Mar 28, 2024  
2021-2022 Endicott College Academic Catalog 
    
2021-2022 Endicott College Academic Catalog [ARCHIVED CATALOG]

Course Descriptions


KEY  
FA/SP For courses that run consistently through Fall and Spring semesters
FA For courses that run consistently each Fall semester
SP For courses that run consistently each Spring semester
FA E For courses that run each Fall semester on even years
FA O For courses that run each Fall semester on odd years
SP E For courses that run each Spring semester on even years
SP O For courses that run each Spring semester on odd years
AS NEEDED For courses that do not always run consistently
 
  
  • 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.

    (Cr: 3
  
  • 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

    (Cr: 3
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 3
  
  • 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. 

    (Cr: 2
  
  • 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

    (Cr: 3
  
  • 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

    (Cr: 3
  
  • 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.

     

    (Cr: 3

  
  • 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. 

    (Cr: 3
  
  • 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.

    (Cr: 1
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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). 

    (Cr: 3
  
  • 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. 

    (Cr: 3
  
  • 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 

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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. 

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 3
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.
     

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 2
  
  • INT 100 - Internship I


    A 120-hour internship experience completed in January or summer break. Planning, required classes, and assignments begin during the fall semester in preparation for the on-site experience. The internship is exploratory and experientially based.

    Prerequisites & Notes
    Students with 30 or more transfer credits may have the INT 100 requirement waived but must substitute an additional two credits of coursework.

    (Cr: 2)
  
  • INT 200 - Internship II


    A 120-hour internship experience completed in January or summer break. Planning and assignments begin during the fall semester in preparation for the on-site experience. The internship is completed at a different worksite and the goal is more hands-on experience.

    Prerequisites & Notes
    INT 100.

    (Cr: 2)
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 4
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • 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.

    (Cr: 2
  
  • ITL 101 - Elementary Italian


    FA
    This course introduces the foundational elements of the Italian language and builds conversation and grammar skills. Satisfies the World Cultures General Education requirement.

    (Cr: 3)
  
  • ITL 201 - Intermediate Italian I


    SP
    For students who have a basic knowledge of Italian or have completed a semester of the language. This course builds conversational and grammatical proficiency with particular attention given to reading and writing in the language. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    ITL 101 or one or two years of Italian coursework

    (Cr: 3)
  
  • ITL 202 - Intermediate Italian II


    FA
    For students who have had two or more semesters of Italian language. This course builds conversational and grammatical proficiency with particular attention to spoken language. Students do not need to take ITL 201 or ITL 202 in sequence. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    ITL 101 or two or more years of Italian coursework.

    (Cr: 3)
  
  • ITS 532 - Advanced Cloud Computing


    In this course we will build on the foundations that enable most organizations to build successful cloud adoption projects. This course will provide both the infrastructure and application architects interested in cloud computing or involved in cloud adoption projects with the necessary set of skills required for establishing successful implementations. We will also provide comprehensive information for those interested in building cloud-based architectures or need to explain to customers thinking about adopting cloud computing technology in their organization.

    (Cr: 3
  
  • ITS 562 - Advanced Web Programming


    This course is a graduate level overview of advanced web programming and design techniques. Students will review relevant layout techniques using advanced features of CSS. The class will also use the web programming language PHP to create dynamic web pages. Using these new PHP skills, students will then learn to integrate database and dynamic access routines using MySQL. The class will include an investigation of sophisticated client-side programming techniques available through existing Javascript libraries such as jQuery.

    (Cr: 3
  
  • ITS 575 - Agile Project Management


    The course includes preparation to meet the variety of professional and project demands placed on the information technology professional. The course draws from the areas of technical communication and rhetoric to develop oral and written communication competencies for a range of contemporary information technology contexts. Course will focus on project management as the primary vehicle for communication in the IT world. It will also cover the fundamental social and legal theories that are the underpinnings for complex decision making in Information Technology and Computer Science today. Topics will include intellectual property law, constitutional law, USA Patriot, copyright laws, cyberspace law, as well as social theory regarding the usage and creation of intrusive databases, and information gathering techniques.

    (Cr: 3
  
  • ITS 570 - Business Intelligence and Data Mining


    This course will describe the features, uses, and design strategies for information technology and enabled managerial decision support systems. Overviews of business intelligence frameworks that lead to strategic data mining techniques will be covered. The course will also introduce popular application-based business analytics and reporting tools.

    (Cr: 3
  
  • ITS 560 - Computer Security and Cyber Forensics


    This course is an overview of IS security drawing upon extensive knowledge of systems, networks and security. It will seek to understand how to audit systems, perform risk assessments, qualify and quantify the risks, based upon the current or planned infrastructure. The course will also look at encryption as a science, discussing public key ciphers (The RSA cipher, ElGamal cipher) and symmetric ciphers (Data Encryption Standard, Advanced Encryption Standard). Other topics will include SNMP, RMON, disaster recovery plans, protection of sensitive and classified information in the workplace, and secure systems architecture. The course will review computer forensics, to include:tools used, the investigative process, as well as current trends in forensics today. Prerequisite: ITS 540 Wireless and Wide-Area Networks.

    (Cr: 3
  
  • ITS 544 - Database Management


    Review of relational, hierarchical and network models; normalization; recovery and concurrency; security and integrity; query optimization; deductive and distributed database systems. Course will also explore advanced database topics such as data mining and data warehousing.

     

    (Cr: 3

  
  • ITS 555 - Global Sourcing and IT Resources


    Largely fostered by globalization, the Internet, processing standards, and common software packages, organizations now regularly source business and information technology (IT) services globally. This course covers topics to help managers’ source business and IT services from the initiation of a sourcing decision and evaluation process through to service provider selection and transition to outsourcing.  The course also covers the management practices needed to ensure good outsourcing outcomes for both parties.  The course focuses on global sourcing of IT, financial and accounting services, human resource services, procurement, real estate services, legal services, and other back office services.  Students will also investigate insourcing options such as shared services and captive centers and other emerging sourcing topics such as cloud computing, impact sourcing, prison sourcing, crowd sourcing, and rural sourcing.

    (Cr: 3
  
  • ITS 518 - Information Systems Strategy


    This course provides effective strategies, pragmatic options, and leading practice alternatives for developing an IT strategy, integrating it with the overall enterprise, measuring progress, and creating processes for selecting and deploying technology. Students will develop the concepts, frameworks, and approaches for strategically managing IS resources to leverage IT investments and focus on IT processes and leading practice. This course also explores the business implications of emerging Internet-based technologies such as wireless devices and Web services. Using business cases students will assess both the technical and organizational issues that arise.

    (Cr: 3
  
  • ITS 585 - Internship/Field Study Seminar


    This seminar is designed to support the student’s professional efforts in the form of an internship or consulting project within a company. This is a hands-on learning experience designed to expand their MSIT learnings into a professional applications arena resulting in a personal competitive readiness for sophisticated post-graduation career pursuits.

    Prerequisites & Notes
     

    Students must have completed at least 2 full semesters or 18 credits to be considered to enroll in this course. Students will need to get permission from the Director in order to register for the course.

    (Cr: 3

  
  • ITS 512 - Introduction to Coding


    This course is designed to provide the core basic of coding in several different languages. This course will explore the following languages: Python, Java, C#, C ++, VBScripts, .NET & Common Windows Commands. The course topics include understanding how coding works, how to write basic programs, how to automate daily needs in the IT workplace, and apply critical design and development strategies to a programing team.

    (Cr: 3
  
  • ITS 534 - Managing Virtual Systems


    In this course we will discuss the necessary components required to create a virtual computing environment. This process involves bringing together the physical and logical resources, such as memory, processors, networks, and storage into a single, manageable virtual environment. Creating and using a virtual computing environment will then allow the user to consolidate the management and utilization of their system’s resources.

    (Cr: 3
  
  • ITS 536 - Object Oriented Programming


    Students will examine object-oriented components and characteristics including classes, inheritance, and polymorphism. In addition, students will learn how to write, debug, and execute Java programs, create Java applets and applications. Students will explore variables, data types, arrays, operators, control statements, classes, overloading, inheritance, abstract classes, interfaces, packages, exception handling, multi-threaded programming, Java applets, AWT, string handling, as well as an introduction to JDBC.

    (Cr: 3
  
  • ITS 564 - Security Management


    This course provides students with an introduction to the fundamentals of network security, including compliance and operational security; threats and vulnerabilities; application, data, and host security; access control and identity management; and cryptography. The course covers new topics in network security as well, including psychological approaches to social engineering attacks, Web application attacks, penetration testing, data loss prevention, cloud computing security, and application programming development security. This course will review computer forensics, to include: tools used, the investigative process, as well as current trends in forensics today.

    (Cr: 3
  
  • ITS 550 - Software Engineering


    This course will combine theoretical and practical foundations in software engineering. It will combine the various principles and methods of software engineering, with thoughtful consideration to new best practices and emerging techniques. Students will review the practical aspects of software engineering to include: generation of appropriate documents under limited resources and tight schedules as well as an industry perspective.

    (Cr: 3
  
  • ITS 525 - Systems Architecture and Analysis


    This course discusses a wide range of topics, all relating to operating systems and systems architecture and design. The course will provide an overview of microprocessors, mainframes, micro-computers with the focus on memory management, I/O streams, logic gates, and basics of computer engineering. The course will also consider operating systems characteristics, design objectives and systems structures. It will cover topics including virtual memory management, multi-threading, forking, and algorithms. It will also overview of efficient algorithms, algorithmic complexity, NP completeness, spanning trees, greedy algorithms, matrices, string matching, and sorting.

    (Cr: 3
  
  • ITS 553 - Technology and Innovation


    This course will explore emerging trends in business and consumer technologies and will provide students with the vision and understanding of how to leverage these technologies to create efficiencies in existing businesses processes. Topics will include off shoring, virtualization, data mining, open source software, digital search engines, national health records, electronic voting, automotive computing, pervasive computing (RFID tracking), software as a service (SaaS), e-publishing, digital divide, emerging gadgetries, and cybercrime.

    (Cr: 3
  
  • ITS 538 - Web 3.0/Communications and Commerce


    This course introduces participants to the theory and practice of doing business on the Internet and the World Wide Web using Web 3.0 technology. Participants will first learn about the infrastructure that makes electronic commerce possible, including Internet protocols, applications, and languages. Participants will then examine electronic commerce software, security issues, and payment systems. Topics in business strategies for electronic commerce will include purchasing, electronic data interchange, supply chain management, virtual communities, and Web portals. The major objective of the course is for participants to understand how tools and strategies can be applied to e-business models including business-to-business (B2B) and business-to-consumer (B2C). Participants will also examine international, legal, and ethical issues as they relate to e-commerce.

    (Cr: 3
  
  • JPN 101 - Elementary Japanese I


    FA O
    In this introductory course, students develop speaking and listening proficiency to carry out simple everyday conversations, reading skills to comprehend short, simple written materials, and basic writing skills. The majority of class time is devoted to speaking lessons and is conducted in Japanese, but each class also includes a culture component that is taught in English and helps students understand Japanese society and customs. Satisfies the World Cultures General Education requirement.

    (Cr: 3)
  
  • JPN 102 - Elementary Japanese II


    SP E
    Students further develop their ability to speak, read, and write Japanese.  They have opportunities to improve their conversational skills, and their ability to read and write short written materials.  The majority of class time is devoted to speaking lessons and is conducted in Japanese, and each class also includes a Japanese culture component that is taught in English. Satisfies the World Cultures General Education requirement.

    Prerequisites & Notes
    JPN 101 or permission of instructor

    (Cr: 3)
  
  • LSE 480 - Semester Internship


    FA
    A full-semester field experience, this course requires that students apply academic theories to the professional work environment.  The course is planned with and supervised by faculty and site supervisors.  A weekly, on-campus seminar enables students to reflect on their internship experiences, discuss reading and writing assignments that integrate theory and practice, and refine their job search skills. At the conclusion of the course, students deliver a final project that clearly articulates their internship experiences, professional strengths, and future career directions.

    Prerequisites & Notes
    All course requirements of the freshman, sophomore, and junior years must be completed, or the school dean must grant permission.  Note: Students completing a distance internship must have reliable internet access; they will be communicating with their instructors via the College learning management system and/or video conferencing. For Senior Thesis I, students should arrange to take the course in the semester before or after internship.

    (Cr: 12)
  
  • LSE 489 - Senior Thesis I


    FA: EDS concentration
    SP: ELEM, ECH, SEC concentrations)

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

    Prerequisites & Notes
    Senior class status or permission of instructor.

    (Cr: 3)
  
  • LSE 490 - Senior Thesis II


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

    Prerequisites & Notes
    Senior Thesis I. Note: Students interested in completing Senior Thesis II at a distance must seek the permission of their school dean.

    (Cr: 3)
  
  • LST 305 - Applied Research Methods


    This course provides an overview of research methods, including developing a research question and/or hypotheses, reviewing the literature in the field and choosing a method that will enable the investigator to answer their question. Students will be introduced to qualitative, quantitative, and mixed methods research design and the preliminary considerations that go into selecting a research method. Issues that arise in research will be discussed including, anticipating ethical issues, sample size and understanding how bias influences research from inception to analysis.

    (Cr: 3)
  
  • LST 255 - Beauty, Infinity and Knowledge


    SP E
    An interdisciplinary examination of the origins of Western science.  By investigating Renaissance and early modern transformations in art, religion, and philosophy, students trace the emergence of the modern secular and scientific worldview in such thinkers as Meister Eckhart, Nicolas of Cusa, Copernicus, and Galileo.  The course also examines scientific method as evident in famous experiments.  The investigation is guided throughout by interrelations between aesthetic categories of beauty and elegance on the one hand and scientific structures of rigorous experimentation on the other. Satisfies the Aesthetic Awareness and Creative Expression General Education requirement.

    (Cr: 3)
  
  • LST 212 - Conflict Resolution


    SP O
    This course provides an introduction to and broad overview of the field of conflict resolution, including aspects from law, community services, education, health care, criminal justice, and commercial spheres. It aims to increase awareness of conflict resolution processes and develop basic conflict resolution skills applicable to real life scenarios. Emphasis will be on developing an understanding of methods of dispute resolution, with units on facilitation, mediation, arbitration, conflict analysis, de-escalation, negotiation, community organizing, and conflict resolution careers. Satisfies the Individual & Society General Education requirement.

    (Cr: 3)
  
  • LST 315 - Digital Methods for Critical Inquiry


    SP E
    This course combines an in-depth focus on a topic of cultural, sociopolitical, or scientific significance with training in a computational method such as text mining, digital mapping, or text analysis. In addition to considering the course topic through readings and written assignments, students complete projects that require them to generate and interpret data about an issue or problem related to that topic.

    (Cr: 3)
  
  • LST 211 - Discourses of Masculinity


    SP E
    In exploring the ways in which communities talk about, and thereby construct, masculinity, this course studies the dynamics giving rise to these discourses, the truths and stereotypes underlying them, and the social, economic, political, and global interests and issues emanating from them. Through a variety of theoretical perspectives, the course examines popular and literary texts to learn how communities understand, represent, impose, and reinforce notions of masculinity. Satisfies the Individual and Society General Education requirement.

    (Cr: 3)
  
  • LST 320 - Feminist Theory


    SP O
    This course traces the development of feminist thought from the 18th century to the present, focusing on the ways in which conceptions of gender have progressed in response to social, political, and economic conditions over time. Students will locate current feminist thought within its historical perspective and explore the intersection of feminist ideologies with those of race, class, sexuality, and other categories of identity. Satisfies: Values and Ethical Reasoning General Education Requirement.

    (Cr: 3)
  
  • LST 210 - Gender and Science


    SP E
    What does it mean to be a scientist? How does gender complicate the way that we think about science? What effect has history had on access to education, and access to the practice of science? These are the issues students will contemplate as they explore the relationship of science, gender and cultures. Satisfies the Individual and Society General Education and Writing Designated core requirements.

    (Cr: 3)
  
  • LST 215 - Human Rights in Society - STTP*


    Based on the conceptual and practical framework of the 1948 Human Rights United Nations Universal Declaration, this course is multi-faceted and global; hence, the class uses the experiences of human rights defenders from around the world to educate students and others about Human Rights and urge them to take action when faced with a range of such ethical issues as slavery, human trafficking, environmental activism, religious self-determination, and political participation.

    Prerequisites & Notes
    *STTP: Speak Truth to Power

    (Cr: 3)
  
  • LST 316 - Intercultural Communication


    SP
    Exploration of the interdisciplinary field of intercultural communication. Emphasis is on increasing communicative competencies in cross-cultural settings. Drawing from the fields of anthropology, communication, linguistics, psychology, and sociology, this course is designed for students who wish to gain the practical skills necessary to communicate effectively in today’s interdependent international community.

    (Cr: 3)
  
  • LST 201 - Interdisciplinary Seminar


    FA/SP
    This team-taught course creates opportunities for students to discover and apply perspectives and approaches from at least two disciplines in the study of social and cultural issues, trends, phenomena, and problems. Topics will change each semester. Students may take more than one interdisciplinary seminar provided the topics differ.

    (Cr: 3)
  
  • LST 276 - Introduction to Film Theory and History (Offered in Spain)


    An introduction to the history and theory of film from the birth of the industry through the contemporary period. Themes include: the nexus of art and industry, film language and plot development, film as a product and reflection of culture, and technology. Exemplars of Western (American and European) and non-Western (Asian and Latin American) cinema are screened as the basis of classroom discussion. Taught in English.

    (Cr: 3)
  
  • LST 121 - Introduction to Gender Studies


    FA E
    Introduces students to key topics and methods in the study of gender. Focusing on the idea that gender informs every aspect of social interaction, the course draws on material from literature, cultural studies, history, anthropology, sociology, psychology, and other disciplines.  The class surveys the history of gender studies before investigating how gender shapes communication, sexuality, and social institutions (educational, legal, religious, etc.), and examining the nature of power in necessarily gendered relationships. Satisfies the Individual and Society General Education requirement and the Diversity, Equity, and Inclusion requirement.

    (Cr: 3)
  
  • LST 110 - Introduction to International Studies


    FA/SP
    (Previously IST100)
    This introductory, interdisciplinary course exposes students to critical global issues through the lens of the arts, humanities, social, and physical sciences. The course makes connections between seemingly disparate events, and contextualizes those events in an historical period. Each discussion considers temporal political, socio-economic, and geographic as well as cultural issues in the given context. Satisfies the Global Issues General Education requirement.

    (Cr: 3)
  
  • LST 112 - Introduction to Peace Studies


    SP E
    (Previously IST112)
    This course is an interdisciplinary overview into the realm of peace and conflict studies ranging from interpersonal to international conflict. Through case studies, this course analyzes numerous dimensions of conflict, violence, and peacemaking, including their religious, psychological, sociological, anthropological, environmental, political, economic, and historical components. Nonviolence will also be studied for its application in conflict situations. Satisfies the Global Issues General Education requirement.

    (Cr: 3)
  
  • LST 350 - Male Images in Story and Film


    In exploring images of the male in film and story, this course studies: the dynamics giving rise to these images, the truths and stereotypes underlying them, and the social, economic, political, and global interests and issues emanating from them.

    (Cr: 3)
 

Page: 1 <- Back 107 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 -> 18