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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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ED 595 - Masters Thesis: Social Emotional Development
At the conclusion of the program each student submits a substantial, critical, analytical, graduate level proposed embedded initiative related to Social Emotional Development, called the Masters Thesis. The Masters Thesis may take different foci depending on the role of the practitioner; district administrator, school administrator, or teacher. The Masters Thesis is a research-based initiative for Social Emotional Development and should be an integrated compilation of all the work completed in the program. The initiative should also include a substantive reflection on the student’s practicum as well as the research and writing completed during the program. The Social Emotional Development initiative prepared for the Masters Thesis should be one that could be implemented in the student’s current or potential professional role.
Credits: 3
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EDL 700 - History of Public Schooling in the US and Internationally
This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.
Credits: 3
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EDL 701 - History and Administration of Small Colleges
This overview course will cover the history and administration of higher and postsecondary education in the United States. The focus will be on the last half of the twentieth century and the current status in early twenty- first century. Topics include the background of higher and postsecondary education, the changes that have taken place over the last century, the relationship to the United States government and regulatory bodies, and the influence of societal factors. Students will also explore the economic, political, and social changes that are transforming the nature and structure of higher education. Students will examine leadership in their own and contemporary sites of education, through the lens of adult learning history, including marginalized communities and diverse cultures. Using case studies, students will be encouraged to place their current institutions in an historical and societal context.
Credits: 3
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EDL 702 - History of Public Education
Public education in the United States set a course for the development of a western democratic system. Both the evolution of public education and the resulting oversights (colonial Indian schools, development of schools for freed slaves and eventual segregation, hygiene and sanitary impulses, technological progress and plunder, etc) have had a tremendous impact on what not only became possible through education, but for education internationally. This course is designed to provide both aspiring and practicing PreK-12 school leaders with a social historical examination of the development of public schooling in the United States and internationally. Class sessions center discussion and reflection on the history of public education and the ensuing debates.
Credits: 3
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EDL 705 - Principles of School Finance
The Principles of School Finance course is essential for the school or district administrator. The leader of a school of school district is responsible for the strategic use of resources. This course will cover a broad range of topics focused on the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will also be a major focus.
Credits: 3
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EDL 706 - Family-School Engagement
The course focuses on the creation and maintenance of collaborative models of parent-school interaction that supports student achievement. Particular attention is paid to such issues as building effective partnerships with hard to reach parents, those who traditionally have been marginalized from schools, and non traditional families. It also explores issues such as parent-teacher conferences, parents as volunteers in schools, and maintaining parental involvement as students move into secondary schools.
Credits: 3
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EDL 715 - 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
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EDL 720 - Transformational Leadership in Contemporary Education
This course focuses of the development of transformational leadership, examines elements of transformational leadership, and explores how transformational leaders facilitate the work necessary to successfully manage change in a positive way. Student will focus on understanding transformational leadership as the process of facilitating change through reflective, systems-based, and relational leadership. Students will engage in self-analysis, analyze and discuss case studies and assess leadership on various levels.
Credits: 3
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EDL 725 - Diversity, Access, and Equity in Education
This course focuses on developing one’s understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate pedagogical, curricular, and behavioral strategies. Additionally, the goal is to assist students in exploring the various topics related to diversity such as of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity in contemporary education.
Credits: 3
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EDL 726 - Organizational Management in Higher Education
This course is a comprehensive survey of the dynamics of behavior and management in higher education organizations. It examines individual and group behavior, motivation, leadership styles, ethics, innovation, conflict, organizational culture, and the process of managing change in higher education organizations. Historical perspectives will be compared with current issues in the fields of education. Through classroom discussion, research papers, case studies, and personal experience and reflection, the course emphasizes an analytical and practical approach to the subject.
Credits: 3
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EDL 730 - Current Issues in Educational Policy
This course examines the ways in which educational policies influence the organization of school districts and schools and content of teaching and learning in all elementary and secondary schools. The course focuses on the social and educational thought about the goals, purposes, and methods of schooling as related to federal, state, and local policy initiatives, and it explores how politics, social conditions, educational philosophies, and contemporary research frame these initiatives. Students will analyze policies and their implementation, as well as the theories about education, teaching, learning, and human behavior that underlie different policy paradigms.
Credits: 3
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EDL 732 - Creativity and Leadership in Challenging Times
This course outlines the challenges leaders in higher education must face: accountability, autonomy, governance, resources, multiple stakeholders and interest groups, enrollments, capacity, the tension between centralization and decentralization, ambiguity and multiple interpretations of mission and purpose. One role of a leader in challenging times is to make sense of the challenges through providing a frame - or multiple frames - of reference providing a more comprehensive understanding of the challenge and what is possible. Students will learn how to take a multi-paradigmatic approach to understanding how, as a creative leader, one can lead an organization in challenging times. Students will develop a comprehensive understanding of the theories, based on empirical research, can be used in leading a college. More importantly, students will learn how to build upon these theories to effectively and creatively address institutional challenges.
Credits: 3
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EDL 733 - Thought Leaders & Critical Issues in Higher Education
This course offers in-depth analysis of prevalent issues affecting higher education as illustrated in higher education literature. It is a doctoral level seminar with an emphasis on reading topical issues by current thought leaders in the field. Students will be expected to stay current with issues, understand the background and historical foundation of the issues as well as develop the ability for concise oral and written articulation of the issues. This course will include discussions, reports, and integration of knowledge from experience and other coursework in leadership and higher education.
Credits: 3
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EDL 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
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EDL 738 - Ethical Leadership in Education
This course is designed to challenge educators to become ethical leaders who recognize leadership in an educational setting as a fundamentally moral activity. Buffeted by competing and often conflicting values, interests and political agendas, educational leaders are routinely presented ethical and moral dilemmas as the context for their decision making. For depth of understanding, this course will engage students in an examination and discussion of major theoretical models of ethical decision-making that are negative as well as those traditionally valued as positive. Through examination and discussion of multiple theoretical frameworks juxtaposed to situational moral dilemmas commonly faced by school leaders, students will be coached through the process of identifying and adopting their own core values to guide their own principled decision making as aspiring school leaders.
Credits: 3
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EDL 739 - Culture and Change in School Organizations
This course is designed to engage aspiring and practicing school leaders in a review of the core elements of school culture and the central role it plays in the change process. Students will analyze the symbols of culture, the roles of lore and tradition, rituals and ceremonies, and roles of stakeholders. Against this backdrop of understanding, the course will lead students through an analysis of how the school leader can engage the school culture to maximize the effectiveness and ultimate success of organizational change initiatives. From this course, students will have opportunity to identify a framework and to develop the tools and processes needed to transform their schools from bureaucracies into dynamic learning organizations.
Credits: 3
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EDL 740 - Inquiry for Decision Making
This advanced doctoral level course is designed to give students the opportunity to discuss, expand, and apply what has been learned in other courses concerning inquiry in higher education. The course topics focus upon providing information for decision support through such activities as applied research, assessment, institutional research, and planning. The primary goal of the course is to prepare students to assess or supervise the assessment of programs, services, facilities, student outcomes, etc.; to identify information needs and obtain pertinent and accurate information that will assist in the decision-making process; to design and implement applied research and assessment tools to analyze, synthesize, and interpret information from multiple sources; to communicate information to others and to apply relevant information to the processes of supervision, program development, policy formation, budgeting, etc.
Credits: 3
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EDL 742 - Advance Finance and Budget Issues for Educational Leaders
The school finance and budget course is essential for district administrators or school administrators. Responsible for the ethical and strategic use of resources, the school finance and budget administrator cannot completely delegate financial responsibility to another office. Thus, this course will cover a broad range of topics designed to acquaint students with the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will be a major focus of this course.
Credits: 3
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EDL 744 - Emergent Legal Issues for Educational Leaders
Administrators must understand the laws that govern the operation and conduct of their organizations as they work in a highly litigious society. This course will explore the relevant legal principles that govern the operation, organization, and administration of school districts and schools. Students will gain knowledge about legal issues that will help them in effectively
perform their professional duties effectively within the boundaries of constitutional, statutory, and case law.
Credits: 3
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EDL 745 - Principles of School Finance in the US and Internationally
This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.
Credits: 3
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EDL 746 - Finance, Budget, and Operations
The objective of this course is to introduce students to the financial operations process within private colleges and universities. The financial statements will be examined in depth in accordance with Generally Accepted Accounting Principles (GAAP). Students will develop skills and strategies for interpreting financial statements and other publicly available data to evaluate the performance of an institution. Additionally, students will examine external reporting requirements and IRS compliance initiatives. Access to capital markets and other debt strategies will be examined, and students will learn to develop debt strategies appropriate to the institution. Students will learn how to develop a financial model to link strategic planning to the budgeting process to assure allocation of resources that meets the institution’s current and long-term needs. The course also examines other key areas within the financial area, including human resource management, fundraising, and risk management.
Credits: 3
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EDL 748 - Concepts and Case Studies in School Leadership
This course is designed to help students develop an advanced understanding of how learning and developmental theories define the role of an instructional leader. The focus of the course will be on how students learn, what motivates learners, and how the design and delivery of the curriculum is influenced by these factors and the leader’s role in advancing
academic achievement.
Credits: 3
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EDL 752 - Research Methods III: Mixed Methods
This course is an advanced seminar on what is usually called “mixed method” research - 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
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EDL 752A - Research Methods III: Program Evaluation/Action Research
This course provides a comprehensive overview of program evaluation and action research theory and method. It describes how program evaluation and action research can be used in district and school improvement. The steps for conceptualizing, designing, implementing, and analyzing a substantive program evaluation and action research project are explicated and examples of district-based and school-based projects will be explored.
Credits: 3
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EDL 753 - Research Methods IV: Issues in Research
This doctoral seminar course is designed for novice researchers engaged in dissertation research. Drawing on student experiences and questions from their current research, the course is designed to focus on the practical “how-to” as well as the complex ontological, epistemological, methodological, and ethical issues inherent in field work, analysis and report writing. Topics may include: research paradigms, philosophical approaches, access, ethics, analysis, and trustworthiness.
Credits: 3
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EDL 755A - Dissertation Study Part I
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail.
Credits: 3
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EDL 755B - Dissertation Study Part II
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. This course is Pass/Fail.
Credits: 3
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EDL 755C - Dissertation Study Part III
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail.
Credits: 3
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EDL 760 - Student Development: History and Issues
Students will examine the field of college student development from historical, philosophical and managerial perspectives. Students will explore the changing demographics of the modern student and its impact on student development operations. Students will examine major student development theories applicable to higher education. This examination will focus on ethical standards, legal issues, campus safety practices as well as the development and management of student development programming. Finally, students will discuss the various professional roles and responsibilities of student development professionals.
Credits: 3
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EDL 762 - Leading in a Technological World
Education leaders are faced with the implication of understanding the constant changing technologies and trends while making the right decisions for their institutions for competitive advantage, growth and retention. At the same time, leaders are faced with making sure the internal organizational structure can accommodate and support these technologies. This course provides the foundations of understanding, planning, organizing and executing the selection of technologies specific to education. The course will provide an overview of techniques and skills that can be applied to technology selection in such areas as: organizational complexity, integrated work processes, risk management, change management and innovation.
Credits: 3
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EDL 764 - Theories and Practice in Academic Leadership
An overview of the key academic issues in 21st century higher education. This course examines a range of topics including twenty-first century challenges and essential learning outcomes, curriculum trends and development, best practices in teaching and learning, planning and assessment strategies, and global competencies.
Credits: 3
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EDL 768 - Teaching, Learning & Institutional Culture in Higher Education
This course will focus on current trends in supporting faculty work in higher education, including work life and the faculty roles of research, service, and teaching. Emphasis will be on the teaching and learning mission of higher education. While the material is applicable to all institutions of higher education, emphasis will be on faculty development in small colleges. Students will read key articles and works on the theoretical bases of professional development and research and read on the current, innovative trends in the field.
Credits: 3
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EDL 772A/772B - Doctoral Apprenticeship I & II
The doctoral apprenticeship provides doctoral candidates with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of leadership roles in the field of education. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in leadership and to refine leadership skills and competencies. This 6 credit course takes place over two semesters during which doctoral candidates complete, and document, a minimum of 500 hours of apprenticeship time. Professional presentations, writing, research and a final portfolio are hallmarks of the course. (EDL772A - 3 credits/EDL772B - 3 credits)
Credits: 6
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EDN 500 - Child and Adolescent Development
This course studies the development of the child from infancy through adolescence, examining major cognitive, physiological, emotional, and social changes that occur during this period. It articulates how factors within the child, family, and broader society shape the process of development. Students will acquire knowledge of developmental changes in children and adolescents, analyze developmental theories, examine developmental processes, interpret developmental research, and apply this knowledge to their work with children.
Credits: 3
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EDN 520 - Technology in Education
This course explores the major concepts related to instructional computing as well as the impact technology has on education. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Technology.
Credits: 3
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EDN 525 - Integrating Health, PE, and the Arts
A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional, and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.
Credits: 3
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EDN 530 - Sheltered English Immersion
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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EDN 570 - Classroom Management
This course focuses on developing ways to create positive learning environments for all students. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will develop the knowledge, training and strategies necessary to administer successful classroom management and discipline for students who exhibit a wide range of behavioral needs and characteristics and will study how to prevent and address discipline problems and how to increase productive student behavior. Participants will be expected to reflect, through personal writing, their personal beliefs regarding effective classroom and school management. They will become skilled at preparing students with special needs for inclusion in a variety of educational situations and will be required to craft a classroom management plan for a student with special needs.
Credits: 3
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EDN 575 - Data Literacy
Collecting, recording, and analyzing student data helps teachers make decisions about instruction including when it is working and when adjustments need to be made. Federal and state mandates, including the Elementary and Secondary Education Act, the Common Core State Standards, and the Massachusetts Professional Standards for Teachers require the collection and reporting of student data which is used to evaluate schools, students, and teachers. This course will prepare teachers to become skillful at the regular use of different data sources to improve teaching and learning and to work on school based data teams.
Credits: 3
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EDN 600 - Gender in Education
All educators require an understanding of gender as a social construct and operating identity in school contexts. This course offers an expansive understanding of gender and its relevance for students of different grade levels and identities. The mechanisms through which schools and, more broadly, systems of oppression reinforce rigid gender norms will be introduced, and positive classroom-based and policy strategies for embracing gender diversity will be highlighted.
Credits: 3
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EDN 601 - Sexuality in Education
All educators require an understanding of sexuality as an identity everyone holds, an element of childhood development, and an axis of injustice. This course offers an expansive understanding of sexuality and its relevance for students of different grade levels and identities. A history of social movements promoting LGBTQ+ rights and an overview of how sexuality intersects with the law will be introduced. Inclusive sex education, including its barriers and benefits, will also be highlighted.
Credits: 3
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EDN 602 - Inclusive Curricula in Gender & Sexuality
All educators require an understanding of the importance of curricular inclusivity, especially for gender and sexuality diversity. This course offers an expansive understanding of strategies for and impacts of including thoughtful queer representation in the curriculum. An overview of legal frameworks for supporting inclusive curricula and teaching comprehensive sex education will be provided. The use of queer theory to analyze contemporary education issues and adapt curricula for specific contexts will also be highlighted.
Credits: 3
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EDN 603 - Inclusive Pedagogy in Gender & Sexuality
All educators require an understanding of the importance of inclusive pedagogy, especially for gender and sexuality diversity. This course offers an expansive understanding of how queer-informed language and approaches to knowledge can open up possibilities for students. An overview of critical pedagogies for promoting justice-based analyses and building students’ critical consciousnesses will be provided. The use of organizations and community partnerships to increase support for LGBTQ+ students will also be addressed.
Credits: 3
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EDN 604 - Practicum in Gender and Sexuality Studies
This course offers educators a chance to synthesize their gender and sexuality-related learnings from the previous courses in order to develop a comprehensive plan for their school to embrace gender and sexuality diversity. An overview of models for translating theory into practice will be provided. Assessing and amending the curriculum, pedagogy, policies/practices, and institutional support systems will be addressed in the process of guiding educators to create their comprehensive plan.
Credits: 3
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EDN 605 - Teacher and Teaching Identities
All educators require an understanding of themselves if they are to be fully present with and for their students. This course is designed to ensure that teacher candidates recognize and understand their own cultural identities, and more importantly, how they affect pedagogical decision-making, both implicitly and explicitly. Engaging in Freire’s notion of praxis, we utilize Critical Whiteness, Critical Race Theory, and Social Identity Theory to unpack the origin and enactment of our multicultural dispositions, noting how teachers’ and students’ cultural identities intersect in educational settings.
Credits: 3
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EDN 606 - Teaching Diverse Learners
All educators require an array of pedagogical skills to ensure that each student receives a high-quality education. This course builds teachers’ capacities to educate for social justice by first challenging existing ideologies embedded within school functioning, before carefully explicating the process by which
teachers embrace equitable educational practices. With an emphasis on “how”, we pay close attention to constructing home-school partnerships and inclusive classrooms that capitalize on students’ social and cultural strengths. We then enumerate numerous pedagogical strategies aimed at teaching to and through students’ cultural frames of reference.
Credits: 3
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EDN 607 - Diversity and Equity in Education
All educators require deep knowledge of the history of inequities in U.S. public schools. This course is devoted to the critical examination of educational practice and policy within and across racial, socioeconomic, and linguistic groups since the seminal court case of Brown vs Board of Education in 1954. Employing a sociological lens, we will analyze and discuss how education systems, policies, and practices can sustain or eradicate inequities related to educational access and opportunity. In discovering the difference between ‘equal education’ and ‘equitable education’, we will identify the structural challenges facing educators who are invested in social justice and devise possible solutions to the inequities of family and school resources, curricular tracking, and teacher quality among other variables.
Credits: 3
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EDN 608 - Student Diversity
All educators require an understanding of how the multiplicity of students’ identities and life experiences should shape pedagogical choices. Embracing an asset-based view of diversity, this course overviews the unique learning needs of special student populations such as those who identify as gifted, who may experience learning disabilities, and who are twice exceptional. We also consider how students’ sexual, gender, linguistic, and racial identities influence their educational experiences. Special attention is paid to the developmental consequences of discriminatory schooling experiences for diverse students, and to the benefits of school integration.
Credits: 3
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EDN 609 - Culturally Responsive Classroom Management
This course offers educators the opportunity to synthesize and apply their multicultural knowledge to one of the largest challenges educators face: classroom management. This practicum course asks teachers to engage in action research through which they experiment with a culturally responsive classroom management approach (e.g., conscious discipline, restorative justice, mindfulness, or social emotional learning). The outcomes of the intervention will be analyzed in the context of student demographics, particularly with respect to how culturally responsive classroom management strategies align with diverse students’ educational needs.
Credits: 3
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EDN 612 - Online Learning Environments
A hands-on course in which educators learn about effective strategies, current tools, and proven techniques for constructing and facilitating effective online instruction. Topics covered include how to plan online learning modules, generate instructional content, evaluate open source content, build online community, assess student work, and ensure the online environment is accessible for all students. Weekly assignments will be practice based and build skills in each area with a final project serving as the capstone for the course.
Credits: 3
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EDN 680 - Research Methods
This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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EDN 685 - Policy Analysis, Leadership, and Change Processes
This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior, and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their roles as educators, while expanding the set of possible choices they have for taking actions and leadership.
Credits: 3
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EDN 690 - Advanced Seminar in Education
The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered include learning theory, curriculum design, classroom atmosphere, instructional strategies, among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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ELM 500 - Instructional Strategies in Elementary Education
This course will examine the role of the effective elementary education teacher. Topics covered will include study in developing effective learning and instruction critical to the child’s developmental level using active modes of learning within an integrated curriculum. Students will develop skills in identifying relevant subject material from early literacy, language arts, mathematics, science, social studies, and the arts, and they will learn how to adapt instruction for students with special needs. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.
Credits: 3
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ELM 530 - Humanities Methods in Early Childhood and Elementary 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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ELM 550 - Curriculum and Assessment in Practice: Elementary 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
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ELM 560 - Practicum in Elementary Education
This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 3
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ELM 565 - Reflective Seminar in Elementary Education
This seminar is taken concurrently with its respective Practicum Experience course. 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 the Massachusetts Professional Standards for Teachers.
Credits: 3
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ENTP 503 - Family Business
Family businesses are the cornerstone of the United States economy, and these businesses require a different type of structure, management, and accountability. This course will be devoted to the operation of a family business, including historic, financial, strategy, operation, succession planning, and marketing.
Credits: 3
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ENTP 505 - Franchising
The franchising business model plays a major role in our national economy providing 18 million jobs and directly and indirectly generating over $2.1 trillion annually. Currently there are an estimated 3000 franchisors in 300 industries operating in the United States. Franchising has also become a significant factor in the global economy as U.S. companies expand internationally and international entrepreneurs introduce new franchised concepts in the United States. Consequently, an understanding of the franchising model is valuable to a potential franchisor, franchisee or competitor of a franchised concept. This course will provide an introduction to the world of franchising. The franchising model will be examined from the perspectives of both the franchisor and franchisee with attention given to the franchisee-franchisor relationship. The course will also address legal aspects of franchising as well challenges and opportunities of international operations.
Credits: 3
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ENTP 513 - Entrepreneurial Enterprise
The purpose of this course is to learn about how entrepreneurs find the one idea that leads them to success. Tools that are needed to spot the idea and manage it successfully will be imparted in this class. Additionally, there will be a particular focus on the “entrepreneurial manager” and the personal skills needed to manage innovation and the development of new ideas, products, and services within an organization. As a result, this class will focus simultaneously on the concept of creative innovation as well as the traditional business aspects of bringing a new idea to market.
Credits: 3
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ENTP 526 - Entrepreneurial Marketing
Marketing has taken on a different texture in today’s business world. Marketing now includes such activities as social media, blogging, tweeting, guerilla marketing, viral marketing, buzz marketing in addition to the more traditional forms of marketing. These new forms of marketing are a blessing and curse because it requires the savvy entrepreneur to manage marketing activity in a completely different manner. Additionally, this course will focus on entrepreneurial marketing and how marketing efforts can influence or create new markets to meet consumer demand.
Credits: 3
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ENTP 530 - Entrepreneurial Venture Finance
Venture financing is one of the most important aspects of an entrepreneur’s efforts. Without financing, there is not much that can happen. Often referred to as seed or start-up financing, the entrepreneur has to be fortunate enough to be able to finance the venture on his/her own or savvy enough to raise capital either through bank loans, personal loans or venture capital. The course will cover the basic concept of venture financing.
Credits: 3
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EXM 696 - Educator Licensure Comprehensive Exam
The purpose of the comprehensive exam is to demonstrate knowledge of the substantive issues, key research questions, theories, empirical evidence, and implications related to the student’s graduate education licensure coursework and requires artifacts from across their course of study. The foundation of the exam are the Massachusetts Professional Standards for Teachers which guide all teacher licensure programs.
Credits: 0
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FNCE 520 - Commercial Lending and Banking
The objective of this course is to introduce students to the world of commercial credit analysis & loan review. Topics covered will include; loans to business or commercial & industrial loans (C & I loans), loans for the acquisition and construction of real estate for resale (A & C loans), small business lending and asset based lending. The role of the credit analyst within the underwriting process and the responsibilities of the commercial lenders and senior management will be discussed. In addition to instruction, students will have the opportunity to work in groups on assigned handouts from the real world of commercial banking. Student questions are always welcome and common sense is a priority.
Credits: 3
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FNCE 521 - Financial Reporting and Analysis
This financial course is designed to provide the analytical framework needed to understand and evaluate financial statements, employ and interpret financial ratios, and perform basic financial analysis. We will examine the current financial statements and ratios of companies to assess their profitability and risk and to identify the connections between their strategic decisions and their financial footprints. ”Profit” is examined through a critical lens.
Credits: 3
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FNCE 560 - Evaluating Capital Investments
This course focuses on the financial-economic analysis of corporate investment decisions. One of the most important decisions a firm makes is how to best allocate its capital resources. Business managers need to be able to analyze and communicate the value impact of proposed capital expenditures and strategic decisions. We will explore such topics as discounted cash-flow analysis, alternative decision criteria, mutually exclusive investments, lease vs. buy decisions, monte-carlo simulation and real options.
Credits: 3
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FNCE 570 - Financial Markets and Institutions
This course is intended to help you understand the role of financial institutions and markets play in the business environment that you will face in the future. It also helps you to develop a series of applications of principles from finance and economics that explore the connection between financial markets, financial institutions and the economy. On the financial markets side, we will learn about the role of money and the importance of interest rates in determining economic activity; determinants of level of interest rates. On the institutions side, we will learn commercial banks, investment banks, insurance companies, mutual funds, the Federal Reserve Systems and their role of in the economy. We analyze issues in innovation and regulation with basic principles of financial economics. Recent events are used to illustrate concepts and develop analytical skills.
Credits: 3
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FNCE 580 - Investment Analysis and Portfolio Management
This course acquaints MBA students with the theoretical and more practical aspects of investment analysis, for security selection and portfolio management purposes. The goal is to expose students to material that any participant in the investments industry-from private investor to pension fund consultant to portfolio manager-will find useful. We also explore active vs. passive investment strategies, fundamental vs. technical analysis, trading practices, and performance evaluation. The role of futures and options in hedging and speculation will be explored. Students are expected to become familiar with current events in the financial news. The course includes a deeper coverage of some tools that are familiar from the first finance course (Financial Management) and, mostly, other tools not seen previously in the curriculum.
Credits: 3
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FNCE 590 - Personal Financial Planning
The course is for students interested in pursuing careers in financial planning or for those wishing to learn how to manage their own financial affairs. The course focuses on family financial planning with an emphasis on financial recordkeeping, personal budgeting, tax planning, consumer credit, insurance, investment management, retirement and estate planning. Students will learn the importance of stress testing and “what‐if” analysis, as well as how to establish an asset allocation plan that supports a client’s risk tolerance profile. Key themes in the class are the importance of ethics; the “fiduciary” and its importance to the financial planner; the practical application of academic information in the financial planning marketplace; and the tremendous impact financial planning has on the lives of individuals.
Credits: 3
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HCMT 530 - Healthcare: Across the Continuum and Trending Topics
The U.S. health care system constitutes a significant portion of our nation’s economy, accounting for approximately $3.0 trillion in 2014. According to the U.S Department of Labor, there are more than twelve million jobs in hospitals, physician offices, pharmacies, home health service providers and nursing homes. This estimate does not include many of the important support services that focus on insurance, reimbursement, compliance, regulation, and more. If a person “works in healthcare,” that can mean anything from the direct bedside care of a patient in a hospital, managing an ambulance and transport company, selling and marketing a new medication, or lobbying government offices for policy or regulatory changes. This course will explore the multiple layers of the healthcare industry and expose students to facets that may not be obvious through routine interactions. In addition, because nothing in healthcare remains static, we will focus on trending news items and how they may affect policies, payments, or patient care.
Credits: 3
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HCMT 550 - American Health Policy
The healthcare system is the U.S. is complex, highly regulated and influenced by numerous stakeholder groups and special interests. This course will introduce students to the historical public policy context in which our current system operates, including how legislation is made and the role state and federal governments play. The course will explore how the healthcare delivery system is structured and regulated with a special emphasis on how public policies have, and continue to, influence healthcare delivery and innovation. In addition, the course will cover the financing of healthcare-both public and private-and explore the rising costs of healthcare. After covering issues surrounding quality, access to care and the uninsured, the course will delve into understanding the recently passed healthcare reform law and its impact on key healthcare stakeholders.
Credits: 3
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HCMT 560 - Healthcare Finance
The U.S. healthcare system is financed by every facet of society: individuals, businesses and government. This course will decipher the complex underpinnings of our system from a financing perspective, with a focus on who pays for it, how it’s paid for, who generates the costs and what does the future hold. The course will review the basics of managerial accounting in a healthcare setting, understanding balance sheets and financial statements and analyzing financial conditions of healthcare organizations. The course will also cover what goes into costs in a healthcare system, including labor costs, acquisition costs, regulation and insurance. The course will also explore the role and types of healthcare insurance in more detail, with an emphasis on contracting, cost-shifting and the role of government. After examining current and innovative payment structures, the course will take a macroeconomic view of the current landscape to examine what may happen under health reform. While the course will touch on the principles of healthcare economics, prior experience with economics is not a prerequisite.
Credits: 3
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HCMT 570 - Health Informatics and Health IT Systems
Advances in technology have greatly impacted the organization, delivery and management of healthcare. This course will explore the basic tenets of health informatics, with an emphasis on how managers can use and leverage information technology to successfully lead their organization. The course will review the health informatics landscape and the fundamentals of using information technology, including the regulations that govern its use, such as the Health Information Portability and Accountability Act. Issues of interoperability, security, privacy and confidentiality will be addressed, as will the federal “meaningful use” guidelines. The advent of electronic medical records has given rise to new advances in computerized physician order entry, clinical decision support and quality improvement initiatives. Importantly, the course will also explore the future of health informatics, including the impact on patient decision making and the rise in telemedicine. Throughout the course, students will explore the operations management principles necessary to successfully manage their informatics infrastructure for peak organizational performance.
Credits: 3
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HCMT 580 - Regulation and Strategic Planning
Many industries in the U.S. are regulated - airlines, utilities, automobiles - but few are impacted as greatly by various and often competing regulations as the U.S. healthcare system. As such, a successful leader in healthcare must understand the complex regulatory environment in order to strategically plan for her or his company’s growth and ensure the ultimate goal of any healthcare delivery system - the delivery of quality, patient-centered care. This course will provide students with a broad and fundamental understanding of the various regulations (federal, state and local) guiding and impacting the U.S. healthcare system with a focus on how to think strategically and critically about the management and growth of healthcare companies. The course will focus on regulations impacting hospitals and provider groups, but will also review the regulatory landscape for health insurance companies and life sciences companies. Throughout the course, there will be an emphasis on risk management in the context of identifying, measuring and managing risk, especially the use of data to develop a comprehensive risk management strategy. Students will become familiar with the strategies used in healthcare management to proactively and reactively manage various regulations, stakeholders and risks.
Credits: 3
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HEDL 500 - History of Higher Education
This course will engage students in an examination of the historical foundations of the American system of higher education from its colonial roots serving a small number of the privileged elite to the current-day dynamic system of institutions serving large numbers of students with increasingly diverse learning needs and career goals. Course participants will trace this systemic evolution within the framework of three major developments that spanned the 20 th century: the expansion and diversification of knowledge, the expansion of student enrollments with increasingly diverse learning needs, and the expansion and diversification of program delivery models.
Credits: 3
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HEDL 501 - Theories of Higher Education Leadership
Higher education leadership in the 21st occurs in one of constant and ever-evolving change. This course will focus on the necessity of higher education leaders having the understanding of theories of higher education leadership, including ongoing challenges, the state of contemporary higher education, and be open to continually learning. The focus of this course will also be to provide foundational focus or the study of higher education leadership theory and research, including emphasizing collaboration, character, and empowering all constituencies. Additionally, this course focuses on contemporary issues in higher education by identifying the integrative nature of the historical, philosophical, and sociological forces that have shaped and continue to shape United States higher education leadership.
Credits: 3
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HEDL 502 - Evolving Roles of the Professoriate in Higher Education
This course examines the contemporary, research-based issues of the evolving role of the professoriate in of higher education. Focus is on understanding historical and current structures, cultures, policies, and purpose for the roles of faculty in post-secondary settings. Understanding these evolving roles and perspectives of higher education will be used as the foundation to reflect on the implications for the future of higher education personnel and current issues facing the 21st century professoriate in higher education. Students will study current patterns and trends of the evolving roles of the professoriate in higher education and to understand and participate effectively in addressing current challenges in higher education and provide research-based proposals to promote quality higher education.
Credits: 3
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HEDL 510 - Professional and Personal Development for Leaders
This course focuses on developing one’s understanding of professional and personal development for leaders. Additional focus will be on the understanding adult development throughout the life span and its implications for educational leadership and practice. Research supports that educators at every level must interact with adults and an appreciation for the developmental tasks of career and personal and cycles is essential. Course content is designed to stimulate thinking about how to promote growth and transformation in leadership skills in one’s professional and personal life.
Credits: 3
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HEDL 511 - Professional Communications in Higher Education
The overall goal of this course is to develop research-based professional communication skills and knowledge. Theory about professional communication to enhance understanding about communication in higher education will be the focus. In addition to research in this area, focus will also be on application of these skills. These skills include the ability to deliver excellent presentations, skills necessary to organize, implement, and evaluate effective meetings that produce results, all appropriate high level written communication skills such as writing executive memos, as well as technical papers, and overall clear and appropriate business writing. Further, this course explores the importance of interpersonal communication and encourages exploration and identification of one’s own communication style and behavioral tendencies through measures of adapting to differences in different settings.
Credits: 3
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HEDL 512 - The Role of Faculty in Colleges and Universities
This course focuses on the various aspects of the professoriate. These various roles include, teaching, scholarship, service to the organization, as well as service for special projects, as necessary. College teaching is a profession built on professional knowledge and skills, including content expertise, practice/clinical skills, and research expertise. These skills are critical and are the foundation for all college faculty. Therefore, the ever-evolving role of the professoriate in colleges and universities and how this role is tied to other aspects of the college or university such as the financial realm, will also be researched. Additionally, skills necessary for success in the role of the professoriate in 21 st century higher education will be explored. Students will study research around the critical role of faculty in colleges and universities and gain skills necessary to participate effectively the future development of a quality 21 st century higher education system.
Credits: 3
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HEDL 520 - Legal Issues in Higher Education
The purpose of this course is to introduce students to laws and legal issues that impact higher education. By the end of the course, students should have a substantive understanding of the broad regulatory landscape impacting colleges and universities, both public and private, and be able to recognize when a legal issue presents itself in situations involving students, faculty, or administration. An exploration of the legal frameworks that impact the administration of postsecondary educational institutions will be a focus. Legal issues pertaining to the various constituents of colleges and universities - students, faculty, and administrators will constitute the major focus of this course.
Credits: 3
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HEDL 521 - Ethical Leadership
This course will examine “self” in relation to the ethical platforms that individuals and future leaders in higher education will need to understand and how personal beliefs and actions might affect or influence one’s ability to be an effective leader in higher education. This course will also examine the fundamental aspects of ethics as it relates to the theoretical nature of the topic of ethical aspects of higher education including all constituencies who are affected by the impact of ethical or non-ethical decisions.
Credits: 3
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HEDL 530 - Action Research
This course provides an overview of action research theory and methods and describes how ongoing action research can be used for improvement in a multifaceted higher education setting. The steps for conceptualizing, designing, implementing, and analyzing an action research project are explicitly researched and discussed. Examples of action research projects that apply to professional settings and higher education settings will be explored.
Credits: 3
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HEDL 531 - Budget, Finance, and Operations in Higher Education
The objective of this course is to introduce students to the financial environment and operations within colleges and universities. Students will develop skills and strategies for interpreting financial information and other available data to evaluate the performance of an institution, will examine external reporting requirements, and will explore the business requirements of market position, enrollment, and alternative sources of income. Additionally, the course will focus on using budgeting and financial data as solid resources for strategic, long-term, and short-term planning and goal setting.
Credits: 3
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HEDL 589 - Contemporary Research Readings in Higher Education Administration
This course will focus on the contemporary issues in higher education, as it relates to the students Masters Thesis. Students will participate in researching and analyzing current research in higher education on a targeted research topic and how this targeted research focus affects the short-term and long term success and viability of 21 st century colleges and universities. Further, students will focus on and synthesize this contemporary research and develop a compressive masters thesis.
Credits: 3
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HEDL 590 - Masters Thesis
At the conclusion of this course and the program, each student submits a substantial, critical, analytical, master’s level, scholarly research paper that is referred to as the Masters Thesis. The Masters Thesis should be a substantive written document synthesizing the current research in Higher Education Leadership. A substantial component of the Masters Thesis is the inclusion of the student’s research from all courses of the Master in Higher Education program. A formal proposal for the Masters Thesis is submitted to the student’s advisor for approval, in advance of researching and writing the Thesis. The Masters Thesis is an integrated compilation of all work competed in the program and should demonstrate skills in research in the area of higher education.
Credits: 3
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HLS 505 - Foundations of Homeland Security
This course will map and examine the homeland security terrain as it familiarizes students with the essential theories, ideas, and issues that constitute the emerging discipline of homeland security. Students will be introduced to national, state, local and private strategies and polices; public and private homeland security initiatives; best practice theory; and the relationship between homeland security and homeland defense agencies.
Credits: 3
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HLS 510 - Asymmetric Threats to the American Homeland
The central purpose of this course is to provide students with an understanding of the theoretical, practical, organizational and operational aspects of asymmetric terror organizations. Through the context of the U.S. security domain, students are provided an understanding of the methodologies and trade-craft utilized by clandestine groups to organize, recruit and operate. The course addresses the various forms of terrorism along with successful anti-terror strategies used to compromise violent clandestine groups.
Credits: 3
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HLS 525 - U.S. Intelligence Dynamics
The course objective is to provide students a graduate-level understanding of the organizational, operational, and substantive issues in the U.S. Intelligence Community (IC). The course explores the role of intelligence as it relates to homeland and national security. Students will discuss issues relating to collection, analysis, fusion, dissemination, policy and strategy impact, intergovernmental relations, and oversight. The course investigates intelligence support issues and collection methodologies associated with non-federal agencies. The entire intelligence community is examined along with the laws, regulations, and governing policy that impact U.S. intelligence operations.
Credits: 3
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HLS 531 - Graduate Writing and Research in Homeland Security
The purpose of this course is to provide graduate students with a foundational understanding of the research methodologies, theoretical models, and problem-solving skills that government personnel-or those employed in a homeland security-related field-are likely to encounter during their careers. Students are introduced to a variety of qualitative and quantitative research techniques and learn how best to use them when conducting case study and policy analysis research. This course will also expose students to the various writing styles used within the homeland security field teach them how to apply such styles when drafting intelligence briefings, policy memorandum, literature reviews, and other research-based writing.
Credits: 3
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HLS 532 - Critical Infrastructure Protection
Protecting critical infrastructure is one of the most important aspects of homeland security. This course introduces students to America’s infrastructure, the central role it plays in a modern society, and the network theory titled Model-Based Vulnerability Analysis (MBVA) used to protect these national assets. Each infrastructure sector is examined along with the inherent difficulties associated with protecting complex systems and networks. The course presents the fundamentals of risk assessment and teaches students how to arrive at an optimal investment strategy for protecting an asset or asset component. Through the application of theory, principles, and methodology, and by studying case examples, students will be able to construct effective protective strategies for infrastructure in their discipline, region, or state. The course examines the economic impact of major system failure caused by malfunction, disaster, or attack.
Credits: 3
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HLS 542 - Emergency Management in Homeland Security
This course is founded on the premise that effective homeland security leaders must possess a comprehensive understanding of emergency management principles, practices, strategies, and methodologies. This course introduces students to the dynamic field of emergency management and then works to deepen student understanding through the use of case study. Students learn to view emergency management and disaster from an administrative, political, social, and economic perspective. Interdisciplinary, multidisciplinary, legal, political, and policy issues are examined. Students learn how emergency managers operate before, during, and after a manmade, accidental, or naturally occurring disaster.
Credits: 3
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HLS 550 - Project Management for Homeland Security Leaders
To be successful in today’s rapidly evolving world, leaders and employees in the public and private sectors must possess a comprehensive understanding of the concepts, principles, and practices associated with project management. This course provides students the necessary knowledge and skill sets to identify, plan, and bring to fruition complex domestic and international projects in hyper-competitive environments. The course examines an array of project management issues, including planning, implementing, scheduling, budgeting, and assessing techniques. Students learn collaboration building skill-sets through a team-based approach to project, program, and portfolio management. This course will assist students to deliver projects in a timely, professional, and consistent manner.
Credits: 3
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HLS 555 - Cybersecurity for the Homeland Security Professional
This course examines practical, theoretical, and regulatory aspects of modern-day cyber threats and conflicts through the lens of U.S. Government cybersecurity policy. Through analysis of existing cyber threats, cybersecurity regulations and network attack case studies, the course explores the many challenges policy makers confront when attempting to codify domestic and international cyber security standards and enforceable laws. The course also examines smart and best practices in private-sector cyber security initiatives.
Credits: 3
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HLS 562 - Comparative Homeland Security
The overarching purpose of this course is to provide students a detailed examination of the national counterterrorism and homeland security strategies, policies, and practices employed by a variety of countries in Europe and Western Asia. Students work toward developing an understanding of the difficulties associated with national security-related policies. Learning how other countries cope with the terrorism phenomenon while balancing the need for security and the demands of a free society is the central theme of the course. The course includes a survey of counterterrorism policy responses in liberal democracies across the globe.
Credits: 3
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HLS 568 - Psychology of Terrorism
This course introduces students to the psychological aspects of terrorists, terrorism, mass-casualty, and catastrophic events. The course focuses on how seemingly good people are able to perpetrate acts of extreme violence. In addition, students are introduced to the psychological consequences experienced by victims and the general public when terrorism and other horrific acts occur and are then publicized in the media. The course will conclude by reviewing the status and fallacies related to the interventions applied to victims of extreme events.
Credits: 3
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HLS 570 - Transportation Security
The principle objective of this course is to broaden student understanding of the multidisciplinary approach to securing multi-modal Homeland Security transportation systems. Students examine a variety of contemporary security issues in the areas of maritime, aviation, rail, border security, highways, pipelines and critical infrastructure. The course will also explore technological tools to augment and address transportation security concerns and examine the impact of transportation security on commerce and the expanding role of law enforcement in national, regional, and state transportation security efforts.
Credits: 3
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HLS 590 - Capstone: Application of Knowledge
The Capstone course provides students the opportunity to broaden and deepen their understanding of the knowledge acquired in the Homeland Security program. The course examines the content, core issues, and future application of the knowledge acquired in each course. Additionally, the course identifies and surveys future issues associated with each course topic. The course is presented in seminar format.
Credits: 3
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