrity related to the conduct and dissemination of research will be analyzed. Clinical trials, observational studies, survey research, primary and secondary data analyses, program evaluation, and outcomes research are among the approaches that will be examined. Means for assuring ethical integrity in human subject research will be examined.
Credits: 3
|
| |
-
NUR 760 - Doctor of Philosophy Dissertation Advisement and Doctoral Seminar
Seminar is designed as a semi-structured working group to assist students in various stages of the dissertation process. The dissertation is an independent research project with a focus on a well-defined researchable problem relevant to the knowledge domain of nursing. Students may be developing their dissertation topic and research design, writing initial drafts of proposal, collecting and/or analyzing data, writing concluding chapters, or preparing for the final oral defense. Upon consultation with their major professors, student will contract with the respective instructor to specify and propose course credits commensurate with the set of tasks.
Credits: 12
|
| |
-
NUR 782 - Doctoral Dissertation and Review Paper Continuation
This course will provide the student additional time beyond the tranditional NUR760 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
|
| |
-
OM 500 - Learning as Strategy
The content and pedagogy of the two courses are so interdependent that they cannot be delivered independently. OM 500 speaks to the ’how’ of educational administrative leadership and OM 510 to the ‘what’. Candidates develop their leadership skills (OM 500) by observing and practicing leadership tasks (OM 510). The two courses have heavy leadership theory and best practice underpinnings but have an even weightier experiential base. Candidates inductively learn their lessons by reflecting on their experience. School-based problems and opportunities, classroom simulations and exercises seek to replicate what administrators do. The content focuses on learning how to analyze school base data to identify specific areas for improvement that form the basis for School Improvement Plans. Candidates also learn about various strategies and structures to provide interventions for students who need extra support. These classes help prepare candidates for completing the Performance Assessment for Leaders (PAL) task 1.
Credits: 3
|
| |
-
OM 501 - Introduction to Organizational Management
New discoveries, new technologies, competition, and globalization compel organizations to foster agility, innovation, and performance improvement. This course examines organizational theory, practice and learning in the context of rapidly changing competitive and economic environments. Strategies and tactics for growth and performance improvement are explored. This course covers issues of current relevance, including social networks, knowledge management, innovation, organizational learning and design thinking. Through relevant, contemporary cases, the course will examine the purposes, evolution and emerging trends of organizations and leadership management.
Credits: 3
|
| |
-
OM 502 - Professional Development in Training Processes: Teacher Supervision and Evaluation
Principals are expected to be instructional leaders and bring all students to high levels of achievement. They have formal power to supervise and evaluate teachers, and provide ongoing support to develop the capacity of teachers. This course aims to give new and aspiring principals the appraisal and supervision tools they need to get results by understanding supervision and evaluation of highly effective, effective, mediocre, and ineffective staff, including observing, giving formative feedback, and doing summative evaluations; exploring new approaches to supervision and evaluation that address some of the challenges of standard practice; putting together a personal action plan for supervising and evaluating teachers; developing effective strategies for recruiting, hiring, inducting, and supporting new teachers; building a repertoire of tools for appraising and improving other aspects of schools, including mission/vision, professional development, staff morale and parent involvement; and exploring the ethical and equity dimensions of supervision, evaluation and hiring.
Credits: 3
|
| |
-
OM 503 - Measurement and Evaluation
This course studies the techniques of measuring and evaluating performance at the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operation.
Credits: 3
|
| |
-
OM 504 - Organizational Strategy and Design
Successful school leaders engage all stakeholders in the creation and process of a shared vision to support all students in their learning andreaching a high level of academic achievement. Through observation of school leaders, reflection, discussion and readings of second order change, and most importantly leading a school team in a major change project, candidates will develop the skills and tools necessary to cultivate and promote a school culture of collaboration to confront new challenges that positively impacts instruction and student learning.
Credits: 3
|
| |
-
OM 505 - Educational Leadership and the Law
This course will focus on the key issues of law that confront building-level educational leaders in today’s school environment. We will examine a range of legal concerns facing public school. The major topics will include: staffing of schools, residency and attendance requirements for students, student records, student discipline for general education and SPED students, protecting students, student speech (including the internet), special education and American’s with Disabilities Act (ADA) and section 504.
Credits: 3
|
| |
-
OM 506 - Introduction to Higher Education
An introduction to higher education with an emphasis on academics. This course examines a range of twenty-first century topics including history of the field, curriculum development, assessment, and best practices in teaching and learning.
Credits: 3
|
| |
-
OM 507 - Consultative Process Skills
Expanding on OM 502, effective school leaders must assure the highest quality instruction through the careful attention to the total spectrum of teacher development through recruitment, screening, hiring, mentoring, supervising and evaluating teachers. In this course and through the practicum, candidates participate, observe, analyze, discuss, critique, compare and dissect every aspect of teacher development to improve instruction and maintain high teacher quality. Candidates will also develop a detailed and comprehensive understanding of the new Educator Evaluation System, will evaluate the status of ELL instruction and assess the school culture as it pertains to collegiality and teacher supervision.
Credits: 3
|
| |
-
OM 507A - Consultative Process Skills
Expanding on OM 502, effective school leaders must assure the highest quality instruction through the careful attention to the total spectrum of teacher development through recruitment, screening, hiring, mentoring, supervising and evaluating teachers. In this course, through their Practicum, candidates participate, observe, analyze, discus, critique, compare and dissect every aspect of teacher development to improve instruction and maintain high teacher quality. Candidates will also develop a detailed and comprehensive understanding of the new Educator Evaluation System.
Credits: 2
|
| |
-
OM 507B - Consultative Process Skills
Candidates will evaluate the status of ELL instruction and assess the school culture as it pertains to collegiality, change and trust.
Credits: 1
|
| |
-
OM 509 - Ethics and Emotional Intelligence
We live in times that are rich with examples of good and bad ethical behavior. This course will examine “self” in relation to the ethical platforms that you as individuals and future leaders will need to understand and how your personal beliefs and actions might affect or influence your ability to be an effective business leader. This course will also examine the fundamental aspects of business ethics as it relates to the theoretical nature of the topic of business ethics and the facets of business ethics, including all stakeholders, who are affected by the impact of ethical or non-ethical decisions.
Credits: 3
|
| |
-
OM 510 - Leadership in Transition and Creativity
The content and pedagogy of the two courses are so interdependent that they cannot be delivered independently. OM 500 speaks to the ’how’ of educational administrative leadership and OM 510 to the ‘what’. Candidates develop their leadership skills (OM 500) by observing and practicing leadership tasks (OM 510). The two courses have heavy leadership theory and best practice underpinnings but have an even weightier experiential base. Candidates inductively learn their lessons by reflecting on their experience. School-based problems and opportunities, classroom simulations and exercises seek to replicate what administrators do. The content focuses on learning how to analyze school base data to identify specific areas for improvement that form the basis for School Improvement Plans. Candidates also learn about various strategies and structures to provide interventions for students who need extra support. These classes help prepare candidates for completing the Performance Assessment for Leaders (PAL) task 1.
Credits: 3
|
| |
-
OM 512 - Marketing and Branding Organizations
This course will examine the concepts and principles of all areas of marketing including the marketing mix, product development supply chain, promotion and advertising, distribution, consumer behavior and market segmentation. These concepts will provide an understanding of how the marketplace has evolved in response to changes in consumer tastes and expectations, technological developments, competitors’ actions, economic trends and political and legal events as well as product innovation and pressures from suppliers and distributors.
Credits: 3
|
| |
-
OM 513 - Professional Development in Training Process
This course examines the leader’s tasks in building the capacity of staff and the problems of practice that are rooted in the human context of the Level 4 Scenario School, especially when one is a newly appointed principal. The course builds on the understandings and skills developed in the previous three foundational courses and confronts participants
with the problems inherent in setting an agenda for change among the stakeholders. Working in teams as the collective principal, participants review all facets of the school organization as they grapple with the complex requirements of the task. Readings and presentations support the need for a systematic approach while research reviews suggest a variety of strategies for the undertaking, most especially the power of using collaborative teams to provide the type of ongoing support and guidance teachers need to address the new expectations posed by the CCSS standards, as well as the accountability mandates that a low-performing school must address. Participants work on building consensus as each team develops a year-long plan to develop the staff ‘s capacity to move the school forward. In this capstone project for the Summer Intensive, each team presents its plan to a panel of district administrators who vet the plan and provide substantive feedback on its feasibility.
Credits: 3
|
| |
-
OM 514 - Learning Environments & Concepts
This course examines the unique nature of the adult learner in higher education. Students will answer the questions: How do I learn best as an adult? Do adults learn differently from children and adolescents? Emphasis will be placed upon theories of and ragogy and practices of teaching and learning with adults. Students will answer the questions: What are some theories about how adults learn? Who is an adult? What do these theories suggest for teaching adults? In what ways can an understanding of adults and how they learn be applied in practice as an adult learner or as an educator of adults?
Credits: 3
|
| |
-
OM 515 - Parental Engagement for Student Achievement
Effective school leaders address family concerns in an equitable, effective, and efficient manner and create opportunities for families to inform policies, practices and programs that enhance student learning. Candidates develop skills, explore options and possibilities and develop a step-by- step plan to connect with and engage parents and families, build strong working relationships with appropriate community and family stakeholders, advocate for and with families to improve academic achievement and address student and family concerns.
Credits: 3
|
| |
-
OM 516 - Operational and Financial Analysis
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
OM 517 - Leading Organizational Change
This course is designed to provide students with a broad understanding of the change elements in management and how to understand change and its effect on the organization. In addition, this course will offer a review of the philosophy and methods of process consultation as an approach to helping organizations and groups address change. Students will explore the various phases of consulting projects, implementation strategies and challenges, and the importance of leadership, followership, and groups in the implementation/change process. In addition, each class member will be asked to explore their individual consulting and leadership styles, and to observe and analyze their own organizations from a change management and consulting perspectives. Through this work, students will develop an understanding of the skills and techniques required to facilitate and manage change.
Credits: 3
|
| |
-
OM 518 - Trends in Technology
Today’s organizations 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 for profit and non-profit sectors. 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 discussed.
Credits: 3
|
| |
-
OM 519 - Leadership in Transition and Instructional Supervision
Aspiring principals examine the sources of difficulty that our public schools are experiencing in providing even a semblance of adequate education to many of the children they serve. Using authentic qualitative and quantitative data and artifacts drawn from the Scenario School, the aspiring principals tease out staff and student attitudes, perspectives, and belief systems regarding race, ethnicity, gender, language, religion, and financial status that often determine whether children will experience a welcoming environment inthe school. These factors often become the defining characteristics of a school’s culture and have been shown to contribute powerfully to the achievement gap by causing mis-readings of student aptitudes, intentions, and abilities or subtle rejection. Students In this course analyze the ways in which they have learned to see through their own cultural lenses. They explore ways to value and make use in the classroom of the language and culture children bring from home. They also study the evolving science of productive persistence or mindset psychology as a transformative intervention for Improved academic outcomes and life chances.
Credits: 3
|
| |
-
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, management, and succession. 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
|
| |
-
OM 522 - Issues in School Management and Operations
In this course the aspiring principals transition from the Summer Intensive to a year-long practicum in leadership tasks. To learn the operational and management strategies functioning at the school, aspiring principals shadow the mentor principal. As aspiring principals observe their mentor principals, they see the skills, strategies, and knowledge they have learned about school leadership during the previous four courses come to life in the context of a real school rather than the scenario school of the Summer Intensive. Topics include scheduling, student arrival and dismissal, transportation, food services, budgeting on an annual basis, and the preparation of compliance documents.
Credits: 3
|
| |
-
OM 524 - Consultative Process Skills
In this course aspiring principals focus on the key activities that initiate and accompany an organizational development effort. In a school setting, organizational development is a planned schoolwide effort, but its component parts are often activities that the principal and designated others carry out with the individuals or small groups. In this course, aspiring principals focus on how the leader can build a readiness for change and an all-school improvement effort among staff, identify and work with key stakeholders in the school community, debrief the actions that occur in the normal flow of work, and conduct meetings and trainings that build the staff ‘s capacity to embrace tasks that will Increase the school’s effectiveness in raising student achievement. Principal candidates work on developing the skills of articulating the rationale for change in the new curriculum and new assessments and working with teachers in new organizational configurations such as grade level teams, data teams, or Professional Learning Communities (PLC). On-site coaching during the course of the internship or practicum supports the development of the relevant process skills.
Credits: 3
|
| |
-
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
|
| |
-
OM 526 - Leveraging Technology for Decision Making
This course is organized around effective systems that enable the school leader to gather and analyze several types of data related to demographics, student and staff perceptions, assessments of student learning, and the school’s level of functioning on multiple dimensions. Aspiring principals gather and analyze data sources such as formative and summative test results, teacher and student absence rates, parent involvement in school activities, suspension and detention rates, free and reduced lunch statistics, school climate surveys, and faculty surveys such as TELL MA in order to think more carefully about interacting factors in the school environment and the impact one or several of them might have on decision making. Using various tech systems–school-based student information systems, MA ESE portals, formative assessment data bases–aspiring principals use student data to disconfirm their own hypotheses and those of others regarding factors contributing to the quality of the school environment and its outcomes and the degree to which some or all of the factors need to be accounted for in the analysis of existing policies and procedures and the formulation of new ones. Working with the mentor principal, aspiring principals use the data they gather to propose a plan to improve one or several of the following–student academic or behavioral outcomes or parent and community involvement at the school.
Credits: 3
|
| |
-
OM 528 - Parental Engagement for Student Learning
In this course aspiring principals investigate the existing state of parent and community engagement in their schools and write and implement a plan which will increase the level of engagement from those stakeholders. Working with a mentor principal, they form a committee at their respective schools to review the current status of parental and community engagement and design small scale projects to improve such engagement and promote student growth and development in a specified academic area. After receiving feedback from the mentor principal about the proposed program or activity, the aspiring principal and committee implement the new initiative. The aspiring principal documents and reports on the impact of the activity or program to the mentor principal and / or other school or district-based teams such as the School Council, Instructional Leadership Team, or district-based Administrative Team.
Credits: 3
|
| |
-
OM 529 - Human Resources and Organizational Potential
This course is organized around the implementation issues accompanying the new Massachusetts Education Standards for Administrators. Aspiring principals participate in the supervision and evaluation process from the beginning of the year-long practicum by observing teachers, writing draft snapshots and observations using low inference data,
and participating in regular classroom walkthroughs with their mentor principal and coach. Both of these supervising adults provide feedback and guidance on the products stemming from these activities and there are additional opportunities and experiences focusing on the aspiring principal’s development of other key skills related to staff capacity building: identifying and articulating effective teaching strategies, providing feedback to teachers in regards to instruction, curriculum, and assessment, investigating professional development resources for teachers who need support, mastering the art of strategic conversation, and guiding an ongoing dialogue with teachers about such issues as accountability, closing proficiency gaps, intervention strategies, differentiation, and other data-informed topics that will improve instruction and student outcomes in the individual teacher’s classroom. In addition, aspiring principals learn adult conflict management skills by participating in role plays and fish bowl activities as administrator and teacher. The practice and rehearsal embedded in these activities prepare aspiring principals to look for and respond to the hidden emotions and frustrations of staff members, thereby reducing the conflict management issues that so often occur among faculty and administrators.
Credits: 3
|
| |
-
OM 537 - Operational and Financial Management Strategies
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
|
| |
-
OM 539 - Organizational Strategies and Design
Organizational Strategies and Design supports aspiring principals as they integrate the year’s learning and develop an entry plan for their first leadership position. Assignments in this course are designed to ensure that candidates, in the words of one noted organizational development specialist, “hit the ground learning rather than running.” Using tools and methods largely developed by Barry Jentz and his associates, the course highlights a process approach that a newly-appointed school leader can employ to illumine many facets of an unfamiliar school organization-the power dynamics, network of relationships, cultural assumptions that account for patterns of behavior but may differ from espoused values, the field of perceptions about the outgoing and incoming leaders, the history behind the organization’s performance, structure, process, communication flow, change efforts, and conflict management. Use of the entry plan process also ensures substantive interpersonal learning between the new leader and people in the organization and, in many instances, can result in collective new thinking and behavior across the organization.
Credits: 3
|
| |
-
OM 540 - Assessment & Outcomes in Higher Education
An introduction to assessment and outcomes in higher education. Includes an overview of assessment strategies and methods, and developmental and learning outcomes in a college environment. Outcomes related to academic affairs and student affairs will be discussed and evaluated.
Credits: 3
|
| |
-
OM 541 - Implementing a Differentiation Strategy
Implementing a Differentiation Strategy introduces aspiring principals to effective models of inclusion, co-teaching, second language instruction, differentiation, tiered instruction, substantially-separate programs, 504s, Response to Intervention, and tested comprehensive curriculum programs such as Read 180 as possible solutions to existing proficiency gaps in students. The course provides aspiring principals with the theoretical knowledge base and practical information they need to complete the school improvement tasks and data-informed decision making required in two of the fall semester courses, Leveraging Technology for Decision Making and Consultative Process Skills. Students investigate the needs related to federal and state-recommended subgroups–students on IEPs, English Language Learners, low socio-economic status students, and diverse student populations.
Credits: 3
|
| |
-
OM 548 - Educational Leadership and the Law
In this course aspiring principals focus on the role of the school leader as the person who is most responsible for establishing a sense of order, discipline, and predictability as well as an environment of caring and nurturing in the school building. Aspiring principals investigate the federal and state laws and policies that support an effective learning environment in the
school. Using case materials related to student and staff incidents, they review school handbooks to identify the elements that support or inhibit the new evaluation system, standards based instruction, new findings regarding effective student learning, and policies related to out-of-school suspension. Assignments include the drafting of revisions or improvement for specific handbook sections and the design of a new, user-friendly handbook for the teaching staff or student body. Aspiring principals learn the importance of resources such as adult and peer mediators, School Resource Officers, and advisory periods that provide a trusted adult for each student as they create policy and plans that ensure school safety and conflict management.
Credits: 3
|
| |
-
OM 563 - Research Strategies
This course is an introduction to qualitative research methods. It covers relevant theory, methodology, and ethical issues appropriate to graduate-level researchers. The course provides opportunities for students to apply, in a field setting, the methods learned.
Credits: 3
|
| |
-
OM 564 - Leveraging Technology and Organizational Systems
Candidates will explore all aspects of school culture, including how to build a ‘Community of Virtue’ in which the culture at the school embodies accountability and high expectations for both staff and students. Candidates will explore strategies for maximizing the effective use of time, along with specific attention to “visible leadership” through a management system known as MBWA (Management By Walking Around). The critical aspect of trust will be a major focus of strengthening school culture. Candidates will also understand the roles and responsibilities of the School Council. Candidates will understand how the effective use of technology can strengthen and enhance student learning. We will help candidates create a vision for effective use of technology by teachers to enhance student learning. In addition candidates will understand the role of the school leader in instituting and using technology.
Credits: 3
|
| |
-
OM 565 - Project Management
This course focuses both on the analytical tools to manage projects as well as the people-management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed.
Credits: 3
|
| |
-
OM 566 - Creativity and Innovation
The goal of this course is to drive home concepts, models, frameworks, and tools that managers need in a world where creativity and innovation is fast becoming a pre-condition for competitive advantage. Every businessperson is faced with difficult problems to overcome every single day. Often, success hinges on the ability to solve problems that don’t have straightforward answers. Given the competitive nature of today’s business environment, there is a growing need for creative thought processes and innovative solutions. For any venture to survive, it must grow. But the rapid pace of technological change has rendered many business processes, products, and organizational structures obsolete. Any high-performing organization benefits from a balanced approach to creativity and innovation that halts the business decay process and focuses the firm on a pathway to discovery. This course explores some of the best practices of some of the world’s most creative and innovative firms. It also explores how we can personally be more creative and innovative in our individual lives. This course gives a broad overview of innovation and the managerial decisions that influence innovative performance.
Credits: 3
|
| |
-
OM 567 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and of working with people. As leaders, one needs the skills to handle problems and to effectively support resolution - whether the problems are within the team or with clients, customers, stakeholders, friends and/or family. This course explores various types of conflict and conflict management strategies. In addition, the foundations of negotiation and negotiation strategy, including planning and framing, are also covered. Cultural differences as drivers of conflict will also be addressed.
Credits: 3
|
| |
-
OM 568 - Organizational Metrics
This course studies the techniques of measuring and evaluating performance on the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operations.
Credits: 3
|
| |
-
OM 585 - Human Resources and Organizational Potential
This course focuses on the many types of teams that exist in schools and how well they function. After identifying the components of a highly functioning team candidates will evaluate the existing teams in their school. They will then focus on teams related to Special Education and the pre-referral process. All aspects of special education leadership will be explored and discussed. Finally, candidates will understand the various stages of adult learning and develop strategies for providing high quality professional development to increase the capacity of a school faculty.
Credits: 3
|
| |
-
OPMT 550 - High Performance Service Management
This course is focused on the business strategic and tactical operational challenges, which are required to optimize services provided to customer. The aim of high performance service management is to synchronize service parts, resource forecasting, service partners, field service activities, along with service pricing. Five core operational task will be explored in deeper detail; Service concept, Customer and supplier relationships, Service delivery, Performance management and measurements, and service design as a competitive advantage.
Credits: 3
|
| |
-
OPMT 560 - Lean Thinking and 6 Sigma
This course is a synergized concept of Lean and Six Sigma principles on driving the elimination of seven kinds of waste. Exploring the cost of defects, overproduction, transportation, waiting time, inventory levels, motion and over processing on the success and profitability of a company. Striving for improvement in quality of goods and services is at the heart of Lean Six Sigma with its 3.4 defects per millions opportunities (DPMO). The techniques of Lean Thinking process along with Six Sigma quality tools create a strong methodology for continuous improvement and customer satisfaction.
Credits: 3
|
| |
-
OPMT 570 - Global Logistics
A logistics system includes the planning and coordination of the physical movement aspects of a firm’s operations such that a flow of materials, parts, and finished goods is achieved in a manner that minimizes total costs for the level of service desired. Students will learn to use various logistical methods and models to enhance the time and place utility of goods. Topics include transportation alternatives, inventory control, warehousing, location decisions, distribution, and setting customer service standards.
Credits: 3
|
| |
-
OPMT 580 - Global Supply Chain Management
Supply chain management includes the design, planning, execution, control, and monitoring of supply chain activities with the objective of creating net value, building a competitive infrastructure, leveraging worldwide logistics, synchronizing supply with demand, and measuring supplier performance globally. Students will examine a complete overview of material flow from internal and external suppliers throughout the enterprise. Topics include basic elements of the supply chain, lean processes, procurement and strategic sourcing, total quality management (TQM), enterprise resource planning (ERP), demand planning and capacity management.
Credits: 3
|
| |
-
PA 100 - Introduction to Performing Arts
Devoted to the exploration of music, theater, and dance, this course explores interdisciplinary attributes, expressive qualities of ideas and emotions, and ways these art forms persuade and make statements. The course also explores technical elements of the performing arts, their structure and form as they contribute to meaning, and defines professional terminology related to style. Students participate in interpretation and discuss artistic examples in class. Satisfies the Aesthetic Awareness and Creative Expression General Education Requirement.
Credits: 3
|
| |
-
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
|
| |
-
PE 202 - Integrative Health and Wellness Coaching
This course introduces the principles and practices of integrative health and wellness coaching. Students will learn and apply the psychological, emotional, spiritual, physical, behavioral, environmental and social health aspects of an integrative health and wellness approach to coaching. Students will learn to make educated decisions on personal and community health problems, including: examining health behaviors, identifying opportunities and explore recommended lifestyle changes. Knowledge of ethical and legal guidelines and professional standards in the emerging field of integrative health coaching will be discussed.
Credits: 3
|
| |
-
PE 208 - Personal and Community Health
A course designed to explore the psychological, emotional, spiritual, physical, behavioral, environmental and social health aspects of everyday living. Students examine health behaviors, identifying problems and recommending areas for lifestyle changes. Students will learn to refine their decision-making skills to help them make more educated decisions on various personal and community health problems in the coaching domain. Students will become knowledgeable on health-related topics enabling them to become an effective coach/educator.
Credits: 3
|
| |
-
PE 210 - Nutrition
A course designed to educate students in the scientific and applied aspects of nutrition. Students will gain scientific information, which will enhance their ability to apply these principles in any educational, school or community setting. Students will learn the importance of nutrition in its relationship to disease, different needs throughout the life cycle and food safety implications. Finally, students will be exposed to and be able to discuss current research as it relates to nutritional concepts. Satisfies the Science and Technology General Education requirement.
Credits: 3
|
| |
-
PE 241 - Advanced Coaching Techniques
This course is designed for students to build a coaching repertoire that enables them to successfully coach and administer a competitive sport team at any developmental level. Students will use Bloom’s Taxonomy of Learning as a framework for developing a coaching portfolio that contains the content and methodology to develop the physical, intellectual, and affective skills of athletes.
Prerequisites & Notes
PE 201.
Credits: 3
|
| |
-
PE 440 - Coaching Capstone
Students demonstrate competence in planning, implementing, and evaluating athletic practices and contests. A monitored practicum is demonstrated in which students serve as assistant or head coaches of youth, interscholastic teams, or college level teams.
Prerequisites & Notes
PE 201, PE 208, PE 210, and PE 241. In addition, students must have successfully completed PE 110 First Aid & Safety or submit a photocopy of a CPR Certification Card to the Van Loan School of Graduate and Professional Studies.
Credits: 3
|
| |
-
PHL 100 - Introduction to Philosophy
A survey of philosophical thought from pre- Socratic times to the present. Attention is directed toward the nature of reality, theories of knowledge, ethics, religion, and politics. Satisfies the Values and Ethical Reasoning General Education requirement.
Credits: 3
|
| |
-
PHL 104 - Ethics
What is a good life? What factors should shape the ethical decisions we make? And how do ethics relate to artistic, intellectual, and social aspects of our lives? This course studies and debates classical and modern ethical theories, through philosophical and literary texts. It then brings these theories into conversation with a range of contemporary ethical issues, from punishment to medical ethics to the environment. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
|
| |
-
PHL 220 - Ideas, Culture, and Social Thought
Examination and analysis of the notion of culture as it is defined in complex contexts in which power relations, economic and political interests, and ideological practices play a crucial role. Special emphasis is placed on the distinction between ideas and ideologies, the critique of the persistence of myths in modern rationalizations of social practices, and the consideration of the notion of the self as a socially constructed entity. Satisfies the Individual and Society General Education requirement.
Prerequisites & Notes
PHL 100 or PHL 104 or permission of instructor.
Credits: 3
|
| |
-
PHL 330 - Bioethics
Bioethics provides students an opportunity to explore controversial political, legal, and moral issues that arise from objectives and methods of medical and biotechnological disciplines. The course includes an overview of ethical principles and theories relevant to these issues, which include healthcare, physician-assisted suicide, genetic engineering, and reproductive technologies among others. Satisfies the Values and Ethical Reasoning General Education and Writing Designated core requirements.
Credits: 3
|
| |
-
PHT 116 - Introduction to Photographic Imaging
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 principles 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
|
| |
-
PLA 100 - Prior Learning Assessment
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
|
| |
-
PLA 102 - Prior Learning Assessment
This course is a continuation of Prior Learning Assessment (PLA 100), acknowledging that adult learning is an ongoing process in the balance of work, family and education. Students who seek to complete the portfolio process will participate in structured activities and currant examination of learning acquired from personal and professional experiences. Students are guided in the completion of a portfolio of prior learning in anticipation of earning credit for life and work experience. Career and educational goal setting are outcomes of this course.
Credits: 3
|
| |
-
PLA 500 - Masters Prior Learning Assessment
Through a structured process and thorough examination of learning acquired from professional experiences and training, PLA candidates will construct a three credit digital portfolio of learning acquired in the workplace to petition graduate-level (master) credit. The ability to articulate theoretical knowledge, as well as the ability to analyze and synthesize that knowledge, are outcomes of this portfolio process, in addition to career enhancement and professional validation.
Prerequisites & Notes
Matriculation into a master program. Student self-identifies or director recommends PLA. Eligibility required.
Credits: 3
|
| |
-
PLA 700 - Doctoral Prior Learning Assessment
Through a structured process and thorough examination of learning acquired from professional experiences and training, PLA candidates will construct a three credit digital portfolio of learning acquired in the workplace to petition graduate-level (doctoral) credit. The ability to articulate theoretical knowledge, as well as the ability to analyze and synthesize that knowledge, are outcomes of this portfolio process, in addition to career enhancement and professional validation.
Prerequisites & Notes
Matriculation into a doctoral program. Student self-identifies or director recommends PLA. Eligibility required.
Credits: 3
|
| |
-
PMGT 512 - Business Analysis Techniques Used in Project and Program Management
Financial information is important to determining the fiscal health of a program or project. A program and project manager must be an effective communicator, display an understanding of an activity, and must be able to analyze financial information. This course explains the basics of accounting, pricing and job costing, as well as the systems analysis of project timing and earned value.
Credits: 3
|
| |
-
PMGT 523 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and working with people. Project managers need the skills to handle people problems whether the problems are within the team or with clients, customers, and stakeholders. This course covers the foundations of negotiation, negotiation strategy including planning and framing, how to recognize and prepare for the phases of a negotiation, and how cultural differences are increasingly playing a role in the global economy.
Credits: 3
|
| |
-
PMGT 525 - Program Management
This course offers a unique perspective to the student and allows for skill acquisition to ensure success in varying business environments. Programs are typically critical in nature and focused on business results. Programs may also be recurring events, which if not given the attention to detail that is required, can result in the failure of the event. This course will examine team development, program focus, budget preparation and execution.
Credits: 3
|
| |
-
PMGT 528 - Scheduling Tools and Techniques
Successful projects start with sound planning and reach completion based on effective project management techniques. While establishing baselines are key to project success, measuring progress and adapting to changing circumstances is vital to accomplishing project objectives. Topics will include project estimating, measure of project performance with particular emphasis on keeping a project on course, best practices in project estimating schedules, costs and resource requirements, and techniques aimed at early problem identification.
Credits: 3
|
| |
-
PMGT 530 - Project Risk Management
Project Risk Management start with sound planning and reach completion based on effective Risk project management techniques. The process involved with identifying, analyzing, and responding to Risk. It includes maximizing the results of positive risks and minimizing the consequences of negative events, to help with project success, measuring the risk progress and adapting tochanging circumstances is vital to accomplishing project objectives. Topics will include: What is project risk, and the best practices in project risk techniques that aim at early problem identification, qualitative and quantitative risk analysis, planning responses and monitor and control.
Credits: 3
|
| |
-
POL 100 - Introduction to Politics
This course introduces students to the content, theory, and practice of political science. Using a comparative approach through case studies and a variety of texts (primary, secondary, theoretical, policy, and multimedia) students examine politics as the relations between the individual, society, state, and power. Satisfies the Individual and Society General Education requirement.
Credits: 3
|
| |
-
POL 110 - World Politics
Provides a general introduction to processes, issues, and policies in world politics. The course moves from the city-state politics of Ancient Greece to the current nation-state-based “multipolar” world, examining the origins of war and peace, the relationships between politics and economic life, and the rules and norms of international interaction in the era of globalization. Students make their own assessments of the changing global political order and challenges that the international community faces. Satisfies the Global Issues General Education requirement.
Credits: 3
|
| |
-
POL 213 - American Government and Politics
A synthesis of the theoretical, constitutional, and pragmatic aspects of the United States. Such topics as federalism, constitutional analysis, civil liberties, and contemporary politics are considered. Satisfies Global Issues General Education requirement.
Credits: 3
|
| |
-
POL 240 - American Foreign Policy
Surveys and critically examines America’s role on the global stage over time with emphasis on the post-World War II era. Students study specific policies and military and security commitments as reflections of United States strategic, political, and economic interests, but also how such policies and commitments affect the regions and nations they target. Satisfies the Global Issues General Education requirement.
Credits: 3
|
| |
-
POL 260 - Identity Politics
In an era of resurgent nationalism, fundamentalism, and a purported “clash of civilizations,” identity has supplanted ideology as the organizingpolitical principle of the 21st century. Using both primary and secondary literature, fiction and non-fiction, and a variety of media, this course examines the politics of American identities from the construction of a postcolonial nationalist agenda through the identity politics of the civil rights movements to a critical reassessment of American identity in the 21st century. Satisfies the Individual and Society General Education requirement.
Credits: 3
|
| |
-
POL 343 - Constitutional Law
A study of the United States Supreme Court in the American political system viewed historically and through the analysis of leading cases from the Court’s inception to the present. The course examines the Court’s power and jurisdiction, the relationship among the Supreme Court, Congress, and the Executive branch under the Constitution, and the Court’s interpretation of the separation of power between the federal and state governments. The course also examines the First Amendment rights of free speech and freedom of religion and some of the leading cases interpreting these rights.
Prerequisites & Notes
POL 100 or POL 213 or approval of instructor.
Credits: 3
|
| |
-
POL 430 - Human Rights
The history, theory, and defense of human rights from their articulation in the 1948 United Nations Universal Declaration to the present are the focus of this course. In-depth case studies of human rights violations around the world provide the basis for examining the legal and philosophical basis for human rights, as well as the function of both political and non-governmental organizations (NGOs) in their implementation and defense. The practical aspects of the topic are stressed through guest lectures, site visits, teleconferencing, and direct action/service learning. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
|
| |
-
PSY 100 - General Psychology
A survey of the biological and philosophical theories that form the foundation for understanding human behavior including the brain and nervous system, sensation and perception, motivation, learning, developmental issues, personality theories, abnormal behavior, psychotherapy, and social psychology. Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
PSY 105 - Health Psychology
Health psychology examines how psychological states influence physical health. Students will learn how psychological factors influence health-promoting and health compromising behaviors, the development of illness and the treatment of disease. Health maintenance and illness prevention strategies that integrate biological, psychological, and social factors will be discussed. Students will be introduced to the role of health psychology assessment and the interdisciplinary components of the health Psychology.
Credits: 3
|
| |
-
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
|
| |
-
PSY 200 - Childhood and Adolescent Psychology
A basis for understanding behavioral and psychological development of the child from conception through adolescence. Examines theory and research pertaining to personality and social and cognitive development including the impact of multiculturalism and gender. Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
PSY 203 - Adulthood and Aging
Focus on the various biological, psychological and sociological changes associated with the aging process within the framework of the developmental tasks of early adulthood through the middle and later years of life. Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
PSY 204 - Child Growth and Development
This course covers child development from prenatal to age six. The course examines major child development theories, states of growth, and interrelated aspects of physical, cognitive, social, emotional, and language development. Satisfies Individual and Society General Education requirement.
Prerequisites & Notes
Cannot be taken by students who have taken PSY 200.
Credits: 3
|
| |
-
PSY 206 - Foundations of Mindfulness
Mindfulness is a way of being present and in relationship with yourself, others, and your world. Through observing your experience of self and other without judgment the practices of mindfulness reduces stress, improve emotional well-being and enhances concentration and resilience. This course introduces the science behind mindfulness and explores how the discipline impacts the fields of psychology, education and business. Students will learn how to apply the principles and practices of mindfulness to improve personal and professional relationships, build stress resilience, and create more mindful work environments across the lifespan.
Credits: 3
|
| |
-
PSY 220 - Psychological Perspectives
The classic writings within the field of psychology will be studied. This course will promote an in depth appreciation of the major schools of Psychology and how they impact our understanding of self and others.Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
PSY 225 - Psychology of Trauma
This course introduces students to the physiological, psychological and social impact of trauma. Students will learn how traumatic memories are processed, the role of dissociation and how trauma impacts cognition and physical health. The significant role of somatic therapies in recovery from trauma will be introduced.
Credits: 3
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
|
|
Print this Page