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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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HLS 600 - Leadership and Ethics in Emergency Management
Across the public safety spectrum good leadership skills and ethical standards drive successful customer service, community interaction, and response. This course will provide emergency management leaders the foundational knowledge, skills, and context to be able to effectively communicate with the community and managers across a multiagency and multijurisdictional response. To effectively understand leadership and ethics in emergency management, it is important to understand incident management functionality, roles and responsibilities of the private and public sectors, funding processes, resource management, and communications.
Credits: 3
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HLS 601 - Emergency Management Response and Recovery
While mitigation, protection and prevention are all critical elements of the five mission areas of Emergency Management, response and recovery continue to provide significant challenges to leadership. This course will focus on response and recovery efforts by examining case studies and the ability for leadership to utilize techniques such as implementation of a battle rhythm, formal threat assessment models and other tools to improve response and recovery.
Credits: 3
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HLS 602 - Safety, Security Planning and Operations for Special Events
Natural and human-caused disasters have particularly devastating effects on large public gatherings. Increasingly, communities and the private sector now look toward emergency management personnel to coordinate the myriad of public safety and health agencies at the local, county, state and federal level. Most special events require significant long term planning with private sector agencies. In this course, students will have a chance to plan the operations and security for a special event.
Credits: 3
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HLS 610 - Cybersecurity Analyst
This course prepares students to detect, investigate, analyze, and counter the activities of cyber criminals such as hackers and developers of malicious software. Students will learn hands on skills as they employ cyber investigative tools and conduct Internet research to research computer network anomalies. After completing this course, students will know how cyber criminals operate and understand how to protect networks, tie attacks together, analyze risks, and attribute computer network attacks to a specific group of threat actors. Students will conduct analysis and create analytical products, including written reports, a link analysis chart, and an analytical briefing. Successful students will obtain the skills that can make them a vital member of an organization’s network security team.
Credits: 3
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HLS 611 - Information System Hardware and Networking
This course will provide a foundation into information systems by understanding computer hardware, software and network concepts. Students will cover desktop computing, enterprise solutions, operating systems, virtualization, software, networking hardware, the open systems interconnections model, cybersecurity, and troubleshooting.
Credits: 3
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HLS 612 - Information System Security
This course will build upon the Information System Hardware and Networking course by into exploring aspects of cybersecurity and information assurance. Topics covered will be risk management, physical networks, wireless networks, cloud security, cryptography, vulnerability, social engineering, disaster recovery, and incident response.
Credits: 3
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HMT 525 - Leadership & Communication in Global Hospitality
This course will focus on the leadership challenges faced by management within global hospitality that are unique to the industry. Such topics covered will include: economic recovery, personnel management, international communication and managing international teams across complex and ever expanding industry networks, and policy enforcement & information management within the industry. Through case analyses and policy evaluation, students will deepen their knowledge of customer and personnel management and communication within the context of such issues as risk mitigation, quality service, and team unity.
Credits: 3
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HMT 530 - Events Management in a Digital World
This course focuses on project management in the global hospitality industry. Project management will be covered from an event planning perspective. Event production has its own requirements and characteristics that mirror traditional project management techniques that can be applied to all areas of hospitality. Current practices are used in case analyses to deepen student understanding. Current software options are discussed
Credits: 3
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HMT 570 - Strategic Marketing in Global Hospitality
Strategic Marketing in Global Hospitality is a comprehensive course focused on problems and strategies specific to marketing and branding within the global hospitality industry. Topics will include: concepts of service science design and engineering of services, building brand loyalty, design thinking for coupling marketing strategies & partnerships within financial structures, and managing quality for the consumer perspective. Additionally, this course will allow students to explore modern tools and strategies in marketing and branding for the hospitality industry, to include the use of data analytics in developing a marketing strategy.
Credits: 3
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HMT 580 - Revenue Management in the Global Marketplace
Global Hospitality Revenue Generation will investigate how the combination of price, supply and demand, can optimize revenue objectives to ensure maximum profitability. This course focuses on how the organization can structure its price and product availability across distribution channels in order to maximize profitability. Students will review the main revenue management methodologies that are utilized within the global hospitality industry. Issues covered in this class will include legality and customer backlash within the context of price and product offerings, varying product availability for strategic revenue generation, and modeling for product pricing, budgeting, and product design.
Credits: 3
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HRMT 505 - Compensation and Benefits
Compensation and benefits are key motivators for why employees come to and stay at an employer. As turnover costs time and money, companies want to attract and retain the best talent, and that involves compensating them fairly. While Human Resources is not a profit center in an organization, compensation and benefits are the largest cost outlay most companies have. So it behooves an organization to manage their comp and benefits strategy. In this course, we will examine how organizations can design and implement successful compensation programs that address both employee and employer considerations.
Credits: 3
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HRMT 511 - Human Resource Laws and Compliance
This course examines the legal and ethical considerations managers and human resource professionals must make in developing practices and procedures
for managing their work force. This course has a particular emphasis on how to develop best practices to ensure compliance and avoid costly litigation.
Credits: 3
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HRMT 517 - Organizational and Individual Development
This course examines the strategic methods organizations use to develop their employees in order to meet company goals and objectives. We will examine various training methods, as well as consulting, coaching and measurement of behavioral and attitudinal change.
Credits: 3
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HRMT 522 - Recruitment and Selection
This course explores the processes whereby an organization identifies, evaluates and builds its workforce. Numerous considerations, both legal and organizational, need to be taken into account in attracting and retaining good workers.
Credits: 3
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IA 505 - Advanced Interior Environment Studio I
This advanced interior design studio focus is on complex interior environments. Students advance their design knowledge and implementation through advanced integrated design programming strategies, concept development, schematic design, design development and presentation. This project will require both the pragmatic resolution of design problems and the investigation in drawing and model of the theoretical issues you explored through research. It should demonstrate the creativity, knowledge and skills you are acquiring and developing through your graduate studies.
It should also address environmentally responsible Design, Universal Design, hybrid fresh air delivery systems, space planning and programming, integration of codes, environmental assessment tools and rating systems for sustainable environments are applied to design solutions.
Prerequisites & Notes
IDI 570
Credits: 4
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IA 506 - Emerging Materials and Systems
Emerging materials and advanced environmentally responsible building systems are the principle focus of this course. Students explore current and emerging technological advancements and appropriate application of intelligent materials, finishes, and construction. Technical and aesthetic aspects of progressive environmental building systems, intelligent materials, energy efficiency, Zero Energy Building, Renewable Energy Systems, and Lighting (natural and artificial), are covered in-depth along with their impact in our built and natural environments.
Prerequisites & Notes
IDI535, IDI542, or permission of program director.
Credits: 3
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IA 507 - Art and Science of Interior Lighting
The principles of interior lighting are explored through lectures, field trips, testing, and studio projects to develop an advanced understanding of potential design solutions. Through demonstration within the lighting lab and software simulation students analyze and compare luminaries, lamping options, and controls. Participants address the aesthetic, functional, environmental, and regulatory needs of residential and commercial lighting requirements of interior spaces. Topics such as daylight, glare, color rendition, light distribution, control and dimming, energy consumption, energy codes, heat production, light trespass, cost, and light pollution are addressed.
Prerequisites & Notes
IDI 533 or permission of program director
Credits: 3
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IA 508 - Design Dynamics II
This course empowers individuals and teams to search for innovative solutions. Students learn how to break down a vision into actionable challenges; through the process of experimentation. This studio provides graduate students an opportunity to focus on particular issues and components. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 1
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IA 510 - Advanced Interior Environment Studio II
A global look at sustainable interior design strategies that are applied to advanced graduate level studio projects and assignments of various size and complexity. Students are introduced to advanced integrated design programming, concept development, schematic design, design development, and presentation. Special focus on international environmentally responsible design, universal design, international building codes, environmental assessment tools, and sustainable design rating systems are explored and applied. Students will investigate universal design and sustainable design issues, philosophies, and practice of other cultures, as well as historical context.
Prerequisites & Notes
IA 505
Credits: 4
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IA 511 - Forum I
Forum I is part of a two semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. The course looks at theory, not as a specialized discourse related only to design, but touches upon many boarder issues, whether they are cultural, aesthetic, technological, philosophical or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as from many complimentary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
Credits: 1
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IA 512 - Forum II
Forum II is part of a two semester continuing course studying the interrelationship of theory, history, and practice as it relates to architecture, interior design, and the designer. The course looks at theory, not as a specialized discourse related only to design, but touches upon many boarder issues, whether they are cultural, aesthetic, technological, philosophical or professional. Topics, readings, and examples are chosen from a wide range of materials, from classical antiquity to today, as well as from many complimentary issues related to creating a multi-disciplinary approach to design. This course provides a forum for discussion and exploration.
Credits: 1
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IA 515 - Theory and Criticism
Recently, we have seen an outburst of theories and manifestoes, which explore the possibilities of architecture and interior design, in terms of its language, evolution, impact, and social relevance. Through the careful consideration of key philosophical and theoretical texts, this course offers a forum for discussing contemporary and historical doctrine. This course is dedicated to exploring the ideas that lie behind the appearances of buildings and interior design, that is, architectural theory. In general, theory is the province of ideas that precedes action. In various examples we will be studying architects and interior designers that have combined ideas from different sources and for different purposes to create forms and spaces with complex and subtle meanings. In design, theory is not divorced from practice. On the contrary, theory and practice are inseparable. Architects and interior designers cannot physically construct the buildings they design without a set of ideas to guide them. These may be, for example, traditional conventions, environmental concerns, experimental structural concepts, or aesthetic judgments. Likewise, theory relies ultimately on practice to test its hypotheses and assumptions. Therefore, the course will primarily focus on the development of contemporary literary examples related to design and theory, through a semester long reading intensive course of far reaching ideas, and on analysis and critique of written doctrine relevant to interior design and architecture. Of interest is the articulation of philosophical and contemporary design issues.
Credits: 3
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IA 516 - Research Methodology
This course provides overview concepts in design research. The course covers design methods, as well as quantitative and qualitative research methods in a focused and systematic way. The course will allow students an opportunity to focus on an area of inquiry relevant to interior design and to identify design research problems and questions. Students decide on appropriate and feasible methods/tools of answering design research questions. Students use a variety tools for data collection and analysis to ensure valid research. Through research methodology and precedent analysis, this course provides direction and techniques needed to conduct academic research on any aspect of interior environments, occupant comfort, design theory, or the impact on the designer.
Credits: 3
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IA 518 - Scandinavian Architecture and Interior Architecture
This course will survey the architecture of the Scandinavian countries, in terms of history, culture, design (interior design and architecture), building technology, and the environment, in relationship to Western Architecture. This course will explore various periods of design and construction from the Viking Age settlements in the North Atlantic, the towering stave churches in Norway, and the modern architecture of Sverre Fehn. This course will include discussions of select Scandinavian influenced works in New England and a visit to examples by Alvar Aalto, Eero Saarinen, and Steven Holl works located in Cambridge. Our focus will be on the development (past and future) of Scandinavia, in the context of History, Architecture, Interior Design, Urban Design, and Culture. The course will also allow for exploration of individual architectural and theoretical interests.
Credits: 3
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IA 521 - Furniture Design History
A study of history of furniture and design motifs from antiquity to the present with an in depth look at the history of modern furniture, beginning with the early precursors of the mid-19 th century through to future classics being designed today. While the artifacts under scrutiny will be furniture, their stylist expressions will illustrate the technical, aesthetic and social contexts of their time.
Credits: 3
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IA 530 - Psychology of Place
This course examines the interplay between humans and their interior environments. Through historical precedents, current academic theories and scientific research students will study the psychological affects interior environments have on human behavior and perception. Students investigate both simplistic and complex interior environments and components such as volumetric space, color, texture, art, furniture, artificial light, and natural light to acquire practical design approaches that can be incorporated into professional practice.
Credits: 3
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IA 586 - Masters Thesis I
Thesis I is the second stage of the three-semester sequence, which requires students to prepare a comprehensive literature review and submit a scholarly written defense on their area of inquiry relevant to interior design. The course builds upon research methods and standards discussed in the Thesis Seminar (Research Methodology) and are now applied to their critical position.
Prerequisites & Notes
IA515, IA516, IA530
Credits: 3
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IA 587 - Masters Thesis II
Thesis II is the final stage of the thesis, which requires students to prepare a comprehensive defense on their area of inquiry relevant to interior design or practice. The course builds upon research methods and standards discussed in the Research Methodology and Thesis I and are now applied to defend the student’s critical position, through a professionally applicable problem. This may be delivered through a paneled lecture with visuals and a scholarly defense component with applicable focused design studies. Students deliver the comprehensive defense through visual strategies including 2-d and further 3-dimensional investigation.
Prerequisites & Notes
IA 586
Credits: 4
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IA 590E - Design Practice Research Internship
This full semester internship combines the process and procedures for practice based design research with academic research in an approved professional design firm. Students will develop and apply academic research methods and theory to practice based design problems. The “Design Practice Research Internship” provides a foundation for evidenced based design and inspired research within current design practice. The fourteen week period is planned and supervised by faculty and site supervisors. Students meet weekly on campus supervision group provides the opportunity for students to reflect upon their experiences and learning. Students are responsible for outside reading and writing assignments designed
to integrate design research with practice. Students spend 3 or 4 days at site and attend weekly meeting on campus.
Credits: 3
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IA 617 - Contemporary Architectural Icons
Architectural icons, whether they are design firms, individuals or projects, will be examined with a critical eye: The “Bird’s Nest” of the Beijing Olympics, The Guggenheim at Bilbao, Spain, The Burj Al Arab Hotel at Dubai. Through extensive readings by and about recent icons of the design world, we will try to answer questions like: Have they met the standard of “firmitatis, utilitatis, venustatis?” Does it matter? Icons are, by definition, popular. How does “popularity” fit into criticism? Can critical standards be applied uniformly? Do only wealthy and powerful clients build icons?
Credits: 3
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IA 620 - Global Sustainable Interior Architecture Studio
A global look at sustainable interior design strategies that are applied to advanced graduate level studio projects and assignments of various size and complexity. Students are introduced to advanced integrated design programming, concept development, schematic design, design development, and presentation. Special focus on international environmentally responsible design, universal design, international building codes, environmental assessment tools, and sustainable design rating systems are explored and applied. The “Study Abroad Component” of the course includes pre-departure orientation seminars covering all aspects of the tour: opportunities for investigation, group dynamics, problem solving, and team spirit created by cohesiveness within the classroom. Students will participate in a professionally led study and research opportunity in a host country. Students will investigate sustainable design issues, philosophies, and practice of other cultures, as well as historical context.
Credits: 3
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IA 630 - Special Topics Studio
This elective studio provides graduate students an opportunity to focus on particular issues and components within the built environment. The studio includes lectures on focused area, group discussions, individual and/or group projects. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 3
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IA 690E - Extended Thesis
Students continue to develop a comprehensive visual defense on their area of inquiry relevant to interior design, design theory or practice. The course builds upon research methods and visual presentation standards discussed in Thesis I and Thesis II to complete a successful defense of an individual thesis design problem.
Credits: 0
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IDI 501 - Foundations of Design
The main focus of course is the development of fundamental proficiencies in design theory, language, and visual communication techniques. Projects will emphasize the elements of design (line, shape, tone, texture, color, scale, etc.), principles of two dimensional and three dimensional design, and the basic principles of composition (balance, rhythm, unity, contrast, etc.), as well as the implications and applications of these proficiencies as they pertain to design. Students will apply fundamental drawing and technical drawing skills to a variety of studio projects.
Credits: 2
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IDI 505 - Design Dynamics I
This course is first stage of design dynamics sequence. The course empowers individuals and teams to search for innovative solutions. Students learn how to break down a vision into actionable challenges; through the process of experimentation. This studio provides graduate students an opportunity to focus on particular issues and components. Students advance their theory, knowledge, and design expertise within topic focus.
Credits: 1
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IDI 506 - Art & Design History I
The course explores the production of art and architecture from prehistory (40,000 BCE) through medieval period. The examination and breakdown of art from a variety of cultures and geographic regions is a main focus of the course. Students are introduced to the conventional designations of stylistic periods, treatment of major works of art and architecture in this span of time, and familiarized with the traditional methods of Art and Design History and research skills.
Credits: 3
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IDI 507 - Art & Design History II
A history of Western and Non-Western and American architecture, interior design, furniture, and decorative arts from Renaissance to Modern period. Domestic and international architecture and interiors will be emphasized.
Credits: 3
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IDI 508 - Art & Design History III
A history of Western and Non-Western and American architecture, interior design, furniture, and decorative arts from Modern to contemporary 21st century. Domestic and international architecture and interiors will be emphasized. Periods covered from American Neo-Classical through the 21st century (1790-present).
Credits: 3
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IDI 510 - Interior Environments Studio I
Students apply elements and principles of interior architecture and color, materials, and occupant comfort to a series of residential and small commercial interior environment scenarios. Issues of human factors, universal/inclusive design, and sustainability are emphasized throughout the studio assignments.
Prerequisites & Notes
IDI 501, IDI526 or permission of program director.
Credits: 3
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IDI 515 - Interior Environments Studio II
Interior design strategies are applied to projects of increasing size and complexity with a focus in contract design, commercial, and hospitality design. Students are introduced to advanced integrated design programming strategies, evidence based design, concept development, schematic design, design development and presentation skills. A special focus on the interplay between humans and their interior environment is emphasized. Environmentally Responsible Design, space programming and planning, integration of codes, environmental assessment tools and rating systems for sustainable commercial, corporate and hospitality environments are explored.
Prerequisites & Notes
IDI510, IDI531
Credits: 3
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IDI 521 - Perspective and Rendering
Design communication skills are developed through sketching, delineation, drafting, and rendering techniques specifically geared toward effective design presentations. Various rendering techniques and media are explored with an emphasis placed on the effective graphic communication of design ideas in plan, section, elevation, and 3D.
Credits: 3
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IDI 526 - Media I: Architectural Drafting
In the field of interior architectural design the thought and method of expression are equally important. Students will learn to communicate their design ideas through the use of both instrumental, and freehand drawing. The course will cover the production of orthographic, multi-view, isometric, oblique and perspective drawings. Students will explore construction document production through both hand technical and computer assisted and building information modeling techniques. Diverse media and software will be explored.
Credits: 2
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IDI 531 - Media II: Electronic Media
This course is intended to give students a set of strategies for incorporating technology and electronic workflow strategies into their design work. Students will learn to techniques for managing and integrating the entire design process using a number of software titles, from programmatic diagrams to construction drawings and perspective renderings. The main focus will be on the most common type of architectural software used today, building information modeling (BIM). Use of custom objects and best practices for creating presentations will also be discussed. English and Metric units of measure will be explored as well.
Prerequisites & Notes
IDI 526
Credits: 3
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IDI 532 - Professional Practice/Portfolio
This course examines the practice of Interior Architecture and business components necessary to engage the profession. Various types of design firms are discussed from small residential / commercial to large global design firms. The course carefully examines leadership, professional ethics, project management, financial management, client management, marketing and business development as well as strategies for collaborating in teams and team building techniques. Current issues confronting the professional such as licensure, professional organizations, and community service are discussed. The development of a professional design portfolio is also major focus of this course. Continuing education and lifelong learning will also be emphasized and the importance for a designer to always remain current with theory and technology in the delivery of design solutions.
Credits: 3
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IDI 533 - Advanced Media
Advanced Media covers the full set of skills and strategies for efficient workflow in the interior architecture profession. Software selection and implementation are reviewed with an emphasis on an efficient design process and high quality and flexible documentation at all stages.
Prerequisites & Notes
IDI540
Credits: 3
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IDI 535 - Materials and Specification
Students investigate the properties of interior finishes, furniture, and equipment. The appropriate selection and specification of materials based upon code, occupant comfort, universal design, sustainability and aesthetics is researched. Life cycle analysis is used to determine the source, manufacture, transportation, maintenance, durability, and disposal of a product. Viable information sources for sustainable products are explored along with third party verification of green product claims.
Credits: 3
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IDI 540 - Media III
This course will build on skills and knowledge gained in Media I and Media II. The emphasis is focused on multiple software applications to develop effective building information modeling (BIM) computer generated construction documents and presentation renderings. Special attention will be toward electronic presentations and animations. Diverse media and software will be explored, as well as, English and Metric units of measure.
Prerequisites & Notes
IDI 531
Credits: 3
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IDI 542 - Building Systems & Integrated Design
Students explore the technical and aesthetic aspects of structure, environmental systems including plumbing, electrical, HVAC system types, natural ventilation, energy efficiency, and lighting (natural and artificial), fire protection and safety, and acoustics and their impact on the built and natural environments. The appropriate selection of technologies and materials based on codes, universal design, sustainability, function, aesthetics, and human comfort are explored and evaluated for a variety of interior environments.
Credits: 3
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IDI 551 - Regulations and Guidelines
This course will introduce students to the intent scope, detail, and examination of sustainable environment guidelines, local, state, national, and international building codes, standards, and regulations that protect the health, safety, and welfare of the general public in new and existing materials and methods of construction. Emphasis will be given to the international, federal, state, Local and professional standards. Students will also develop an understanding of Universal Design and the Americans Disabilities Act Guidelines.
Credits: 1
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IDI 553 - Contract Documents
Contract documents are prepared combining knowledge of architectural, structural, environmental building systems, lighting, interior construction detailing, architectural millwork and furniture interface. Students learn to document the design decisions as contract document that impact wellbeing, comfort and performance. Detailing theory and processes are explored and supported by the exploration to provide processes, and finish systems research.
Prerequisites & Notes
IDI 540
Credits: 3
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IDI 560 - Internship
This semester long course fuses academic theories to the professional work environment. Total 120 hours of internship is planned and supervised by faculty and site supervisors. A weekly supervision group provides the opportunity for students to reflect upon their experiences and learning. Students are responsible for assigned outside reading and writing assignments designed to integrate theory and practice.
Credits: 2
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IDI 570 - Capstone Studio
Students develop the design concepts of Healthcare, stressing critical analysis and professional application of Healthcare environment. Practical and theoretical solutions culminate in a research capstone design project and final presentation.
Prerequisites & Notes
IDI 515, IDI 540
Credits: 3
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IED 500 - Philosophical and Research Foundations for Technology in Teaching and Learning
In order to develop an understanding of how technology becomes an organizational tool for improvement of teaching and learning, a systems approach is necessary, including a review of the philosophical underpinnings of technology change. The framework behind this degree program is presented from a research basis as well as a conceptual examination of synchronous and asynchronous technologies. The framework will be couched in terms of a virtual environment; students will read from the research basis concerning virtual learning, brain research, theories of development of virtual worlds, and an examination of the characteristics of learners, including those described as digital natives.
Credits: 3
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IED 504 - Theories in Curriculum
The aim of this course is to provide students with opportunities to make contact with a broad variety of curriculum theory, design, and successful practice. Our work will deal with matching specific theories of curriculum development to present practice as found both in the literature and in the professional experiences available to our class. The final goal is to develop a curriculum project appropriate to students’ work settings or interest, grounded in a theoretical framework. Students will come away with a completed project that can be applied to their schoolwork or future graduate investigations. All work in this course will be based on successful practices in multicultural context.
Credits: 3
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IED 505 - Vertical and Horizontal Curriculum Architecture: School Wide Prerequisites and Process
When schools apply for various accreditations and authorizations, one of the most common recommendations is that the schools need to improve vertical and horizontal articulation of the curriculum. With that in mind, this course explores the “nuts and bolts” of the curriculum: What is it, what does it (or might it) look like, how do educators write it, what is a scope and sequence, what is a “planner,” what are the differences between explicit, written, null, and taught curricula, how do we better articulate curriculum, how does it link between different sections of the school, how do supervisors teach others to do it, to what extent can learners choose their own learning and help plan curriculum, what exactly is “international” curriculum, and how can well designed curricula help with both student understanding and external quality control? The course explores the prerequisites and process for getting those types of issues clear and in-place.
Credits: 3
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IED 509 - Language Diversity in Education
This course deals with multiple issues in ethnic, cultural, and linguistic diversity as they affect educational policy and educational practice. It is designed for teachers interested in broadening their knowledge base related to bi/multicultural, bi/multilingual issues, to deal with teaching and social challenges that arise in schools that have a linguistically, culturally, and ethnically diverse population.
Credits: 3
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IED 510 - Leadership in International Schools
Through review of theory and research on leadership, the study of organizational culture, and the principles necessary to support change, this course will lay the foundation for the understanding of effective leadership in the international school.
Credits: 3
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IED 511 - Strategies for Change in International Schools
The focus of this course includes structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, form the cornerstone for restructuring schools.
Credits: 3
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IED 512 - Evaluation and Assessment
This course studies the observation, assessment and evaluation of second language skills, focusing upon proficiency in the four language skills: listening, speaking, reading and writing, test development including non-traditional authentic assessment techniques, and socio-cultural issues in testing.
Credits: 3
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IED 513 - Assessment for 21st Century Learning
This course explores best practices in assessment. The class emphasizes a variety of assessment strategies including qualitative approaches. Students will reach clarity on and be able to implement and mentor ideas such as formative assessment, summative assessment, assessment “for, of and as” learning, self-assessment, authentic assessment, performance based assessment, portfolio assessment, and more. In order to prepare students for the realities of the world that they will likely be working in, the course will also review “measurement and evaluation” principles such as norm-based and criterion-based assessment, interpretation of commonly used statistics, and how to interpret and act on mounds of numerical data with the wider goals of “21 st Century” learning still in mind. The course addresses cultural assumptions about assessment in order to prepare educators for working in a variety of international settings with inherent expectations about assessment. Students will be prepared to mentor staff on assessment principles via an ongoing course focus on effective mentoring approaches.
Credits: 3
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IED 521 - Methods of Teaching English as a Second Language
This course provides a pre-practicum experience in curriculum development, instructional techniques and formal and informal assessment practices for teachers of English language learners. Students will explore current theories and practices in promoting ESL learner’s listening, speaking, reading and writing skills.
Credits: 3
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IED 522 - Intercultural Communication
An exploration of the concepts of intercultural communication and their applications to the field of education. Emphasis is on using the teacher’s cross-cultural competencies to integrate children who are from other countries and/or whose first language is not English. Other topics will include initiating students to new educational systems and the use of culturally appropriate curricular activities for their teaching disciplines.
Credits: 3
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IED 523 - Technology for Curriculum Development and Supervision
This course examines the impact of technology and information on the design and supervision of curricula. Special emphasis will be placed on maximizing benefits and seizing the opportunities created by innovative applications of technology and information (such as Atlas Rubicon & similar programs). This course explores different technologies that support curriculum development and worldwide curriculum collaboration. The course also guides students to explore and evaluate specific technology tools that fit their or their colleagues’ subject curricula. The course will also emphasize the supervision element-how can technology be leveraged to train and evaluate staff in curricular and other areas? Students will be involved in using technology to accomplish simulated or real-life curricular training of other educators and to implement educator self-reflection, evaluation, and ongoing re-training and professional development.
Credits: 3
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IED 524 - Child and Adolescent Psychology
This course is designed to provide students with a broad overview of several areas of child and adolescent psychological development. The course will examine behavioral and psychological development of the child from conception through adolescence. Various theories and theorists prevalent in the field of child and adolescent psychology including Piaget, Freud, Erikson, Vygotsky, Kohlberg, etc., will be reviewed. The course will expose students to a variety of perspectives on the external and internal influences on the developing child and on the eventual passage into adolescence.
Credits: 3
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IED 525 - Designing and Teaching for Understanding
This course is built around the Understanding by Design® framework and emphasizes “backwards design” (and hence links to the Assessment for 21 st Century Learning course), teaching and assessing for understanding, and differentiation. The focus will be on the design curriculum and learning experiences that make it more likely that students will understand the “big ideas” of content and be able to apply them in meaningful ways. Course participants will apply a set of practical and proven design tools and templates to create or refine a unit of study and a yearlong curriculum map.
Prerequisites & Notes
IED504
Credits: 3
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IED 528 - Seminar in Curricular Enrichment for School Transformation
This course explores the notion of enrichment as key to effective learning cultures and ecologies. The class will study enrichment not as a mere “add-on” or “after school activity” but rather in large part via the thoroughly-researched and time tested “Schoolwide Enrichment Model (SEM)” approaches. Originally developed at the (US) federally-funded NEAG Center, the SEM has also been written about and practiced in the context of international education, and the course will review relevant international school literature and worldwide manifestations of the approaches. The course will explore Type I, Type II, and Type III enrichment and how to facilitate them. It will explore notions such as the “three ring” conception of talent, curriculum compacting, enrichment clusters, the place of fine arts, and what SEM contributes to ideas such as “differentiation” and “inquiry based instruction.” A special emphasis will be upon contemporary “cutting-edge” expressions of enrichment models and on how these relate to other master’s program themes such as learning ecology, learning culture, and learners choosing their own learning. Educators should leave the course with the skills necessary to bring schoolwide enrichment to their school.
Credits: 3
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IED 530 - Linguistics and Language Acquisition
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
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IED 540 - Using Technology in ESL Acquisition
Technology will be examined as instructional tools in the instruction of English as a Second Language (ESL). The technologies will include those appropriate for direct classroom instruction as well as enrichment and the use of mobile and/or personalized technologies appropriate for supporting teaching and learning within the school and home settings. Research specific to technology in pedagogy will form the foundation for the topics covered.
Credits: 3
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IED 570 - Clinical Experience in ESL
This course will examine and appraise international ESL curricula and instructional approaches across all grade levels. It includes a presentation of basic ESL and general curriculum models, with reference to research-supported practices and to formative and summative assessment. The goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of ESL theories, curricular designs, and successful practices. Coursework will deal with matching specific theories of ESL curriculum development to present practice as found both in the literature and in rich professional experiences available among the course participants. Activities, content, and materials are focused on international curricula, as found in the K-12 international schools in which ESL practitioners from this program will likely work.
Credits: 3
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IED 571 - Leadership for Technology in Schools
This course will review theory and research on leadership, the study of organizational culture, and the principles necessary to support change. In addition, this course will lay the foundation for the understanding of effective leadership in allocating human resources, using and developing technology in schools and technology plans and audits. Students will examine and develop strategic planning for technology, develop financial plans, and plans for teacher professional development using technology in their classes and schools. Case studies will be used in this course
Credits: 3
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IED 572 - Clinical Experience
This course will examine and appraise the international curricula of all grade levels. It includes a presentation of basic curriculum models with reference to research-supported practices and to formative and summative assessment. The goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of curriculum theory, curricular designs, and successful practices. Coursework will deal with matching specific theories of curriculum development to present practice as found both in the literature and in the rich professional experiences available among the course participants. Activities, content, and materials are related to international curricula including, but not limited to, the International Primary Curriculum (IPC), the International Baccalaureate Primary Years Program (PYP), the Middle Years Program (MYP), and the Diploma Program (DP).
Credits: 3
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IED 573 - Reflective Seminar: International Education
This course is designed to provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and/or taking effective leadership. 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 to reflect on their role as an educator while expanding the set of possible choices they have for taking actions and leadership. Child protection themes will be included in this culminating course.
Credits: 3
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IED 574 - Research Project
The Research Project is designed to engage a graduate student in the practical application of research principles and skills in the study and improvement of international classrooms and schools. Each student is asked to create a qualitative research proposal within the field of International Education. Using knowledge from the previous courses, the student will write a research proposal with attention to themes such as articulating a well-written problem statement, reviewing literature, matching evidence and outcomes, and planning triangulation of a variety of data types. Although students will not implement proposals in this course, they will exit this (and the previous Research Methods course) with two excellent and “ready to go” research ideas. Students will also have opportunities to practice how to conduct pre and post data analyses. Students will be required to adhere to the standards, rules and procedures set forth in the APA (American Psychological Association) manual.
Credits: 3
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IED 575 - Practicum in Technology in Schools
The practicum course provides students with a clinical experience in technology, moving students from merely reading about ideas to trying them out in practice. A goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of technology theories, system designs, and successful practices. Coursework will deal with matching specific theories of educational technology to present practice as found both in the literature and in rich professional experiences available among the other course participants. Students will be required to locate a technology-rich work or volunteer educational setting, as well as a mentor from that setting.
Credits: 3
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IED 580 - Innovative Practices in Education
This 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. In this course, students will learn how to assess a variety of educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative. Students will then determine which innovative practices will fit the educational context.
Credits: 3
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IED 581 - Technology in Education
This course explores the major concepts related to instructional computing as well as the impact that technology has on education. Required of all graduate students as they begin to integrate curriculum trends with an awareness of current sources for information and their role in a technologically-rich learning environment.
Credits: 3
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IED 582 - Research Methods
This course is designed to acquaint students with the design, analysis, and interpretation of research in the social sciences. 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.
Credits: 3
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IED 583 - Technology Infrastructure in Schools
This course will familiarize students with basic hardware and infrastructure, including: servers, wifi systems, mobile technologies, wiring, planning and accounting for technology in new building projects, finding the right suppliers, and evaluating and purchasing equipment. In summary, the course seeks to teach the basics of what needs to be known about hardware, acquisition, and installation. The course will also provide an overview of school-based policies on technology. The question of accountability and division of understanding of school wide systems will be explored along with student and community empowerment technologies.
Credits: 3
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INBS 550 - International Marketing
We will focus on the unique problems associated with managing marketing operations across national borders. How can the firm identify and satisfy global customer needs better than the competition while coordinating marketing activities within the international environment? Topics include: the impact of culture on the global marketing environment; how to identify global market opportunities for an existing enterprise or a new venture; how to apply industry analysis, assessment of risk and new customer identification techniques in an international context; and how to develop and implement effective comprehensive marketing strategies on a global scale.
Credits: 3
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INBS 560 - International Business Negotiation
This course will use a combination of simulations, role plays, readings, and class discussions to develop effective approaches to reaching agreement in international business negotiations. Students will be introduced to cross-cultural communication styles, national business expectations, and political interests that may diverge from the familiar and can often impede cross-border agreements. We will draw upon negotiation theory and cases to analyze specific international business negotiations and, through dynamic in-class simulations, gain hands-on experience in international business negotiation, conflict resolution, mediation, and arbitration.
Credits: 3
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INBS 570 - International Business Law
This course provides an overview of the legal aspects of international business transactions and will introduce students to the international legal framework. We will examine topics central to international business law, from the role of comparative law, to the laws governing multinational enterprises; foreign investment; money and banking; and sales of goods, services, and labor. We will critically evaluate the substantive principles of law in relation to intellectual property rights, consumer protection, international sales of goods, and transnational dispute resolution by mediation, arbitration and litigation. This will include consideration of the impact of law on international trade, globalization and regionalism, and the global monetary system.
Credits: 3
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INBS 580 - Business and Management in BRIC Countries
This course will examine the market dynamics and political economies of the BRIC countries with particular attention to international trade, FDI, and the nations’ probable future impact on the developing and developed worlds. The acronym BRIC was coined by a Goldman Sachs economist in 2001. The term refers to four countries (Brazil, Russia, India, and China) that were perceived to be likely to develop the world’s next biggest economies by 2050. Together, the BRIC countries include 40% of the world’s population and encompass about one quarter of the earth’s land mass. The four economies in aggregate contributed more than a third of global GDP growth during the past decade and constitute 25% of the world economy in terms of purchasing power parity. The term BRIC has become popular in the global media as well as by the leaders of these countries. The acronym has often been used to suggest a shift in global economic power away from the USA and the other G7 economies towards these four emerging nations. Although the BRIC countries have experienced remarkable economic growth during the past decade, the road has not been smooth nor is it likely to be in the future.
Credits: 3
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INT 530 - Integrative Learning I-Learning Tools
Students learn to apply integrative practice and learning in education by developing and using tools which include dialogue, integrating seminars, personal experience, observation and critical thinking/ reading. Students learn to integrate their own reflections and unfolding ideas in response to others. This critical thinking ablity is important for educators and those considering a holistic approach to human development.
Credits: 2
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INT 541 - Developing Integrative Learning Techniques II: Processing Ideas
Story is a key integrative learning technique. This course focuses on the nature of story as pedagogy in an integrative learning context. The course develops integrative thinking, responding, feeling, visioning in concert with ecological awareness. Metaphor and gaining insight into ends and means in one’s search for life-long principles becomes evident. An eco-cosmological framework is used as the approach for this study.
Credits: 2
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INT 543 - Applying Integrative Learning Techniques III: Application
Building on Integrative Learning I and II, students focus on the application of integrative processes. The dynamic of the processes supports the adoption and adaption of the nuances of integrative learning. Natural mind-mapping, an eco-centric approach, is an example of an image-related investigation that explores human systems as functional relationships with ecological systems.
Credits: 2
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INT 553 - Exploring The Future Of Humanity I - Education and Systems
Students study a conceptual framework for the Future of Humanity. This exploration is based on the history of the cosmos and humanity’s role in creating a sustainable future for our planet. Students apply systemic thinking to the role of education. They reflect on past and present educational practices. As a fundamental aspect of integrative thinking, they apply critical thinking to inform their view of sustainability. Focus is on nature consciousness, deep ecology, holonic contexts and systems thinking in order to live in harmony with Earth systems.
Credits: 2
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INT 554 - Transformative Learning I: Reflections
In preparation for their individual research assignment, students reflect independently on required readings and texts in a series of seminars. Students engage critically with authors and ideas through dialogue with other students to create deeper meaning. Annotations are used as resources for seminar responses and writing assignments.
Credits: 2
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INT 556 - Transformative Learning II: Focus on Change
Students reflect on their own learning as stimulation for a shifting world-view. Students’ professional and personal interests are incorporated into a synthesis of ideas.
Credits: 2
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INT 557 - Exploring The Future Of Humanity II - Cosmic Task of Humans
Students develop an understanding of the relationship between humanity and the Earth. They become aware of an interconnected web amongst humans and all ecological systems. They study the role of humanity as caretakers of this planet. Students also study concepts of “The Great Work” in education (Thomas Berry) which generates the first principles of organization, change and transformation. This course includes concepts of differentiation, autopoiesis and communion.
Credits: 2
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INT 558 - Transformative Learning III: Assimilation
Students contextualize their learning within a specific area of interest and research. Students use the tools of integrative learning and their understanding of the needs for future human habitation of the Earth. Using a scientific analysis of recorded data to gain insight into neurophenomenology through explorative writing, creative expression, oral and video recording and sharing, and exposition.
Credits: 2
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INT 559 - Exploring The Future Of Humanity III - Forward Focus
Students learn how humans might develop integrative thinking to co-exist within the boundaries of a living planet. Students reflect on the nature of Ecosapiens and consider how awareness of ecological and cosmological wisdom may lead to a possible ‘new human’ biological and psychological being.
Credits: 2
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INT 567 - Creativity And Research I: Observation
Students learn how to observe, discriminate and record observations. Students also engage in creative processes to futher self-observation and gain intuitive insight critical to the integrative learning process. Observation and creative processes enable students to create experiences for the children or adults they teach as part of their ongoing research.
Credits: 2
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INT 568 - Creativity and Research II: Self and Other
The impact of the presence, attitude and predispositions of the observer impacts the nature of the observed. This course is a study of the nature of observation beginning with an exploration of how humans came to be observers. Students become aware of themselves as observers by participating in creative activities. Students explore the idea that all research is ultimately a relationship between self and other, subject and object.
Credits: 2
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INT 569 - Creativity And Research III: Subject as Object
Through creative awareness and neurophenomenology, students study the relationship between subject and object. They gain an understanding of the observer as the observed while understanding that every observation affects the observer as well as the observed. Through a formal written submission, students consider how these two roles are related.
Credits: 2
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INT 580 - Integrative Foundation Emphasis I: Pedagogy
In this first continuation course, students will select an area of emphasis from four options, including: Peace through Education, Adolescence, Sustainable Nutrition, and Independent Choice. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field
of their choice. TIES integrative seminars provide a “catalyst or lens” for exploring this emphasis area.
Credits: 4
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INT 584 - Integrative Foundation Emphasis II: Questioning
A continuation course of Integrative Foundation Emphasis with an focus on questioning. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field of their choice. TIES integrative seminars provide an ongoing “catalyst or lens” for exploring this emphasis area.
Credits: 4
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INT 585 - Montessori Foundation Emphasis I: Pedagogy
In this first continuation course, students will select an area of emphasis from four options: Emphasis Area for practitioners, Montessori School Leadership, Partner program, and Working with Children 6-12 years of age. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field of their choice. TIES integrative seminars provide a “catalyst or lens” for exploring this emphasis area.
Credits: 4
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INT 586 - Integrative Foundation Emphasis III: Development of Meaning
A continuation course of Integrative Foundation Emphasis I & II with a focus on development of meaning. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field of their choice. TIES integrative seminars provide an ongoing “catalyst or lens” for exploring this emphasis area.
Credits: 4
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INT 587 - Montessori Foundation Emphasis II: Questioning
A continuation course of Montessori Foundation Em- phasis, with a focus on critique. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field of their choice. TIES integrative seminars provide an ongoing “catalyst or lens” for exploring this emphasis area.
Credits: 4
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INT 589 - Montessori Foundation Emphasis III: Development of Meaning
A continuation course of Montessori Foundation Emphasis I & II with a focus on questioning. The emphasis area is a personal, passionate interest enabling learners to situate professional development in a field of their choice. TIES integrative seminars provide an ongoing “catalyst or lens” for exploring this emphasis area.
Credits: 4
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