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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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NUR 505 - Curriculum Design, Course Development, and Program Evaluation
This course provides an exploration of curriculum design and course development for schools of nursing and programs in organizational institutions. Specifically students will develop advanced knowledge about the role of the nurse educator in developing and evaluating a nursing curriculum. Students will explore theories of nursing and learning applicable to nursing education. Trends influencing nursing education and curriculum development will be explored as well as the process of accreditation of programs. Students will critique select nursing curriculums for essential components of a nursing curriculum. Students will develop a theoretical framework that will guide the development of a nursing course.
Credits: 3
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NUR 508 - Role Development Within Professional Organizations
Students will learn how to function effectively within an organization including the use of the American Nurses Association (AN) standards, or National League for Nursing (NLN) standards, National Organization for Nurse Practitioner Faculties (NONPF) standards, ethical principles, professional values and beliefs as a framework for nursing practice. The purpose of this core course is to engage students in the process of role development as a nurse educator, upper level nurse administrator, global health nurse, or family nurse practitioner in any setting. It is important for nurses to first explore these roles and to identify their career goals. The student will engage in advanced exploration and analysis of nursing leadership, informatics, education, healthcare delivery systems, health policy, global health, and resource allocation in various healthcare organizational environments. Students will examine organizational environments to address quality initiatives within interdisciplinary settings. The course will also focus on the nurse as a change agent by developing a comprehensive plan to address a professional issue,
implementing collegial interdisciplinary relationships within an organization, and identifying the role of the nurse to perform life-long learning by engaging in scholarship.
Credits: 3
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NUR 510 - Organization and Structure of Nursing Leadership
This course will provide the student with both a comprehensive foundation and synthesis of practice and knowledge related to nursing leadership and administration. The content areas to be covered are: the professional role of the nurse leader/administrator; the inside operation of the health care organization and systems including the organization; culture and structure, mission statements, strategic planning, and how to influence change. In order to effectively care for patients, models of care delivery, case management, disease management, emergency planning and communication strategies will be presented. In addition, ethical and legal responsibilities, team building, working with collective bargaining units and dealing with work place violence will be discussed. Fiscal management principles will also be presented.
Credits: 3
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NUR 525 - Theoretical Foundations for Advanced Nursing Practice
Students will gain an understanding of the theoretical foundations of nursing and the application of theories from nursing and other disciplines to actual practice. This course provides the practicing nurse knowledge of different theories that can be used to improve the practice of nursing. This course will cover systems theory, nursing theories, health belief and promotion theories, and others. The study of theories is to enable the individual student of nursing to make optimum use of theories in their role. Theories and conceptual models provide a mechanism for studying and understanding human interactions, developing therapeutic relationships, and intervening in such a way that positive health outcomes can be achieved.
Credits: 3
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NUR 526 - Nurse as the Administrator
The purpose of the course is to engage students in the process of role development as nurse administrators and leaders in any health care setting. It is important for nurse administration to identify personal and organizational goals, apply leadership skills and knowledge to implement change by working with an organization. Also, the nurse administrator must be able to function within a health care setting by applying ethical and legal principles related to regulatory policies at the state and federal levels, credentialing agencies, third party players, and to assure that quality of care is provided to patient, families, and the community. This course will focus on developing collegial relationships with other departments within the organization and the community that are pivotal in promoting a positive work environment and in meeting organizational outcomes.
Credits: 3
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NUR 527 - Health Policy & Finance: Application for Advanced Practice Nurses
This course examines the development, implementation, and evaluation of health policy on local, national, and global levels and the impact a nurse can have on healthcare policy change. This course will introduce students to policy and politics, including how legislation is developed and how a nurse functioning as a change agent and advocate can influence policy.
Discussions on the impact of health financing and reimbursement will allow the student to develop insight into considerations for individual nursing practice. Additionally, the course will integrate practice experiences with the ability to analyze the policy process and the ability to engage in politically competent action. The issues of access, quality and cost with particular attention to health disparities and overuse will be explored. Finally, this course will allow the student to consider the impact of current and proposed health care reform law and its impact on key healthcare stakeholders.
Credits: 3
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NUR 532 - Administration: Practice and Quality Outcomes
Quality indicators and continuous quality improvement are the standards by which healthcare is measured in terms of outcomes. Third party payers, regulatory agencies, and consumers are addressing access to care, cost, preventing accidents and illnesses as part of the quality in receiving services. Nurse-led care can improve outcomes. This course is designed to inform and assist nurse administrators and leaders in understanding the role nurses play in meeting cost-effective health outcomes. Managers can then in turn influence staff nurses and others as to how important their role is in achieving quality care through improvement mechanisms. Course content will cover AHARQ’s indicators, patient safety issues, competencies in the care of the older adult, evidence related to nursing-sensitive patient outcomes that respond to nursing interventions, models to ensure quality improvement on a unit, and findings related to quality and health disparities in the United States. Included in this course will be information on the Institute of Medicine and work related to patient safety.
Credits: 3
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NUR 541 - Nurse in Global Health
The scope of practice for global health nursing is broad. This course provides a broad conceptual and ethical framework for global health care with an exploration of the social and behavioral sciences, philosophy, and nursing to assist students to develop approaches to reduce differential outcomes of health care in populations. This course will also explore the professional roles of global health nurses as expert clinicians, educators, interdisciplinary consultants, researchers, and entrepreneurs. Students will explore the global health nurse’s role as an advocate, leader, mentor, role model, collaborator, and scholar.
Credits: 3
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NUR 542 - Principles of Global Health
This course provides foundation for the internship experiences and the development of the clinical practice of global nursing. Students will gain an understanding of social, political and economic global health issues and comparative systems of health care delivery. An emphasis will be placed on exploring public policy and programs. A comparison of health care systems requires an understanding of the environmental, social, and cultural context that influence their establishment, resources, and service delivery. Included in this course will be discussions on the following topics and the relevance for the nurse in global settings: epidemiology environmental health issues of water and sanitation infectious diseases with a global perspective chronic disease complementary/alternative methods violence, injury and occupational health lifespan health issues such as global health in reproduction and infants, global health of children and global health of the older adult indices of health disparities, global health disparities, relationship between poverty and health, vulnerable populations. Students will be introduced to the Dreyfus Health Foundation and Problem Solving for Better Health -Nursing methodology as well as other Models for Addressing Global Health. Theoretical components introduced in NUR541 Nurse in Global Health will be expanded to include a discussion on protection of human rights and social justice.
Credits: 3
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NUR 543 - Global Health Nursing: Assessment and Evaluation
This course provides the student with an opportunity to apply knowledge of global nursing concepts developed in previous courses to the assessment of communities and the evaluation of global health programs. The course intends to provide technical tools and skills for the assessment of community needs and program evaluation. The major projects for the course will be a Community Assessment Project and a Program Evaluation. This course provides a deeper exploration of concepts related to global nursing and the assessment, implementation, and evaluation of key issues that occur in the practice of global nursing care.
Credits: 3
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NUR 550 - Pathophysiology of Human Disease for Advanced Nursing Practice
This course provides an advanced understanding of concepts in human physiology and pathophysiology as a foundation for the advanced practice nursing role. The focus of this course is on current principles, theories, and research related to pathophysiology systems alterations across the lifespan.
Credits: 3
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NUR 551 - Comprehensive Health Assessment and Clinical Diagnostic Decision Making
This course provides the student with knowledge and experience in advanced health assessment with a strong theoretical foundation for wellness, health promotion, disease prevention, and maintenance of function across the lifespan. A major focus is on the comprehensive and holistic assessment for the identification of symptom/health problem assessment to select and interpret screening and diagnostic tests in order to formulate a differential diagnosis. The emphasis is on theories and research to promote and preserve wellness lifestyles with a focus on community-based family health care using epidemiological principles, disease risk appraisal and reduction, and other tools. Roles in advanced nursing practice as they relate to the health of diverse individuals, families and communities are identified and explored.
Credits: 3
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NUR 561 - Nurse as the Educator
This course provides an exploration of the role of the nurse as an educator in schools of nursing and in staff development in organizational institutions. Specifically students will develop advanced knowledge about the multifaceted role of the nurse educator as well as current issues and trends in education impacting the role of the nurse educator. The impact of economic trends and policy on the profession of nursing and the subsequent impact on nursing education will be explored.
Credits: 3
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NUR 562 - Advanced Pharmacotherapeutics for Family Nurse Practitioner
This course will provide the pharmacological foundation for appropriate utilization of pharmacotherapeutics across the life cycle. Specifically, the course provides knowledge and skills to assess, diagnose, and treat common health conditions across the population from pediatrics to geriatrics. Emphasis is on safe, cost effective, evidenced based prescriptive practice. The necessity of individualized patient decision-making based on holistic care, co-morbidities, economic, and cultural diversity is stressed.
Credits: 3
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NUR 563 - Family Nurse Practitioner I: Seminar and Practicum for Care of Women, Children, & Adolescents
This course will provide a clinical and theoretical foundation to prepare the learner for the family nurse practitioner role. The result will be demonstrated competence in the Family Nurse Practitioner role to meet current and emerging health needs of Women, Children, and Adolescents across the life cycle living with or dying from either acute or progressive chronic illness.
Credits: 3
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NUR 564 - Family Nurse Practitioner II: Seminar and Practicum For Care of Adult and Geriatrics
This course will provide a clinical and theoretical foundation to prepare the learner for the family nurse practitioner role. The result will be demonstrated competence in the Family Nurse Practitioner role to meet current and emerging health needs of Adult and Geriatric patients across the life cycle living with or dying from either progressive chronic illness or from a serious, life-threatening.
Credits: 3
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NUR 565 - Teaching Methods: Principles of Teaching
This course provides foundational principles of teaching and learning essential for the nurse educator. Topics in this course include: learning styles inventory, critical thinking, strategies for lecturing to a large group of students, approaches to laboratory learning, and principles of clinical instruction. Included in this course will be discussions on alternative teaching methods such as distance learning, computer assisted learning, innovation to stimulate learning, new technologies in teaching and strategies to overcoming obstacles to learning. Test construction, methods to evaluate learning and course grading will also be discussed.
Credits: 3
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NUR 566 - Seminar for the Professional Nurse Practitioner
This course presents a theoretical and foundational context for the role of the nurse practitioner in the care of diverse populations in an evolving healthcare environment. This course focuses on the role of the nurse practitioner, scope of practice, certification, professionalism, ethical decision-making, billing and coding, building inter-professional teamwork, and clinical practice pearls in the context of real world clinical environments. Students will engage in an exploration of cultural considerations and ethical dilemmas that nurse practitioners often face in primary care settings.
Prerequisites & Notes
NUR502, NUR504, NUR508, NUR525, NUR550
Credits: 2
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NUR 567 - Primary Care of the Childbearing Family
This course provides a theoretical foundation to prepare the learner for the family nurse practitioner role. It builds on previous coursework including human growth and development and focuses on acquiring knowledge related to the assessment and management of patients with acute and chronic health problems that are often encountered in family practice and pediatric primary care settings. Conditions of pregnant women, infants, children, and adolescents are analyzed within a framework for FNP practice and a focus on health promotion. Lab, diagnostic, therapeutic, and pharmacologic plans of care are applied to a variety of conditions with an emphasis on providing ethical, culturally congruent care to a diverse population.
Prerequisites & Notes
NUR550, NUR 551, NUR562, NUR566
Credits: 3
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NUR 568 - Primary Care of the Childbearing Family Practicum
This course provides a clinical foundation to prepare the learner for the family nurse practitioner role. Students will refine their critical thinking and clinical reasoning skills throughout the course by applying the concepts of assessment, diagnosis, planning, clinical diagnostic decision-making, consultation, evaluation, and teaching to the care of the childbearing family across the continuum of health promotion, acute, and chronic illness. The course is grounded in application of theory and evidence-based research to the domains of practice for the family nurse practitioner with an emphasis on pediatrics and obstetrics. Students develop role competencies under the supervision of preceptors and with faculty support in family practice, primary care pediatric, and outpatient OB/GYN settings. Seminar discussions include an exploration of topics in ethics, disease management to improve quality, access to and cost of primary care for diverse populations and communities. 300 hours of clinical associated with the class.
Prerequisites & Notes
NUR550, NUR551, NUR562, NUR566. NUR567 is a pre-requisite or co-requisite.
Credits: 5
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NUR 569 - Primary Care of the Adult and Geriatric Patient
This course provides a theoretical foundation to prepare the learner for the family nurse practitioner role. It builds on previous coursework and focuses on the necessary knowledge related to the assessment and management of patients with acute and chronic health problems that are often encountered in family practice and adult/gerontological primary care settings. Emphasis is placed on clinical decision-making, health promotion, and health teaching to the complex adult patient. Lab, diagnostic, therapeutic, and pharmacologic plans of care are applied to a variety of conditions with an emphasis on providing ethical, culturally congruent care to a diverse population.
Prerequisites & Notes
NUR550, NUR551, NUR562, NUR566
Credits: 3
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NUR 570 - Primary Care of the Adult and Geriatric Patient Practicum
This course provides a clinical foundation to prepare the learner for the family nurse practitioner role. Students will refine their advanced practice skills, critical thinking, and clinical reasoning skills throughout the course by applying the concepts of assessment, diagnosis, planning, clinical diagnostic decision-making, consultation, evaluation, and teaching to the care of adult and geriatric patients within a professional, ethical, and legal framework. The course is grounded in application of theory and evidence-based research to the domains of practice for the family nurse practitioner across the continuum of health promotion, acute illness, and chronic disease of the adult and geriatric patient. Students develop role competencies under the supervision of preceptors and with faculty support in family practice, internal medicine, and adult/gerontological primary care settings. Seminar discussions include an exploration of topics in ethics, health disparities, and disease management with the aim to improve quality, access to and cost of primary care for diverse populations and communities. 300 hours of clinical associated with the class.
Prerequisites & Notes
NUR550, NUR551, NUR562, NUR566. NUR569 is a pre-requisite or co-requisite.
Credits: 5
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NUR 574 - Nursing Research I: Methods
Further expands the graduate student’s previous knowledge of research. The goal of this course is to prepare graduates to conduct and apply evidence-based research to their practice. Students will compare and contrast research methodology with other forms of research, identify factors that influence research design and control, development of empirical questions from theory, construction of survey instruments, statistical or qualitative analysis, and the interpretation of results. Emphasis will be to critique existing research and to plan future research. Students will learn to appraise the literature critically, determine the strength of evidence presented in the research literature and use multiple sources of information to identify a problem, methodological process, and strategies of measurement and scaling properties of research instrument. Students will select an appropriate research topic for a given type of research design and submit a written report of the research proposal on a specified topic.
Prerequisites & Notes
Acceptance into the MS Program in Nursing, successful completion of NUR502, NUR508, and NUR525, or permission or faculty.
Credits: 3
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NUR 575 - Nursing Research II: Project
Students will be involved in an opportunity to pursue a study in a subject area related to their specialty under the guidance of a graduate faculty member. The student will focus on conducting a study with emphasis on problem delineation, methodological process, data collection and analysis, and organization of study report findings. This course offers students an opportunity to examine a problem with the intersection of theory, research, and practice in a scholarly evidence-based project.
Prerequisites & Notes
Successful completion of Core Courses: NUR 502, 508, 504, and 574; and completion of program specific concentration courses, or permission from the program director.
Credits: 3
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NUR 585 - Masters in Nursing Internship in Administrator Role, Educator Role and or Global Health Role
This course provides an internship experience with a preceptor to explore the role of the Masters prepared nurse in our expanding health care environment. A nursing faculty member facilitates the fieldwork experience totaling 144 hours with a preceptor, an expert in either Administration, Education or the Global Health field. The students enrolled in the education track can work in the field of staff education in a hospital organization or in a school of nursing. Students enrolled in the Administration track will work with a nurse leader or administrator. Finally, the students enrolled in the Global Health track will work in a local, regional, national, or international setting to address a pressing global health issue. Students will synthesize and integrate knowledge previously learned in their specialty courses and apply it to the role of the nurse in various practice settings. During this experience each student will be responsible for meeting the course objectives and assist the agency with a project that will benefit the agency and enhance student learning.
Prerequisites & Notes
Acceptance into the Nursing Program and Core nursing courses; NUR 526, NUR 510 or NUR 532, NUR 541, NUR 541 or NUR 561, NUR 565, NUR 505
Credits: 6
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NUR 701 - Philosophy of Science
An examination of the central themes, methods and positions of contemporary philosophy of science. Topics will include realist, empiricist and pragmatist perspectives on scientific epistemology, theories of experimental method and the falsification and corroboration of theoretical models, the emergence, displacement and reconstruction of explanatory paradigms, and the commonalities and differences between natural and social sciences.
Credits: 3
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NUR 702 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
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NUR 705 - Knowledge Development in Nursing Science
This course will examine the historical and philosophical foundations of nursing science. A major emphasis of the course will be on the examination of ontological and epistemological views in relation to scientific inquiry and theoretical inquiry in nursing science. Nursing theories, models and frameworks will be examined to determine their contribution to advancing nursing science.
Credits: 3
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NUR 710 - Approaches to Nursing Knowledge and Theory Development: Deductive Process
This course examines the nature of scientific knowledge and the development of conceptual and theoretical underpinnings of nursing science. This course will provide students with specific strategies necessary to conduct scholarly appraisal and various approaches to knowledge synthesis and theory development including: concept analysis, integrated and systematic reviews and the deductive theory building process.
Credits: 3
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NUR 715 - Analysis and Evaluation of Theories Impacting Client Phenomena
This course will explore concepts and theories relevant to the client domain in nursing practice. An examination of the research supporting client phenomena will be explored. Theoretical and empirical questions will be developed related to client phenomena to expand nursing knowledge development within the domain.
Credits: 3
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NUR 720 - Advanced Statistical Methods
This course in statistics will focus on the application of more advanced statistical concepts and methods. Topics will include: a deeper treatment of hypothesis testing for means and proportions, ANOVA, MANOVA, Chi-Squared tests, multivariate regression, nonlinear regression, correlation, predictions and time series. This class will take an applied approach. In addition to learning the formulas and assumptions of the statistics, applications and data sets will be used to learn how to perform data analysis. Specifically, we will discuss how you can use with Statistical software (EXCEL, or equivalent) for computation.
Credits: 3
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NUR 725 - Epidemiology
This course focuses on the identification and analysis of determinants that promote or inhibit the health of populations including aggregate, community, environmental/occupational and cultural/socioeconomic factors. Epidemiological and biostatistical methods will be used to examine contemporary public health issues within the context of nursing practice, education and research. Emphasis is placed on design and implementation of evidence-based clinical prevention and population health activities central to achieving national health goals.
Prerequisites & Notes
NUR735
Credits: 3
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NUR 730 - Analysis and Evaluation of Theories for Client and Nurse Relationships
This course will explore concepts and theories relevant to the nurse-client domain in nursing practice. An examination of research supporting the nurse-client relationship will be explored. Theoretical and empirical questions will be developed related to client-nurse relationships to expand nursing knowledge development within the domain.
Credits: 3
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NUR 731 - Analysis and Evaluation of Theories for Nursing Practice
This course will explore concepts and theories relevant to the practice domain in nursing. An examination of the research supporting the phenomena of concern to nursing practice will be explored. Theoretical and empirical questions will be developed related to nurse practice phenomena to expand nursing knowledge development within the domain.
Credits: 3
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NUR 735 - Research Methods II: Quantitative
This doctoral level course is designed to help students develop an understanding of the basic goals, concepts and methodology of quantitative research, and an understanding of the computation and application of descriptive and inferential techniques. Students will also improve their ability to critically evaluate published research.
Credits: 3
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NUR 750 - Emerging Roles: Nurse Scientist, Scholar and Leader
This course assists the student to develop a personal framework for behavior within academe, the scientific community and the world beyond. Through readings and discussions, the student will explore a variety of viewpoints about the duties and responsibilities of an educated nurse scientist in an interdependent world. This course consists of a series of seminars focusing on issues relative to the dissertation, development of a program of research, and the role of the nurse scientist.
Credits: 3
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NUR 752 - Research Methods III - Issues in Research
This course is an advanced seminar on what is usually called “mixed method” research, i.e. research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.
Credits: 3
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NUR 753 - Design and Methods for Clinical Nursing Research
In this course, students learn various approaches to study clinical health problems. Students will examine the state of the science in nursing research that supports clinical practice and critically analyze programs of research of contemporary nurse scientists. Scientific principles and integrity related to the conduct and dissemination of research will be analyzed. Clinical trials, observational studies, survey research, primary and secondary data analyses, program evaluation, and outcomes research are among the approaches that will be examined. Means for assuring ethical integrity in human subject research will be examined.
Credits: 3
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NUR 760 - Doctor of Philosophy Dissertation Advisement and Doctoral Seminar
Seminar is designed as a semi-structured working group to assist students in various stages of the dissertation process. The dissertation is an independent research project with a focus on a well-defined researchable problem relevant to the knowledge domain of nursing. Students may be developing their dissertation topic and research design, writing initial drafts of proposal, collecting and/or analyzing data, writing concluding chapters, or preparing for the final oral defense. Upon consultation with their major professors, student will contract with the respective instructor to specify and propose course credits commensurate with the set of tasks.
Credits: 12
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NUR 782 - Doctoral Dissertation and Review Paper Continuation
This course will provide the student additional time beyond the tranditional NUR760 Dissertation course to complete the requirements for graduation noted below. The structure for designing, conducting, writing and presenting dissertation research will remain the focus of this course. Students will meet individually with their Dissertation Chairperson and will attend a general research meeting at least monthly. Formal presentation and discussion of the dissertation research will take place during these research meetings. Based on the standards outlined in the Student Handbook, the student will write and present their final Dissertation in a meeting open to the Endicott community.
Credits: 0
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OM 500 - Learning as Strategy
The content and pedagogy of the two courses are so interdependent that they cannot be delivered independently. OM 500 speaks to the ’how’ of educational administrative leadership and OM 510 to the ‘what’. Candidates develop their leadership skills (OM 500) by observing and practicing leadership tasks (OM 510). The two courses have heavy leadership theory and best practice underpinnings but have an even weightier experiential base. Candidates inductively learn their lessons by reflecting on their experience. School-based problems and opportunities, classroom simulations and exercises seek to replicate what administrators do. The content focuses on learning how to analyze school base data to identify specific areas for improvement that form the basis for School Improvement Plans. Candidates also learn about various strategies and structures to provide interventions for students who need extra support. These classes help prepare candidates for completing the Performance Assessment for Leaders (PAL) task 1.
Credits: 3
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OM 501 - Introduction to Organizational Management
New discoveries, new technologies, competition, and globalization compel organizations to foster agility, innovation, and performance improvement. This course examines organizational theory, practice and learning in the context of rapidly changing competitive and economic environments. Strategies and tactics for growth and performance improvement are explored. This course covers issues of current relevance, including social networks, knowledge management, innovation, organizational learning and design thinking. Through relevant, contemporary cases, the course will examine the purposes, evolution and emerging trends of organizations and leadership management.
Credits: 3
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OM 502 - Professional Development in Training Processes: Teacher Supervision and Evaluation
Principals are expected to be instructional leaders and bring all students to high levels of achievement. They have formal power to supervise and evaluate teachers, and provide ongoing support to develop the capacity of teachers. This course aims to give new and aspiring principals the appraisal and supervision tools they need to get results by understanding supervision and evaluation of highly effective, effective, mediocre, and ineffective staff, including observing, giving formative feedback, and doing summative evaluations; exploring new approaches to supervision and evaluation that address some of the challenges of standard practice; putting together a personal action plan for supervising and evaluating teachers; developing effective strategies for recruiting, hiring, inducting, and supporting new teachers; building a repertoire of tools for appraising and improving other aspects of schools, including mission/vision, professional development, staff morale and parent involvement; and exploring the ethical and equity dimensions of supervision, evaluation and hiring.
Credits: 3
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OM 503 - Measurement and Evaluation
This course studies the techniques of measuring and evaluating performance at the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operation.
Credits: 3
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OM 504 - Organizational Strategy and Design
Successful school leaders engage all stakeholders in the creation and process of a shared vision to support all students in their learning andreaching a high level of academic achievement. Through observation of school leaders, reflection, discussion and readings of second order change, and most importantly leading a school team in a major change project, candidates will develop the skills and tools necessary to cultivate and promote a school culture of collaboration to confront new challenges that positively impacts instruction and student learning.
Credits: 3
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OM 505 - Educational Leadership and the Law
This course will focus on the key issues of law that confront building-level educational leaders in today’s school environment. We will examine a range of legal concerns facing public school. The major topics will include: staffing of schools, residency and attendance requirements for students, student records, student discipline for general education and SPED students, protecting students, student speech (including the internet), special education and American’s with Disabilities Act (ADA) and section 504.
Credits: 3
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OM 506 - Introduction to Higher Education
An introduction to higher education with an emphasis on academics. This course examines a range of twenty-first century topics including history of the field, curriculum development, assessment, and best practices in teaching and learning.
Credits: 3
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OM 507 - Consultative Process Skills
Expanding on OM 502, effective school leaders must assure the highest quality instruction through the careful attention to the total spectrum of teacher development through recruitment, screening, hiring, mentoring, supervising and evaluating teachers. In this course and through the practicum, candidates participate, observe, analyze, discuss, critique, compare and dissect every aspect of teacher development to improve instruction and maintain high teacher quality. Candidates will also develop a detailed and comprehensive understanding of the new Educator Evaluation System, will evaluate the status of ELL instruction and assess the school culture as it pertains to collegiality and teacher supervision.
Credits: 3
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OM 507A - Consultative Process Skills
Expanding on OM 502, effective school leaders must assure the highest quality instruction through the careful attention to the total spectrum of teacher development through recruitment, screening, hiring, mentoring, supervising and evaluating teachers. In this course, through their Practicum, candidates participate, observe, analyze, discus, critique, compare and dissect every aspect of teacher development to improve instruction and maintain high teacher quality. Candidates will also develop a detailed and comprehensive understanding of the new Educator Evaluation System.
Credits: 2
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OM 507B - Consultative Process Skills
Candidates will evaluate the status of ELL instruction and assess the school culture as it pertains to collegiality, change and trust.
Credits: 1
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OM 509 - Ethics and Emotional Intelligence
We live in times that are rich with examples of good and bad ethical behavior. This course will examine “self” in relation to the ethical platforms that you as individuals and future leaders will need to understand and how your personal beliefs and actions might affect or influence your ability to be an effective business leader. This course will also examine the fundamental aspects of business ethics as it relates to the theoretical nature of the topic of business ethics and the facets of business ethics, including all stakeholders, who are affected by the impact of ethical or non-ethical decisions.
Credits: 3
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OM 510 - Leadership in Transition and Creativity
The content and pedagogy of the two courses are so interdependent that they cannot be delivered independently. OM 500 speaks to the ’how’ of educational administrative leadership and OM 510 to the ‘what’. Candidates develop their leadership skills (OM 500) by observing and practicing leadership tasks (OM 510). The two courses have heavy leadership theory and best practice underpinnings but have an even weightier experiential base. Candidates inductively learn their lessons by reflecting on their experience. School-based problems and opportunities, classroom simulations and exercises seek to replicate what administrators do. The content focuses on learning how to analyze school base data to identify specific areas for improvement that form the basis for School Improvement Plans. Candidates also learn about various strategies and structures to provide interventions for students who need extra support. These classes help prepare candidates for completing the Performance Assessment for Leaders (PAL) task 1.
Credits: 3
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OM 512 - Marketing and Branding Organizations
This course will examine the concepts and principles of all areas of marketing including the marketing mix, product development supply chain, promotion and advertising, distribution, consumer behavior and market segmentation. These concepts will provide an understanding of how the marketplace has evolved in response to changes in consumer tastes and expectations, technological developments, competitors’ actions, economic trends and political and legal events as well as product innovation and pressures from suppliers and distributors.
Credits: 3
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OM 513 - Professional Development in Training Process
This course examines the leader’s tasks in building the capacity of staff and the problems of practice that are rooted in the human context of the Level 4 Scenario School, especially when one is a newly appointed principal. The course builds on the understandings and skills developed in the previous three foundational courses and confronts participants
with the problems inherent in setting an agenda for change among the stakeholders. Working in teams as the collective principal, participants review all facets of the school organization as they grapple with the complex requirements of the task. Readings and presentations support the need for a systematic approach while research reviews suggest a variety of strategies for the undertaking, most especially the power of using collaborative teams to provide the type of ongoing support and guidance teachers need to address the new expectations posed by the CCSS standards, as well as the accountability mandates that a low-performing school must address. Participants work on building consensus as each team develops a year-long plan to develop the staff ‘s capacity to move the school forward. In this capstone project for the Summer Intensive, each team presents its plan to a panel of district administrators who vet the plan and provide substantive feedback on its feasibility.
Credits: 3
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OM 514 - Learning Environments & Concepts
This course examines the unique nature of the adult learner in higher education. Students will answer the questions: How do I learn best as an adult? Do adults learn differently from children and adolescents? Emphasis will be placed upon theories of and ragogy and practices of teaching and learning with adults. Students will answer the questions: What are some theories about how adults learn? Who is an adult? What do these theories suggest for teaching adults? In what ways can an understanding of adults and how they learn be applied in practice as an adult learner or as an educator of adults?
Credits: 3
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OM 515 - Parental Engagement for Student Achievement
Effective school leaders address family concerns in an equitable, effective, and efficient manner and create opportunities for families to inform policies, practices and programs that enhance student learning. Candidates develop skills, explore options and possibilities and develop a step-by- step plan to connect with and engage parents and families, build strong working relationships with appropriate community and family stakeholders, advocate for and with families to improve academic achievement and address student and family concerns.
Credits: 3
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OM 516 - Operational and Financial Analysis
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
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OM 517 - Leading Organizational Change
This course is designed to provide students with a broad understanding of the change elements in management and how to understand change and its effect on the organization. In addition, this course will offer a review of the philosophy and methods of process consultation as an approach to helping organizations and groups address change. Students will explore the various phases of consulting projects, implementation strategies and challenges, and the importance of leadership, followership, and groups in the implementation/change process. In addition, each class member will be asked to explore their individual consulting and leadership styles, and to observe and analyze their own organizations from a change management and consulting perspectives. Through this work, students will develop an understanding of the skills and techniques required to facilitate and manage change.
Credits: 3
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OM 518 - Trends in Technology
Today’s organizations face the increased challenge of utilizing technology to help provide new services, efficiency, as well as the ability to reach more people. This course will provide the student with examples of technology innovation in the for profit and non-profit sectors. New services based on new devices to improve online collaboration, sharing and discussion, and ones that help people form smaller, more intimate digital and location-based communities will also be discussed.
Credits: 3
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OM 519 - Leadership in Transition and Instructional Supervision
Aspiring principals examine the sources of difficulty that our public schools are experiencing in providing even a semblance of adequate education to many of the children they serve. Using authentic qualitative and quantitative data and artifacts drawn from the Scenario School, the aspiring principals tease out staff and student attitudes, perspectives, and belief systems regarding race, ethnicity, gender, language, religion, and financial status that often determine whether children will experience a welcoming environment inthe school. These factors often become the defining characteristics of a school’s culture and have been shown to contribute powerfully to the achievement gap by causing mis-readings of student aptitudes, intentions, and abilities or subtle rejection. Students In this course analyze the ways in which they have learned to see through their own cultural lenses. They explore ways to value and make use in the classroom of the language and culture children bring from home. They also study the evolving science of productive persistence or mindset psychology as a transformative intervention for Improved academic outcomes and life chances.
Credits: 3
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OM 520 - Talent Management
Talent Management’s learning track will actively involve the student in developing the skills and tools required to identify, acquire, strengthen and evaluate a firm’s most important asset: its employees. Understanding that any organization today wants to accomplish objectives better, faster and smarter, this course will parallel that thinking by empowering students to think creatively, nimbly and entrepreneurially about maximizing employee talent development, management, and succession. An added bonus is that the successful student will be able to apply the principles learned in this course to his or her own career.
Credits: 3
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OM 522 - Issues in School Management and Operations
In this course the aspiring principals transition from the Summer Intensive to a year-long practicum in leadership tasks. To learn the operational and management strategies functioning at the school, aspiring principals shadow the mentor principal. As aspiring principals observe their mentor principals, they see the skills, strategies, and knowledge they have learned about school leadership during the previous four courses come to life in the context of a real school rather than the scenario school of the Summer Intensive. Topics include scheduling, student arrival and dismissal, transportation, food services, budgeting on an annual basis, and the preparation of compliance documents.
Credits: 3
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OM 524 - Consultative Process Skills
In this course aspiring principals focus on the key activities that initiate and accompany an organizational development effort. In a school setting, organizational development is a planned schoolwide effort, but its component parts are often activities that the principal and designated others carry out with the individuals or small groups. In this course, aspiring principals focus on how the leader can build a readiness for change and an all-school improvement effort among staff, identify and work with key stakeholders in the school community, debrief the actions that occur in the normal flow of work, and conduct meetings and trainings that build the staff ‘s capacity to embrace tasks that will Increase the school’s effectiveness in raising student achievement. Principal candidates work on developing the skills of articulating the rationale for change in the new curriculum and new assessments and working with teachers in new organizational configurations such as grade level teams, data teams, or Professional Learning Communities (PLC). On-site coaching during the course of the internship or practicum supports the development of the relevant process skills.
Credits: 3
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OM 525 - Student Affairs in Higher Education
Students will examine the field of college student development from developmental and practice perspectives. Students will examine major student development theory as it pertains to the modern student. Students will examine the demographics of the modern student and its implications on higher education. This examination will focus on social justice, students with disabilities, diversity, planning and assessment, technology and education and the supervision of professionals.
Credits: 3
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OM 526 - Leveraging Technology for Decision Making
This course is organized around effective systems that enable the school leader to gather and analyze several types of data related to demographics, student and staff perceptions, assessments of student learning, and the school’s level of functioning on multiple dimensions. Aspiring principals gather and analyze data sources such as formative and summative test results, teacher and student absence rates, parent involvement in school activities, suspension and detention rates, free and reduced lunch statistics, school climate surveys, and faculty surveys such as TELL MA in order to think more carefully about interacting factors in the school environment and the impact one or several of them might have on decision making. Using various tech systems–school-based student information systems, MA ESE portals, formative assessment data bases–aspiring principals use student data to disconfirm their own hypotheses and those of others regarding factors contributing to the quality of the school environment and its outcomes and the degree to which some or all of the factors need to be accounted for in the analysis of existing policies and procedures and the formulation of new ones. Working with the mentor principal, aspiring principals use the data they gather to propose a plan to improve one or several of the following–student academic or behavioral outcomes or parent and community involvement at the school.
Credits: 3
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OM 528 - Parental Engagement for Student Learning
In this course aspiring principals investigate the existing state of parent and community engagement in their schools and write and implement a plan which will increase the level of engagement from those stakeholders. Working with a mentor principal, they form a committee at their respective schools to review the current status of parental and community engagement and design small scale projects to improve such engagement and promote student growth and development in a specified academic area. After receiving feedback from the mentor principal about the proposed program or activity, the aspiring principal and committee implement the new initiative. The aspiring principal documents and reports on the impact of the activity or program to the mentor principal and / or other school or district-based teams such as the School Council, Instructional Leadership Team, or district-based Administrative Team.
Credits: 3
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OM 529 - Human Resources and Organizational Potential
This course is organized around the implementation issues accompanying the new Massachusetts Education Standards for Administrators. Aspiring principals participate in the supervision and evaluation process from the beginning of the year-long practicum by observing teachers, writing draft snapshots and observations using low inference data,
and participating in regular classroom walkthroughs with their mentor principal and coach. Both of these supervising adults provide feedback and guidance on the products stemming from these activities and there are additional opportunities and experiences focusing on the aspiring principal’s development of other key skills related to staff capacity building: identifying and articulating effective teaching strategies, providing feedback to teachers in regards to instruction, curriculum, and assessment, investigating professional development resources for teachers who need support, mastering the art of strategic conversation, and guiding an ongoing dialogue with teachers about such issues as accountability, closing proficiency gaps, intervention strategies, differentiation, and other data-informed topics that will improve instruction and student outcomes in the individual teacher’s classroom. In addition, aspiring principals learn adult conflict management skills by participating in role plays and fish bowl activities as administrator and teacher. The practice and rehearsal embedded in these activities prepare aspiring principals to look for and respond to the hidden emotions and frustrations of staff members, thereby reducing the conflict management issues that so often occur among faculty and administrators.
Credits: 3
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OM 537 - Operational and Financial Management Strategies
This course is designed to help students ‘think strategically’ and to evaluate results from the perspective of the organization operating in an increasingly diverse and competitive environment. The student will explore and acquire financial tools and competencies for budgetary planning and analysis. This course will provide a basic understanding of financial strategies and their related risks, analysis of financial information, and budgeting.
Credits: 3
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OM 539 - Organizational Strategies and Design
Organizational Strategies and Design supports aspiring principals as they integrate the year’s learning and develop an entry plan for their first leadership position. Assignments in this course are designed to ensure that candidates, in the words of one noted organizational development specialist, “hit the ground learning rather than running.” Using tools and methods largely developed by Barry Jentz and his associates, the course highlights a process approach that a newly-appointed school leader can employ to illumine many facets of an unfamiliar school organization-the power dynamics, network of relationships, cultural assumptions that account for patterns of behavior but may differ from espoused values, the field of perceptions about the outgoing and incoming leaders, the history behind the organization’s performance, structure, process, communication flow, change efforts, and conflict management. Use of the entry plan process also ensures substantive interpersonal learning between the new leader and people in the organization and, in many instances, can result in collective new thinking and behavior across the organization.
Credits: 3
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OM 540 - Assessment & Outcomes in Higher Education
An introduction to assessment and outcomes in higher education. Includes an overview of assessment strategies and methods, and developmental and learning outcomes in a college environment. Outcomes related to academic affairs and student affairs will be discussed and evaluated.
Credits: 3
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OM 541 - Implementing a Differentiation Strategy
Implementing a Differentiation Strategy introduces aspiring principals to effective models of inclusion, co-teaching, second language instruction, differentiation, tiered instruction, substantially-separate programs, 504s, Response to Intervention, and tested comprehensive curriculum programs such as Read 180 as possible solutions to existing proficiency gaps in students. The course provides aspiring principals with the theoretical knowledge base and practical information they need to complete the school improvement tasks and data-informed decision making required in two of the fall semester courses, Leveraging Technology for Decision Making and Consultative Process Skills. Students investigate the needs related to federal and state-recommended subgroups–students on IEPs, English Language Learners, low socio-economic status students, and diverse student populations.
Credits: 3
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OM 548 - Educational Leadership and the Law
In this course aspiring principals focus on the role of the school leader as the person who is most responsible for establishing a sense of order, discipline, and predictability as well as an environment of caring and nurturing in the school building. Aspiring principals investigate the federal and state laws and policies that support an effective learning environment in the
school. Using case materials related to student and staff incidents, they review school handbooks to identify the elements that support or inhibit the new evaluation system, standards based instruction, new findings regarding effective student learning, and policies related to out-of-school suspension. Assignments include the drafting of revisions or improvement for specific handbook sections and the design of a new, user-friendly handbook for the teaching staff or student body. Aspiring principals learn the importance of resources such as adult and peer mediators, School Resource Officers, and advisory periods that provide a trusted adult for each student as they create policy and plans that ensure school safety and conflict management.
Credits: 3
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OM 563 - Research Strategies
This course is an introduction to qualitative research methods. It covers relevant theory, methodology, and ethical issues appropriate to graduate-level researchers. The course provides opportunities for students to apply, in a field setting, the methods learned.
Credits: 3
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OM 564 - Leveraging Technology and Organizational Systems
Candidates will explore all aspects of school culture, including how to build a ‘Community of Virtue’ in which the culture at the school embodies accountability and high expectations for both staff and students. Candidates will explore strategies for maximizing the effective use of time, along with specific attention to “visible leadership” through a management system known as MBWA (Management By Walking Around). The critical aspect of trust will be a major focus of strengthening school culture. Candidates will also understand the roles and responsibilities of the School Council. Candidates will understand how the effective use of technology can strengthen and enhance student learning. We will help candidates create a vision for effective use of technology by teachers to enhance student learning. In addition candidates will understand the role of the school leader in instituting and using technology.
Credits: 3
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OM 565 - Project Management
This course focuses both on the analytical tools to manage projects as well as the people-management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed.
Credits: 3
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OM 566 - Creativity and Innovation
The goal of this course is to drive home concepts, models, frameworks, and tools that managers need in a world where creativity and innovation is fast becoming a pre-condition for competitive advantage. Every businessperson is faced with difficult problems to overcome every single day. Often, success hinges on the ability to solve problems that don’t have straightforward answers. Given the competitive nature of today’s business environment, there is a growing need for creative thought processes and innovative solutions. For any venture to survive, it must grow. But the rapid pace of technological change has rendered many business processes, products, and organizational structures obsolete. Any high-performing organization benefits from a balanced approach to creativity and innovation that halts the business decay process and focuses the firm on a pathway to discovery. This course explores some of the best practices of some of the world’s most creative and innovative firms. It also explores how we can personally be more creative and innovative in our individual lives. This course gives a broad overview of innovation and the managerial decisions that influence innovative performance.
Credits: 3
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OM 567 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and of working with people. As leaders, one needs the skills to handle problems and to effectively support resolution - whether the problems are within the team or with clients, customers, stakeholders, friends and/or family. This course explores various types of conflict and conflict management strategies. In addition, the foundations of negotiation and negotiation strategy, including planning and framing, are also covered. Cultural differences as drivers of conflict will also be addressed.
Credits: 3
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OM 568 - Organizational Metrics
This course studies the techniques of measuring and evaluating performance on the individual, classroom, group, and organizational levels. It will link these techniques to performance, reward, and an organization’s culture to ascertain that expectations and standards are correct, that results are measurable, and that each aspect of this system is connected to learning about how to improve operations.
Credits: 3
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OM 585 - Human Resources and Organizational Potential
This course focuses on the many types of teams that exist in schools and how well they function. After identifying the components of a highly functioning team candidates will evaluate the existing teams in their school. They will then focus on teams related to Special Education and the pre-referral process. All aspects of special education leadership will be explored and discussed. Finally, candidates will understand the various stages of adult learning and develop strategies for providing high quality professional development to increase the capacity of a school faculty.
Credits: 3
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OPMT 550 - High Performance Service Management
This course is focused on the business strategic and tactical operational challenges, which are required to optimize services provided to customer. The aim of high performance service management is to synchronize service parts, resource forecasting, service partners, field service activities, along with service pricing. Five core operational task will be explored in deeper detail; Service concept, Customer and supplier relationships, Service delivery, Performance management and measurements, and service design as a competitive advantage.
Credits: 3
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OPMT 560 - Lean Thinking and 6 Sigma
This course is a synergized concept of Lean and Six Sigma principles on driving the elimination of seven kinds of waste. Exploring the cost of defects, overproduction, transportation, waiting time, inventory levels, motion and over processing on the success and profitability of a company. Striving for improvement in quality of goods and services is at the heart of Lean Six Sigma with its 3.4 defects per millions opportunities (DPMO). The techniques of Lean Thinking process along with Six Sigma quality tools create a strong methodology for continuous improvement and customer satisfaction.
Credits: 3
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OPMT 570 - Analytics for Logistics and Distribution Management
A logistics system includes the planning and coordination of the physical movement aspects of a firm’s operations such that a flow of materials, parts, and finished goods is achieved in a manner that minimizes total costs for the level of service desired. Students will learn to use various logistical methods and models to enhance the time and place utility of goods. Topics include transportation alternatives, inventory control, warehousing, location decisions, distribution, and setting customer service standards.
Credits: 3
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OPMT 580 - Global Supply Chain Management
Supply chain management includes the design, planning, execution, control, and monitoring of supply chain activities with the objective of creating net value, building a competitive infrastructure, leveraging worldwide logistics, synchronizing supply with demand, and measuring supplier performance globally. Students will examine a complete overview of material flow from internal and external suppliers throughout the enterprise. Topics include basic elements of the supply chain, lean processes, procurement and strategic sourcing, total quality management (TQM), enterprise resource planning (ERP), demand planning and capacity management.
Credits: 3
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PADM 550 - Leadership Practices in Public Administration
In the modern age, public administration organizations are an integral part of the political climate surrounding their offices and agendas. This course will expose students to the professional climate and leadership ethics that are part of the make-up of public administration organizations. Through research in leadership theory and case study analysis of managerial ethics and professionalism, students will gain a contextual understanding of the current workforce climate in public administration organizations. Topics covered will include social responsibility of public offices, best practices in public administration, inclusivity in the workplace, conflict management, professional communication techniques, and strategic, creative collaboration across public administration networks.
Credits: 3
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PADM 560 - Managing Financial Resources
This course will explore the management and use of financial resources within public service organizations. Topics will cover budgetary decision making, ethical decision making and management of financial resources, transparency, and accountability. This course will examine the allocation of public funds within public administration organizations and provide techniques for strategic analysis of financial reporting for the purpose of (public) planning and management.
Credits: 3
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PADM 580 - Policy Analysis
Students in this course will review methods and frameworks for analyzing public policy at multiple levels of government, including local, state, and federal. Through deconstructing key components of public policy, case study analyses, and experiential exercises in evaluating current public policy issues, students will learn to implement key analysis techniques in their interpretation and evaluation of public policies. Additional elements of the class will include data analytics for public policy analysis, research methods and analytical reasoning.
Credits: 3
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PHL 100 - Introduction to Philosophy
A survey of philosophical thought from pre- Socratic times to the present. Attention is directed toward the nature of reality, theories of knowledge, ethics, religion, and politics. Satisfies the Values and Ethical Reasoning General Education requirement.
Credits: 3
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PHL 104 - Ethics
What is a good life? What factors should shape the ethical decisions we make? And how do ethics relate to artistic, intellectual, and social aspects of our lives? This course studies and debates classical and modern ethical theories, through philosophical and literary texts. It then brings these theories into conversation with a range of contemporary ethical issues, from punishment to medical ethics to the environment. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
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PHL 220 - Ideas, Culture, and Social Thought
Examination and analysis of the notion of culture as it is defined in complex contexts in which power relations, economic and political interests, and ideological practices play a crucial role. Special emphasis is placed on the distinction between ideas and ideologies, the critique of the persistence of myths in modern rationalizations of social practices, and the consideration of the notion of the self as a socially constructed entity. Satisfies the Individual and Society General Education requirement.
Prerequisites & Notes
PHL 100 or PHL 104 or permission of instructor.
Credits: 3
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PHL 330 - Bioethics
Bioethics provides students an opportunity to explore controversial political, legal, and moral issues that arise from objectives and methods of medical and biotechnological disciplines. The course includes an overview of ethical principles and theories relevant to these issues, which include healthcare, physician-assisted suicide, genetic engineering, and reproductive technologies among others. Satisfies the Values and Ethical Reasoning General Education and Writing Designated core requirements.
Credits: 3
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PLA 500 - Masters Prior Learning Assessment
Through a structured process and thorough examination of learning acquired from professional experiences and training, PLA candidates will construct a three credit digital portfolio of learning acquired in the workplace to petition graduate-level (master) credit. The ability to articulate theoretical knowledge, as well as the ability to analyze and synthesize that knowledge, are outcomes of this portfolio process, in addition to career enhancement and professional validation.
Prerequisites & Notes
Matriculation into a master program. Student self-identifies or director recommends PLA. Eligibility required.
Credits: 3
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PLA 700 - Doctoral Prior Learning Assessment
Through a structured process and thorough examination of learning acquired from professional experiences and training, PLA candidates will construct a three credit digital portfolio of learning acquired in the workplace to petition graduate-level (doctoral) credit. The ability to articulate theoretical knowledge, as well as the ability to analyze and synthesize that knowledge, are outcomes of this portfolio process, in addition to career enhancement and professional validation.
Prerequisites & Notes
Matriculation into a doctoral program. Student self-identifies or director recommends PLA. Eligibility required.
Credits: 3
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PMGT 512 - Business Analysis Techniques Used in Project and Program Management
Financial information is important to determining the fiscal health of a program or project. A program and project manager must be an effective communicator, display an understanding of an activity, and must be able to analyze financial information. This course explains the basics of accounting, pricing and job costing, as well as the systems analysis of project timing and earned value.
Credits: 3
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PMGT 523 - Negotiation and Conflict
Negotiation and conflict resolution are integral parts of daily life and working with people. Project managers need the skills to handle people problems whether the problems are within the team or with clients, customers, and stakeholders. This course covers the foundations of negotiation, negotiation strategy including planning and framing, how to recognize and prepare for the phases of a negotiation, and how cultural differences are increasingly playing a role in the global economy.
Credits: 3
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PMGT 525 - Program Management
This course offers a unique perspective to the student and allows for skill acquisition to ensure success in varying business environments. Programs are typically critical in nature and focused on business results. Programs may also be recurring events, which if not given the attention to detail that is required, can result in the failure of the event. This course will examine team development, program focus, budget preparation and execution.
Credits: 3
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PMGT 528 - Scheduling Tools and Techniques
Successful projects start with sound planning and reach completion based on effective project management techniques. While establishing baselines are key to project success, measuring progress and adapting to changing circumstances is vital to accomplishing project objectives. Topics will include project estimating, measure of project performance with particular emphasis on keeping a project on course, best practices in project estimating schedules, costs and resource requirements, and techniques aimed at early problem identification.
Credits: 3
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PMGT 530 - Project Risk Management
Project Risk Management start with sound planning and reach completion based on effective Risk project management techniques. The process involved with identifying, analyzing, and responding to Risk. It includes maximizing the results of positive risks and minimizing the consequences of negative events, to help with project success, measuring the risk progress and adapting tochanging circumstances is vital to accomplishing project objectives. Topics will include: What is project risk, and the best practices in project risk techniques that aim at early problem identification, qualitative and quantitative risk analysis, planning responses and monitor and control.
Credits: 3
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PMGT 550 - Construction Estimating
This course introduces students to understanding and applying the principles of construction cost estimates including: organizing and planning an estimate, developing material and labor databases, preparing accurate quantity takeoffs, and developing an understanding of overhead and profit. Students will also learn best practices in cost control through project implementation stage. In addition, students will learn BIM and Project Management software as part of the course.
Credits: 3
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RDL 500 - Early Literacy Development
This course will examine how to develop robust literacy experiences for early school-aged children. Research shows that children progress along a developmental continuum that reveals their gradual or emerging construction of knowledge about reading, speaking, listening, and writing. The importance of the five components of reading - phonemic awareness, phonics, fluency, vocabulary, and comprehension - to the emergence of literacy will be examined. Activities, content, and materials will be related to relevant standards (MA or Common Core), the findings of the National Reading Panel, and subsequent research on early literacy.
Credits: 3
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RDL 505 - Adolescent Literacy
There is a pivotal shift that occurs as students transition from learning to read in the early elementary years to using reading as a vehicle for learning in content areas. Some students continue to struggle with learning to read, while being expected to also acquire complex content. In addition, adolescent students have unique developmental needs that differ from younger students, particularly when it comes to literacy. Course participants will acquire literacy strategies for use with adolescents, explore theories of multiple literacies, and design lessons to teach both content and literacy skills.
Credits: 3
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