Mar 29, 2024  
2019-2020 Van Loan Catalog 
    
2019-2020 Van Loan Catalog [ARCHIVED CATALOG]

Course Descriptions


 
  
  • PSY 304 - Psychology of Gender


    Examination of the major psychological theories about human behavior as they have been traditionally understood, and as they have been reinterpreted as a result of research on male and female development.

    Credits: 3
  
  • PSY 305 - Social Psychology


    A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed. Satisfies the Social Science core requirement.

    Credits: 3
  
  • PSY 310 - Abnormal Psychology


    Investigation of the causation, development, and treatment of psychological disorders from major theoretical perspectives. Current psychiatric classification is used to examine such topics as schizophrenia, anxiety disorders, mood disorders, and other forms of psychological deviance. 

    Prerequisites & Notes
    PSY 100. 

    Credits: 3
  
  • PSY 313 - Cultural Psychology


    This course focuses on how cultures shape human cognition, motivation, emotion, morality, family and community interactions, and physical and mental health. It provides research-based tools to help students interpret human behaviors within diverse contexts, promoting cross-cultural understanding, critical thinking, and creativity based on multi-cultural exposures.

    Prerequisites & Notes
    Six credits in psychology

    Credits: 3
  
  • PSY 317 - Criminal Profiling and Threat Assessment


    This course focuses on the theory, empirical foundations, and practice of Criminal Profiling (the analysis of offense characteristics to determine the distinctive characteristics of the probable offender) and Threat Assessment (the analysis of a subject’s conduct, psychological functioning, and the context of the alleged threat to determine the risk of targeted violence). These issues will be addressed using a multidisciplinary, contextual approach, drawing on theory and research from psychology, law, sociology, and criminal justice.

    Prerequisites & Notes
    One of (PSY 100, SOC 101, POL 100, HMS 100, or CJ 100) or permission of instructor.

    Credits: 3
  
  • PSY 318 - Forensic Psychology


    This course will examine in depth four areas of psychology as these apply to the law and criminal justice. The areas of concentration are psychology and the courtroom; psychology and the criminal; psychology and the victim; and psychology and the law enforcement agent.

    Credits: 3
  
  • PSY 320 - Theories of Personality


    Focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychodynamic, behavioral, cognitive, interpersonal and humanistic theories. 

    Credits: 3
  
  • PSY 322 - Biological Psychology


    This course will explore the fundamental foundations of the neural basis of human behavior. We will examine the anatomy and development of the nervous system, neuronal function, synaptic transmission,psychopharmacology, and sensory systems such as vision and audition.

    Prerequisites & Notes
    PSY 100 or permission of instructor.

    Credits: 3
  
  • PSY 323 - Stress and Illness


    Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress.  Satisfies the Social Science core requirement.

    Credits: 3
  
  • PSY 325 - Human Sexuality


    Cultural and biological aspects of human sexuality with an emphasis on understanding diversity in interpersonal relations. The course will also provide opportunities for self-understanding as it relates to one’s sexuality and interpersonal relationships. Prerequisite: PSY 100 or BIO 101. Warning: Students should possess a readiness for open and respectful discussion of course themes.

    Credits: 3
  
  • PSY 326 - Developmental Trauma


    Developmental trauma captures the spectrum of reality for children exposed to chronic interpersonal trauma that results from having developed in the context of ongoing danger, maltreatment and/or inadequate care giving. Students will learn to identify developmental trauma and understand societal issues that create the context for inadvertently fostering trauma. Attention will be paid to the impact of developmental trauma to the ecological life systems of children into adulthood, including resilience and paths to recovery.

    Credits: 3

  
  • PSY 335 - Theories of Counseling


    This course is designed to give students a solid foundation in the theories and practices of counseling and psychotherapy in current use. Students will learn from both a practical and theoretical perspective how the predominant theories in psychology apply in clinical casework along with gaining an understanding of the personal characteristics of effective counselors and psychotherapists and the ethical and multicultural issues they encounter.

    Prerequisites & Notes
    At least six credits in psychology.

    Credits: 3
  
  • PSY 345 - Cognitive Psychology


    This course provides an advanced introductoin to human cognition. The research methods and theoretical paradigms central to understanding mental processes will be explored. Specifically, students will review classic and contemporary views and controversies related to perception, memory, attention, knowledge representations, language, problem-solving and critical thinking 

    Prerequisites & Notes
    PSY100

    Credits: 3
  
  • PSY 350 - History and Systems of Psychology


    The underlying tug of war between science and philosophy will be the background against which the historical and philosophical antecedents of modern day psychology will be traced. Eastern as well as Western thought will be examined in order to fully appreciate the foundations of contemporary systems of Psychology such as Behaviorism, the Psychodynamic, and modern day Humanism.

    Prerequisites & Notes
    PSY 100, PSY 220 or permission of instructor.

    Credits: 3
  
  • PSY 360 - Psychology of Spirituality


    We will survey the theory and research in the field of Transpersonal Psychology that is the interface of psychology and the spiritual disciplines. We will also explore applications with emphasis on meditation, psychotherapy and ritual. Satisfies Values and Ethical Reasoning General Education requirement. 

    Credits: 3
  
  • PSY 410 - Contemporary Issues in Psychology


    Examines contemporary issues from varied perspectives within the field of psychology. Students will investigate selected subjects with an emphasis on the most recent research in the field. Prerequisites: PSY 100, junior class status, or permission of instructor. Students may take more than one section of this course as long as the course content is new.

    Credits: 3
  
  • PSY 435 - Group Therapy: Theory & Practice


    Psychotherapeutic techniques used in small groups and large-group interventions, including reviews of the current research, legal, and ethical issues associated with paraprofessional and professional practice. Students will participate in one intensive all day group experience. 

    Prerequisites & Notes
    PSY 100, PSY 335

    Credits: 3
  
  • PSY 489 - Senior Thesis I


    Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II.  Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects.  The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.

    Prerequisites & Notes
    Senior class status or permission of instructor.

    Credits: 3
  
  • PSY 490 - Senior Thesis II


    Developing the concept explored in Senior Thesis I, students will investigate a topic related to psychology in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.

    Prerequisites & Notes
    Senior class status or permission of instructor.

    Credits: 3
  
  • RDL 500 - Early Literacy Development


    This course will examine the role of the reflective practitioner in developing literacy experiences for early elementary school aged children.  Research shows that children progress along a developmental continuum that reveals their gradual or “emerging” construction of knowledge about reading and writing.  The importance of the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, to the emergence of literacy will be examined.  Activities, content, and materials will be related to the current Massachusetts Curriculum Frameworks for English Language Arts/Common Core State Standards and the findings of the National Reading Panel.

    Credits: 3
  
  • RDL 505 - Adolescent Literacy


    There is a pivotal shift that occurs as students go from learning to read in the early elementary years to using reading as a vehicle for learning in the secondary content areas. Some students do not make the shift, and continue to struggle with learning to read, while being expected to also acquire complex content. This is one of the many challenges facing middle and high school teachers. An alarming number of students are entering secondary schools as struggling readers.  Adolescent learners have unique needs that differ from younger students.  Content area teachers must be well equipped to support the diverse needs of students. This class will address adolescent development and the specific literacy needs of this population.

    In addition, this course will begin to address the distinction between content area literacy and disciplinary literacy. Students will discuss several strategies, appropriate for all content areas, while researching discipline specific strategies for their area of specialty. As a reading specialist or a content area teacher, you may be asked to share resources with your colleagues, work with struggling readers or even design content to meet the needs of all students.

    Credits: 3

  
  • RDL 510 - Children’s & Young Adult Literature


    This course will explore the enormous impact that literature-based reading has had on our students and programs.  Literature has become a powerful force in language arts instruction engaging a wide array of learners from all backgrounds and levels of ability.  With children’s and young adult literature as the focus, this course will examine effective literacy instructional models integrating reading, writing, speaking, listening, viewing, and presenting.  Reading comprehension strategies, effective literacy instructional practices, and specific genres of children’s and adolescent literature provide the framework for the course. The course will explore bibliotherapy and how rich literature can be used to address socio-emotional issues.  A variety of genres will be explored including picture books, poetry, nonfiction, and fiction including traditional literature (myths, folktales, fairy tales), historical fiction, and realistic fiction with a focus on multicultural texts.

    Credits: 3
  
  • RDL 515 - Writing Instruction


    Learning to read and to write are reciprocal processes. Children’s writing levels can be as diverse as their reading levels. Writing should be natural and authentic, with space and materials provided, to allow natural expression to occur. The notion of process writing and the integration of listening, speaking, reading, writing, and critical thinking will be addressed.  A strong focus will be on the value of integrating writing across all disciplines as supported by research and on writing as a tool for learning and enhancing content understanding.

    This course will demonstrate methods of including writing, as well as higher level organizational and critical thinking skills, in all disciplines within the curriculum. Students will investigate writing development - private, guided, and reflective, the inclusion of narrative essay responses, and meaningful feedback in an expeditious and focused manner. Class members will investigate the use of alternative assessments and open-ended essays, and will create rubrics to evaluate student writing Activities, content, and materials will be related to the Massachusetts Curriculum Frameworks/Common Core State Standards for English Language Arts.

    Credits: 3

  
  • RDL 520 - Assessment of Reading Skills


    This course is directed toward improving and strengthening reading assessment and instruction in today’s schools. The focus of this course is on the assessment methods, procedures, and materials to utilize with all students for effective reading instruction.  Included are plans to improve teaching to meet the reading needs of all learners using the assessment data gathered.  Candidates are introduced to subject matter that constitutes best practices in reading assessment and effective reading instruction (all levels).  This course is designed to enhance the practitioner’s knowledge base in reading assessments and instruction by examining a number of classroom practices that benefit students’ comprehension and development of literacy.  Activities, content, and materials are related to the Massachusetts Curriculum Frameworks for English/Language Arts/Common Core State Standards.

    Credits: 3
  
  • RDL 525 - Reading Difficulties


    Reading disability, as it is related to total language development with emphasis on causation and prevention of reading disability, will be studied.  Specific reading difficulties such as dyslexia will be addressed. In addition, administration and interpretation of individual reading tests, informal and formal assessment strategies, the use of diagnostic prescriptive terms, and remediation techniques will be reviewed.  This course is designed to be an extension of RDL 530 ​Theories of Language and Linguistics.  Students will review instructional programs to determine their effectiveness, as well as usability in the classroom. This course will help to prepare students for their pre-practicum experience. Activities, content, and materials are related to the current and relevant Common Core State Standards/Massachusetts Curriculum Frameworks.  

    Credits: 3
  
  • RDL 530 - ​Theories of Language and Linguistics


    This course explores phonological and syntactical theory of English and other languages, sociolinguistics, research and theories in first and second language acquisition, and strategies for developing English language skills in listening, speaking, reading and writing.  Students will also develop an understanding of reading theory, research and practice and the differences between first and second language acquisition in the learning of literacy skills.

    Credits: 3
  
  • RDL 550 - Literacy Coaching (Pre-Practicum)


    This course explores the role of the literacy coach/teacher in supporting the five standards considered essential for reading professionals: knowledge of the foundations of reading and writing processes and instruction, use of a wide range of instructional practices, approaches, and methods, identification of curriculum materials to support reading and writing instruction, use of a variety of assessment tools and practices to plan and evaluate effective reading instruction, creation of a literate environment that fosters reading and writing, and viewing professional development as a career-long effort and responsibility.  This course also focuses upon the role of home to school connections– presenting a wide variety of school-based and organization sponsored programs and initiatives that will address these questions, as practitioners learn how others are responding to the literacy needs of students and families.  Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.

    Credits: 3
  
  • RDL 560 - Practicum in Reading and Literacy


    The Reading Specialist Practicum consists of a 200-hour practicum experience in various grade levels (K-12) that allows for application of acquired literacy and language concepts and methodologies in the classroom, and in gaining an understanding of the literacy leadership role of a Literacy Specialist/Coach under the combined supervision of a Supervising/Cooperating Teacher and the Program/College Supervisor.  Evaluation of candidates is based on the DESE Candidate Assessment of Performance (C.A.P.).  Regularly scheduled meetings and announced/unannounced observations will reflect the candidate’s’ readiness to meet the guidelines of the C.A.P. and the indicators outlined in the Professional Standards for Teachers.    

    Credits: 3
  
  • RDL 565 - Reflective Seminar in Reading and Literacy


    The Professional Standards for Teaching emphasize regular, reflective practices to ensure that all teachers are using best practices and meeting the diverse needs of their students.  The Reflective Seminar discussions build a candidate’s reflective capacities, as they integrate knowledge of students, assessment, and curriculum into effective literacy pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving in the field of literacy and reading.  The Reading Specialist Reflective Seminar and Field Practicum Experience are taken concurrently. The specific course outline is jointly created by the candidates and the faculty in response to candidates’ needs and their work in the field.  Activities, content, and materials address the Professional Standards for Teachers and the Standards for Reading Professionals, Revised 2010 by the International Reading Association.

    Credits: 3
  
  • RDL 570 - Learning and Cognition


    This course is intended as an overview of the major theoretical approaches to learning and cognition especially as they are applied to the reading process. A considerable amount of time will be designated to discussing theories of intelligence, and the application of the theories to specific educational issues and problems will be the main focus of the course. Examination of the current research will provide students with a background in learning and cognitive concepts with relevant to planning and reflecting on educational practice and improvement within core curriculum areas. Bloom’s level of cognition and Gardner’s theory of multiple intelligences will be examined as to how they relate to the reading process. Students will examine recent applications of this research and analyze public debates surrounding development, learning, thinking, and individual differences as they relate to classroom teaching, learning and evaluation.

    Credits: 3
  
  • RDL 575 - Assessment Frameworks


    This course will examine the use of assessment frameworks and will evaluate the movement toward portfolio use by reading specialists. Through building a framework, the reading specialist can begin to understand the literacy needs of the whole child in a variety of settings and content areas. The use of portfolios is one way to approach an assessment framework.  This course will evaluate the current structure of the portfolio approach. The four theoretical cornerstones of portfolio assessment will be reviewed: 1) appropriate assessment should come from a variety of literacy experiences in which pupils engage in the classroom, 2) assessment should be continuous to chronicle ongoing development, 3) assessment should be multi-dimensional, reflecting the multifaceted nature of literacy development and 4) assessment should include active, collaborative, reflection by both teacher and students. Activities, content and materials are related to the current Massachusetts curriculum frameworks for English Language Arts.

    Credits: 3
  
  • RDL 580 - Family Literacy Connections


    This course explores the role of the literacy coach/teacher in supporting the five standards considered essential for reading professionals: knowledge of the foundations of reading and writing processes and instruction, use of a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing instruction, use of a variety of assessment tools and practices to plan and evaluate effective reading instruction, create a literate environment that fosters reading and writing, view professional development as a career-long effort and responsibility. It also focuses on the role of home school connections presenting a wide variety of school-based organization sponsored programs and initiatives that will address these questions as practitioners learn how others are responding to the literacy needs of students and families. Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.

    Credits: 3
  
  • RDL 585 - Critical Media Literacy


    Expanding the definition of reading to include cultural as well as written texts, this course is designed to teach methods for analyzing media and determining its authenticity, reliability and perspective. This course will outline how old, new, mass and social media work with each other to influence readers. Educators and reading specialists enrolled in this course will produce multimedia projects themselves and critique existing media to reveal ways in which media is produced and reproduced in culture. The course will also explore how gamification, mobile technologies, apps, and social media can both impact and improve reading instruction.

    Credits: 3
  
  • RDL 590 - Advanced Seminar in Reading/Language


    The advanced seminar in reading/language must be included in the last nine hours of graduate study and prior to taking the comprehensive examination in reading. Topics include current trends in the teaching of reading, supervision and administration of reading programs, research in reading programs, assessment, research in reading and literacy, and evaluation of reading programs. Note: in order for a student to register for this course he or she must secure authorization from the program coordinator. The content of the course will be focused on special topics for reading educators. Activities, content and materials are related to the current Massachusetts curriculum frameworks for English Language Arts.

    Credits: 3
  
  • REL 104 - World Religions


    A survey of major religious traditions, focusing on beliefs and teachings concerning God, humanity, the world, concepts of salvation, and destiny. The course also explores forms of worship and cultural contribution of the various religions, as well as their influences in the world today. Satisfies the World Cultures General Education requirement.

    Credits: 3
  
  • REL 245 - Eastern Religions


    An exploration of the histories, central beliefs, and practices of religions originating from India, China, and Japan. The course probes questions of Eastern belief about the ultimate reality, human responsibility, experiences of the sacred, the goal of human life, and reincarnation. Satisfies the World Cultures General Education requirement.

    Credits: 3
  
  • REL 251 - Religion in American Life


    An introduction to religion in the United States, from Native American religions and European-Indian contact in the Colonial era, to present-day movements and ideas. The course explores a variety of themes in American religious history, such as slavery and religion, politics and religion, evangelicalism, fundamentalism, Judaism, Hinduism, Buddhism, and Islam in the United States, “cults” and alternative spiritualities, New Age religions, and religion and popular culture, with an emphasis on the impact of gender, race, and national culture on American spiritual life. Satisfies the Values and Ethical Reasoning General Education requirement.

    Credits: 3
  
  • SEC 530 - Curriculum in Secondary Education


    This initial-level graduate course addresses the MA Professional Teaching Standards and Curriculum Frameworks in a specific discipline. The primary focus is on the best structural and instructional strategies for designing meaningful student learning activities in secondary schools, as well as assessing student performance. The course will address a broad range of contemporary issues facing teachers, particularly those in relation  to national standards and the MA Professional Teaching Standards. Students will become familiar with and practice personalized and interdisciplinary instruction.  Several resources will be used including textbooks, the MA curriculum frameworks, district-based discipline-specific standards, and the Internet. All materials and assignments are listed on Canvas.

    Credits: 3
  
  • SEC 550 - Curriculum and Assessment in Practice: Secondary Education (Pre-Practicum)


    This course studies the principles and techniques of assessment and curriculum development. It includes a presentation of curriculum theory and assessment with reference to curriculum-based, diagnostic,  formative, and summative assessment. The goal of this course is to provide each student with opportunities to understand and integrate assessment into curriculum design, and successful practice. Activities, content, and materials are related to the current and Massachusetts Curriculum Frameworks.  A 50 hour pre-practicum experience is required as part of this course.

    Credits: 3
  
  • SEC 560 - Practicum in Secondary Education


    The Secondary Education Practicum consists of a 300-hour experience within the candidate’s content area that allows for application of acquired content area knowledge, as well as application of pedagogical concepts and methodologies in the classroom .  Evaluation for this course is based on the DESE Candidate Assessment of Performance (C.A.P.).  Regularly scheduled meetings and announced/unannounced observations will reflect the candidate’s’ readiness to meet the guidelines of the C.A.P. and the indicators outlined in the Professional Standards for Teachers.  

    Credits: 3
  
  • SEC 565 - Reflective Seminar in Secondary Education


    This seminar, which consists of weekly online sessions, is taken concurrently with SEC 560 Practicum in Secondary Education. The seminar discussions build student’s reflective capacities, as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address Professional Standards for Teachers.

    Credits: 3
  
  • SLD 501 - Contemporary Issues in Sport


    Students will explore various types of research commonly used in sport. Sociological concepts, theories, and research will be analyzed and applied to the relationship of sport and society. Students will also be exposed to the major issues impacting contemporary sport and its participants including: performance-enhancing drugs; gender inequity; race and ethnicity; youth, adolescent, and adult programming; politics, governance, and globalization within the venues of amateur athletics, the Olympic Games, interscholastic, intercollegiate, and professional sports. Students will be encouraged to examine these issues from a sport leader’s lens.

    Credits: 3
  
  • SLD 505 - Strategic Management and Leadership in Athletic Administration


    Students will examine contemporary theories related to management and leadership in the sports industry. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources. Students will also discuss various skills, roles, and functions of leaders within the sports industry.

    Credits: 3
  
  • SLD 506 - Sport Entrepreneurship


    Students will explore issues related to business and sports, focusing on how to start and run a sports business, the management and techniques and strategies required for starting a successful sports entity, and evaluation of the business. Students will develop a conceptual framework through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship,
    negotiations, and volunteer staff management.

    Credits: 3
  
  • SLD 507 - Preparing for a Career in Sport


    Students will explore all aspects of the job search process and how to market themselves effectively to achieve their career goals in the sports industry. They will receive guidance on determining their target roles and learn how to identify and market their transferable skills. Students will focus on creating strong career materials (resume, LinkedIn profile and cover letter) and developing their elevator pitch. They’ll also learn how to network, as well as research and prepare for interviews so they optimize every opportunity. Students will also explore the hiring process from the hiring manager’s perspective.

    Credits: 3
  
  • SLD 511 - Sport Marketing and Media


    Students will explore the importance of effectively marketing sports to target populations. Special emphasis is placed on the unique aspects of sport products, markets, and consumers. Students will study of the marketing mix as product, place, promotion, public relations, and price to understand the marketing of sport as a unique enterprise. Students will develop their own marketing plan in the sport leadership setting. In addition, students will current
    cases/practices in order to simulate decision making in athletics.

    Credits: 3
  
  • SLD 512 - College Athletic Communications


    Students will explore how modern day college sports information professionals effectively use marketing and communications tactics. Students will also examine how this industry has evolved from traditional forms of communication to its current state that heavily emphasizes a mobile-driven strategy that crosses multiple platforms including web and social media. College sports information tactics will be compared with their overarching main marketing and communications team and how the branding and messaging ultimately aligns.

    Credits: 3
  
  • SLD 521 - Sport Law and Risk Management


    Students will explore how various issues-including contract, tort, intellectual property, constitutional and administrative laws-apply to the growing and complex field of sport management. Special attention will be given to negligence, defamation and libel, contract negotiation, risk management, criminal, and civil law. The rights of athletes and the legal liability and responsibility of coaches, athletic administrators and sport managers will be discussed. Students will learn how knowledge of the law helps build a more efficient and successful operation.

    Credits: 3
  
  • SLD 522 - Negotiating Pro Sport Contracts


    Serious sports management student will review the Standard / Uniform Player Contract used by the National Basketball Association (NBA), National Football League (NFL), National Hockey League (NHL) and Major League Baseball (MLB). After examining each contract and the collective bargaining agreement sections regulating them, students will be required to have meaningful interaction with a certified player agent or team executive from the NBA, NFL, NHL or MLB.

    Credits: 3
  
  • SLD 530C - Advanced Topics in College Level Athletic Administration


    Students will examine the current issues facing college level athletic administrators, including the operation for the effective organization and administration of intercollegiate athletic programs. Students will also examine the roles and responsibilities of human resources; finance; operations and the management, planning, organization and administration of college athletic programs. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.

    Credits: 3
  
  • SLD 530G - Advanced Topics In Global Sport Management


    Learn how the business of sport is growing internationally and opening up new opportunities for athletic administrators. Students will be given a rigorous introduction to the historical development of and contemporary issues in sport beyond North America. Several key areas will be explored including the scale, scope and organization of global sport, globalization, internationalization, cultural aspects, international marketing, financial/political economic risk, human rights, ethical dimensions, role of media, technology/products, professional sport leagues and governance. As the commercialization and globalization of sport has grown, so has the power and political influence of its governing bodies. Emphasis will be given to the mode of governance of the major international governing bodies such as the IOC, UN, FIFA.

    Credits: 3
  
  • SLD 530S - Advanced Topics In Secondary School Athlete Administration


    This course is designed to examine the current issues facing secondary school athletic administrators and coaches. With a concentration at the secondary School level (high school), this course will highlight the daily operations of the Athletic Director’s office, detailing job responsibilities, complexities and challenges that impact school systems’ interscholastic sports and ex-curricular programming. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.

    Credits: 3
  
  • SLD 535 - Sales Techniques in The Sport Industry


    Understanding and developing sales concepts, principals and strategies to generate revenue is critical in the sports industry. Selling a new idea to your manager or colleague can also be valuable. This course will provide a comprehensive overview of the sales process, buying process, effective selling techniques, best practicesin the sports industry, and an understanding if the various sales roles in sports organizations, such as in tickets, sponsorship, retail and licensing. Through an analysis of challenges and future trends, students will gain practical sales applications useful for many jobs within sports.

    Credits: 3
  
  • SLD 540 - NCAA Compliance


    Student will develop a working knowledge of National Collegiate Athletic Association (NCAA) compliance issues including rules, eligibility, bylaws, and practices and procedures of the NCAA. Special topics will include testing, self-reporting, and student-athlete eligibility.

    Credits: 3
  
  • SLD 542 - Structure and Function of the Olympic Games


    Students will examine the structure and function of the Olympic movement, starting with the International Olympic Committee and moving through the national governing bodies to international sports associations. They will also explore the unique characteristics of the Olympic Movement and various political, social, and economic impacts on the Games.

    Credits: 3
  
  • SLD 543 - History and Philosophy of Recreation and Leisure


    Students will examine philosophies and contemporary social issues concerning recreation and leisure. The history of recreation and leisure will be discussed as well. Students will also explore concepts and applications of effective recreational sport programming and administration. Information concerning careers in recreational sport management will be presented too.

    Credits: 3
  
  • SLD 545 - Psychological Factors Affecting Student-Athlete Performances


    Students will examine the psychological factors that are most critical to student-athlete performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Theory and practice for athletes and coaches will also be discussed.

    Credits: 3
  
  • SLD 547 - Psychological Factors Affecting Group Behavior


    Students will examine the psychological factors that are most critical to group/team cohesiveness. Students will also examine the physical, mental, and emotional variables related to optimal settings. An in depth study of the influence of teams on the individual performance and the influence of individuals on team performance in sport and exercise settings. Further focus will be on interpersonal aspects such as cohesion and leadership.

    Credits: 3
  
  • SLD 548 - Psychological Factors Affecting Elite Training and Performance


    Students will examine the psychological factors that are most critical to elite sport performances. Special emphasis will be focused on the physical, mental, and emotional variables related to optimal performance conditions. Students will also examine the characteristics of elite athletes and their inherited and acquired capacities. Global theory and practice for athletes, coaches, and trainers will be discussed as well.

    Credits: 3
  
  • SLD 550 - Successful Sport Officiating


    Students will explore how to facilitate a deeper understanding of the skills required for effective officiating. These include but are not limited to sound communication skills and proper decision-making protocols. Students will be introduced to topics related to officiating and dealing with coaches, players, fans, and parents as well as conflict resolution. Our journey will also ask each of us to develop an officiating philosophy with the goal of understanding the psychology of officiating in an effort to become an effective official.

    Credits: 3
  
  • SLD 551 - Sport Sponsorship


    An integral source of revenue for any sports property is sponsorship dollars. Student will be given an overview of techniques to prospect, define inventory, create and present proposals, close the sale, activate and report sports sponsorships. Students will learn how to apply these skills to any level from high school sports to major league sports. After learning the process through meaningful interactions with the instructor and other professionals as well as readings on the topics, the student will have the tools to apply their knowledge.

    Credits: 3
  
  • SLD 552 - Sport First Aid


    Students will examine injuries in sports that occur during practice when no athletic trainer or emergency medical personnel are present. In these instances, coaches are the first responders. A conceptual framework will provides youth, high school and club sport coaches with detailed action steps for the care and prevention of more than 110 sport-related injuries and illnesses. Specific topics will cover procedures for conducting emergency action steps; performing the physical assessment; administering first aid for bleeding, tissue damage, and unstable injuries; moving an injured athlete; and returning athletes to play.

    Students will learn the latest CPR guidelines from the American Heart Association; guidelines for the prevention, recognition, and treatment of concussion from the Centers for Disease Control and Prevention; and guidelines for the prevention of dehydration and heat illness from the National Athletic Trainers’ Association. At the end of the Sport First Aid course, students complete the certification test and if they pass with an 80% or higher, they are listed in the National Coaches Registry and will have earned a certificate of completion for Sport First Aid; which can offer students a distinct advantage when applying for coaching jobs.

    Credits: 3

  
  • SLD 553 - Successful Coaching


    Students will learn about the specialized field of coaching and athletic administration, including how to maintain a championship caliber culture in athletics. Students will explore how to build sportsmanship, schedule contests, obtain sponsorships, prepare a competitive team, and address how the experience of an athlete is used in the game of life. They will also be exposed to techniques and strategies required to build and evaluate athletes as well as coaches. Students will examine the importance of game planning and preparing a team to be ready for its opposition; scouting, analyzing film and making adjustments based on the competition’s strengths and weaknesses. They will also learn the importance of fundraising. The specific topics aforementioned will cover youth, high school, college and professional coaching. All subject matter will cover the fundamentals of being a successful coach.

    Credits: 3
  
  • SLD 554 - Fundraising in Sport


    Understanding and developing concepts, principles and strategies for successful fundraising is essential for any athletic director or sports professional. Students will explore fundraising components and operations, as well as guidelines to implement and manage effective sports fundraising projects. Through analysis of challenges, current best practices, and future trends, students will gain practical fundraising applications.

    Credits: 3
  
  • SLD 555 - Sport Business Personnel


    Students will explore the basics of personnel management, including staffing, training, labor relations, compensation, position descriptions, and the business challenges that are unique to professional sports both on the field and off the field.

    Credits: 3
  
  • SLD 556 - Concussion in Sport


    Students will explore the impact concussions have in sport. They will examine concussions from a variety of different angles, including the perspective of athletes, former athletes, coaches, teachers, management and others involved in the sporting world. Students will also study concussions from the early days of their recognition to the complex current state of the condition.

    Credits: 3
  
  • SLD 560 - Financial Resources Management


    This course integrates the theories of finance, economics and accounting for the successful Implementation of athletic programs. Students will examine current financial issues in athletic Administration while learning the tools needed to manage and operate fiscally sound athletic programs. Advanced topics include organizational budgeting, financial strategies, financial Forecasting/problem solving, fundraising and grant seeking.

    Credits: 3
  
  • SLD 571 - The Impact of Technology in Sport


    Students will explore the many facets of technology in all areas of sport in an effort to deepen the students’ understanding of the role technology plays in security, marketing, athletic performance, communications, and general operations.

    Credits: 3
  
  • SLD 580 - Facilities Planning in Sport


    Students will explore the business of sport facilities and operations. Sport facility life-cycle concepts of strategic planning, design-development, construction delivery systems, financing, and operations will be introduced as well. Students will focus on facility management and administration considerations, systematically moving through planning and design, organizational and operational concerns, personnel planning, financial management, program
    development and scheduling, risk management, and marketing. They will also examine the operations of specific facility areas including maintenance, crowd control and security, box office management and concessions.

    Credits: 3
  
  • SLD 586 - Event Planning and Programming


    Students will explore the specialized field of event management as well as techniques and strategies required for planning, promotion, implementation, and evaluation of recreational programs, sport-related contests, and special events. A conceptual framework will be developed through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship, negotiations, and volunteer staff management.

    Credits: 3
  
  • SLD 588A - Sport Management Practicum


    The practicum is an intensive 100-hour* field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 5-week* period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six sessions* that require participation in group discussions and the completion of a minimum of four written assignments.

    Credits: 3
  
  • SLD 588B - Sport Management Practicum


    The practicum is an intensive 100-hour* field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 5-week* period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six sessions* that require participation in group discussions and the completion of a minimum of four written assignments.

    Credits: 3
  
  • SLD 599 - Comprehensive Seminar in Athletic Administration


    This course serves as the capstone course for the program. A seminar format is used to integrate material from previous courses and allow students to focus on their areas of interest. Students will apply the knowledge and skills obtained from courses in order to analyze specific issues and solve problems that an athletic administrator is likely to encounter. This course requires students to complete a comprehensive case study analysis.

    Credits: 3
  
  • SM 101 - Principles of Sport Management


    The goal of this introductory course in sport management is to prepare students to think as sport managers and solve problems utilizing the knowledge obtained through the course. This course provides students with a comprehensive understanding of sports as a business enterprise. The student will be able to apply the functions of planning, organizing, leading, and evaluating to the goals of a variety of sport organizations.
     

    Credits: 3
  
  • SOC 101 - Introduction to Sociology


    A systematic approach to the understanding of social life. The process by which society emerges, the nature and variety of social groups and organizations, and the development and functioning of major institutions are critically examined. Satisfies Individual and Society General Education requirement. 

    Credits: 3
  
  • SOC 201 - Trauma & Society


    Drawing on research and applications from the growing field of trauma studies, students will learn the impact of interpersonal trauma and betrayal on the individual, institutional and societal levels. Students will explore how socio-political contexts affect trauma research and intervention. Attention will be paid to the policy, cultural and educational issues that impact the prevention and treatment of trauma in society; including the lack of attention given towards those who perpetrate crime.

    Credits: 3
  
  • SOC 215 - The Family


    A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, singlehood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.

    Credits: 3
  
  • SOC 230 - Death and Dying


    Students examine attitudes and practices towards death from an individual, historical, and cultural perspective. The social, legal, and ethical implications of dying and death are explored. The class also discusses survivors and understanding the experience of loss.

     

    Credits: 3
  
  • SOC 300 - Community and Urban Sociology


    An analysis of the effects of urbanization, local identities, and government policies on the structure, composition, and life styles of communities. Emphasis is given to trends in suburbanization, housing and the built environment,  urban social and economic problems, as well as community development policies and organizations. Satisfies the Individual and Society General Education requirement.

    Credits: 3
  
  • SOC 302 - Social Problems


    The study of societal issues such as health care, drugs and crime, social inequality and of world- wide issues such as population growth, the environment and technology, war and terrorism. Current and alternative solutions to these problems will be analyzed. Satisfies the Individual and Society General Education and Writing Designated Core requirements.

    Credits: 3
  
  • SP 101 - Elementary Spanish I


    For students who have studied little or no Spanish before. This course introduces the foundational elements of the Spanish language, with a focus on the acquisition of basic communicative skills (speaking, listening comprehension, reading, and writing) as well as knowledge of Hispanic cultures around the world. Satisfies the World Cultures General Education requirement. 

    Prerequisites & Notes
    One year or less of high school coursework in Spanish.

    Credits: 3
  
  • SP 102 - Elementary Spanish II


    This course is a continuation of SP101 and further develops conversational skills and grammar knowledge in the Spanish language. Focus on the acquisition of communicative skills (speaking, listening comprehension, reading and writing), in addition to examination of topics related to Hispanic cultures around the world. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    SP 101 or one to two years of high school Spanish coursework.

    Credits: 3
  
  • SP 201 - Intermediate Spanish I


    This course is a continuation of SP102. Emphasis is on communicative and interactional competence in Spanish by increasing grammatical proficiency, vocabulary knowledge, and conversational skills. Students expand their knowledge of the Spanish language and Hispanic cultures by working with authentic texts and audio-visual materials, and through the production of compositions and oral presentations. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    SP 102 or two or more years of Spanish coursework.

    Credits: 3
  
  • SP 202 - Intermediate Spanish II


    This course is a continuation of SP201 and builds on previously acquired linguistic and cultural knowledge. Advanced grammatical structures (subjunctive, perfect tenses, etc.) are addressed. Topics connected to the Spanish-speaking world are examined via a variety of authentic Spanish-language media and readings. Emphasis placed on good command of grammar and sentence structure, as well as on communicative and interactional competence (e.g., oral production and listening comprehension skills). Compositions, oral presentations. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    SP 201 or three or more years of Spanish coursework.

    Credits: 3
  
  • SP 205 - Spain: Art, History, and Culture (Offered in Spain)


    In this immersion experience, students study art, as well as the cultural history of Spain from its origins to the present by visiting art museums and cultural sites. Additionally, students are instructed in the Spanish language with emphasis on building communication skills. This course has 42 lecture hours in addition to four days of excursions. The course is structured with twelve sessions of three and half hours each. Each of the sessions will have two hours of Spanish culture and civilization, and one and a half hours of Spanish language and grammar.

    Credits: 3
  
  • SP 206 - Spain: History, Culture and Language


    The diverse periods of history that have created contemporary Spanish culture will be explored through an immersion experience. Students will study the artistic, political, economic and cultural history of Spain from its origins to the present. As language is a critical component of navigating Spanish culture, students will learn the basics of the Spanish language to be able to connect with the people, culture and events of Spain. 

    Credits: 3
  
  • SP 300 - Advanced Topics in Spanish


    CIS, Madrid

    Focus on fine-tuning advanced communicative skills. Taught in Spanish, this course provides students with the opportunity to further develop interactional competence in the language through a focus on speaking, listening comprehension, reading, and writing. Emphasis is placed on developing a good command of grammar and sentence structure, as well as expanding knowledge of Spanish-speaking cultures through film, literature, the modern media, and/or poetry.

    Prerequisites & Notes
    SP 202, or four or more years of Spanish coursework. Course may be taken for credit more than once as long as course content is new.

    Credits: 3

  
  • SP 301 - Advanced Spanish I


    Focus on improving advanced communicative skills through oral presentation and conversational interaction. Taught in Spanish, the course further develops interactional communicative competence in the language with an emphasis on advanced oral production, vocabulary expansion, and accurate grammar and sentence structure. Students will also expand their knowledge of Spanish-speaking cultures through spoken interpretation of film, art, literature, and modern media. Satisfies the Arts and Humanities core requirement. Prerequisites: SP 202, SP 300, or four or more years of Spanish coursework.

    Credits: 3
  
  • SP 302 - Advanced Spanish II


    Focus on fine-tuning advanced communicative skills through written expression and literary analysis. Taught in Spanish, the course further develops interactional communicative competence in the language with an emphasis on writing skills and reading comprehension. Attention is paid to vocabulary expansion, accurate grammar and sentence structure, and deepening knowledge of Hispanic cultures through written analysis of Spanish-language film, art, literature, and modern media. Satisfies the Arts and Humanities core requirement. Prerequisites: SP 202, SP 300, or four or more years of Spanish coursework

    Credits: 3
  
  • SP 307 - Spanish Culture and Civilization (Offered in Spain)


    Students are introduced to the general historical and social background upon which the complex reality of present day Spain is built. The course will focus especially on the plurality of cultures — Christian, Jewish, and Muslim — which constituted Medieval Spain and makes Spanish history so unique. This is an advanced Spanish course taught in Spanish, suitable for American study abroad students. Taught in Spanish.

    Credits: 3
  
  • SP 310 - The Cinema of Spain (Offered in Spain)


    An introduction to contemporary Spanish cinema, this course will acquaint with the historical and cultural contexts of Spanish film. Students will explore and analyze the works and artistry of prominent Spanish filmmakers. The class will be taught in Spanish with the goal of increasing fluency in Spanish.

    Credits: 3
  
  • SP 322 - Latin American Short Fiction


    Adopting a comparative approach, the course examines how Latin American short stories reflect the region’s culture and history, and each author’s nationality, social class, and political perspective. Writers whose works are studied may include Julio Cortázar, Jorge Luis Borges, Gabriel García Marquez, Juan José Arreola, Juan Rulfo, and Isabel Allende. All texts, discussions, and assignments will be in Spanish.

    Prerequisites & Notes
    SP 202 or permission of instructor.

    Credits: 3
  
  • SP 410 - Spanish Literature and Performing Arts (Offered in Spain)


    The aim of this course is to read, analyze, and discuss contemporary works of Spanish literature that are also currently being performed in theaters or that have been adapted to screen versions. A major aspect of the course will be to study and compare those plays that are representative of each century. The students will be expected to attend many of the performances. Taught in Spanish.

    Credits: 3
  
  • SPE 500 - Teaching Students with Disabilities


    Designed to help teachers recognize and respond to individual student profiles, this course surveys the  current knowledge on students with disabilities and the issues that special educators, students, and parents face.  Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of disabilities on a child’s cognitive, social, and academic development. The course defines the characteristics and needs of students with disabilities and describes the process for developing educational strategies to meet their needs. It draws from research in  special education, psychology, and health sciences and emphasizes inclusive practices wherever possible.   

    Credits: 3
  
  • SPE 505 - Inclusive Education


    This course will explore the theories and models of special education services including separate and inclusive environments.  It will provide teachers with an overview of the history and  laws governing Special Education services and provide a better understanding of service delivery. A range of topics are introduced including the nature and history of inclusive education, individualized education plans (IEPs), holding annual and triennial meetings, collaborating with co-teachers in inclusive settings, and incorporating family and student voice into long-term educational planning. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.

    Credits: 3
  
  • SPE 510 - Curriculum Development for Students with Moderate Disabilities


    This course is designed to explore current research in curriculum and related challenges for students with disabilities.  The course will provide an opportunity for students to learn about curriculum, planning processes, and instructional strategies. Participants in this course will be challenged to explore current issues and thought regarding teaching and learning of students with disabilities. This course is designed to create an environment that appreciates the social nature of learning and recognizes the effectiveness of teaching and learning that encourages cooperation and collaboration. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.  

    Credits: 3
  
  • SPE 511 - Curriculum Development for Students with Severe Disabilities


    This course is designed to explore current research in curriculum for students with severe disabilities.  The course will provide an opportunity for students to learn about curriculum, planning processes, and instructional strategies. Participants in this course will be challenged to explore current issues and thought regarding teaching and learning of students with severe disabilities.  This course is designed to create an environment that appreciates the social nature of learning and recognizes the effectiveness of teaching and learning that encourages cooperation and collaboration.  Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks and in particular MCAS alternate assessment.

    Credits: 3
  
  • SPE 515 - Reading Instruction in Special Education


    This course discusses the process of designing and implementing literacy instruction for students with disabilities.  Participants will explore theories of reading based on empirical evidence and best practices of reading instruction to serve the individual needs of students with disabilities. Participants will also learn to identify appropriate instructional strategies, behavioral objectives, and supplemental learning tools, including technology as it relates to inclusive education of students with disabilities.

    Credits: 3
  
  • SPE 525 - Assistive and Augmentative Technologies


    This course is designed to explore a range of issues related to curricular access and learning experienced by students with severe learning and other handicapping conditions. Students will explore a wide range of technology applications for children with disabilities and consider individual needs based on the disability. Explorations of assistive and augmentative technologies focus on applications for enhanced instructional practices that maximize student learning.

    Credits: 3
  
  • SPE 530 - Humanities Methods in Special Education


    This course investigates the content knowledge and methods related to teaching the humanities including English, History,  Social Studies and Social Science. Participants will study the relevant Massachusetts Frameworks and specifically explore ways of designing and personalizing curriculum and instruction.

    Credits: 3
 

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