|
|
2006-2007 Graduate and Professional Studies [ARCHIVED CATALOG]
Courses
|
|
| |
| |
-
BUS 302 - Legal Environment for the Business Manager (Cr: 3)
This course gives students a working knowledge of the legal system and the law and how it affects day-to-day operations of businesses all over the world. Topics include: small business and the law, the judicial process, trials and alternative dispute resolution, Constitutional law, the administrative agency, contracts and liability, debtor/creditor relationships, labor law, employment discrimination and sexual harassment, environmental law, consumer protection, federal securities and anti-trust law, and international corporations and the law.
Prerequisites Prerequisite: BUS 121 or permission of instructor.
|
| |
-
EDSM 520 - Legal Principles Applied to Sport Management (Cr: 3)
The application of constitutional, contract, tort, and administrative laws will be examined as they apply to risk management, contract negotiation, and policy making in sport management.
|
| |
-
BUA 518 - Legal, Ethical, and International Environment of Business (Cr: 3)
The phenomenon of globalization has affected virtually every aspect of business. In the interconnected and interdependent global economy, commercial transactions and international financial contracts have proliferated. Yet, the world is an assortment of more than 300 jurisdictions, each with its own rules and regulations. This has resulted in a complex international legal environment, often tangled with inconsistent legal rules and unpredictable judicial interpretative actions.Within this context, 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, labor, transportation, financing, and taxation.We will critically evaluate the substantive principles of law in relation to intellectual property rights, consumer protection, international sale of goods, and trans-national 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. The course will also examine how globalization, deregulation, and technology create a highly competitive environment that affects the operational purpose and future of human resource management.
|
| |
-
OM 564 - Leveraging Technology (Cr: 3)
Multiple applications of technology will be examined as they enhance the learning of individuals and organizations. The focus will be on the creation and use of systems as a basis for sharing essential instructional information and as a means for experimentation and innovation in the learning process and instructional support services for the student.
|
| |
-
OTM 564 - Leveraging Technology for Effective E-Learning (Cr: 3)
A systems approach to e-Learning is utilized to analyze the critical components of distance and traditional learning. Subsystems including content, design, communications, interaction, learner environment, and management are dissected individually, and the interrelationships between these subsystems are assessed for a cohesive understanding of the complete e-learning system. The complete e-learning system is understood within the context of program and institutional mission, vision and goals.
|
| |
-
ECN 201 - Macroeconomics (Cr: 3)
Examines macroeconomics concepts, from a national and global view, of economic systems, economic growth and investment, production possibilities, demand and supply, national income accounting, money and banking, monetary and fiscal policy, the Federal Reserve, and international trade and finance.
Notes: Satisfies the Social Science core requirement.
|
| |
-
EDSM 510 - Management and Leadership in Sport (Cr: 3)
An examination of the human dynamics in sport organizations and how human resource management can affect sport organizational effectiveness. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources.
|
| |
-
BUA 562 - Management Tools in the E-Business Environment (Cr: 3)
This course is designed to provide an overview of management decision support systems, enterprise resource planning, and operations and production management. Techniques for the application of key management frameworks and tools for the analysis of operational and financial competitive strengths and weaknesses are also examined.
|
| |
-
BUA 531 - Managerial Accounting (Cr: 3)
This course is a study of the use of cost accounting data by management as a tool for planning, control, and decision making. The course focuses on cost behavior, design of job order and process costing systems, cost-volume profit analysis, segment reporting, direct and absorption costing, standard cost systems, flexible budgets, capital budgeting, relevant costs, and product pricing. Further topics explored include: overhead, marginal cost analysis, break-even analysis, decision making, process costing, budget control, and capital investment appraisal.
|
| |
-
BUA 535 - Managerial Economics (Cr: 3)
This course examines the principles of microeconomics by focusing on how to manage effectively in the context of customers, suppliers, competitors, and the regulatory environment. This course examines the microeconomic theories of marginal analysis and competitive analysis. Further, the course develops the principles of cost, strategy, and organizational analysis. Microeconomics will be used to demonstrate how managers evaluate both the internal structure and incentives within a firm, as well as the competitive forces external to the firm.
|
| |
-
BUA 515 - Managerial Finance and Decision Making (Cr: 3)
A study that emphasizes the financial issues that managers of business units of all sizes face in risk management, valuation, financing, and investment decisions. Analysis is built around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, management, suppliers, distributors, employees, the local environment and others. Topics will include examination of areas affecting business investment decisions (with measure of risk and profitability), analysis of corporate financial information, forecasting and budgeting, management of assets and liabilities, cost allocation, variance analysis, cash flow management, and capital budgeting. The course employs a multi-functional approach to managerial decisions.
|
| |
-
BUA 520 - Managing in the Evolving Workplace (Cr: 3)
This is a foundational course for understanding and applying the practices of management in complex, rapidly changing global organizations. This course seeks to develop an understanding of the larger context in which business organizations operate. Political, social, legal, public policy, regulatory, and environmental contexts are covered accordingly. Also, this course will develop an understanding of traditional notions of the business organization, as compared with new management paradigms that create shared visions, employee empowerment and cross-functional, self-managed teams. Key topics surveyed include: The Role of Technology in the New Economy; The Wisdom of Teams; A Stakeholder Model of Corporate Responsibility; The Learning Organization; Knowledge Management; Strategic Management in the Global Economy.
|
| |
-
BUA 561 - Managing in the Global Business Environment (Cr: 3)
An examination of the multitude of forces and factors that influence organizations doing business on a global scale. Close examination will be given to methods of managing global organizations as they adapt to cultural, regulatory, market, and economic differences as they seek to accomplish organizational objectives. Important management issues specific to international business will be discussed to prepare students to improve their management capability.
|
| |
-
BUA 581 - Managing Information Systems (Cr: 3)
This course will investigate the role of information and systems in organizations by focusing on the following: (1) Work Place Technology Overview – databases, networks, software, client server, hardware; (2) Managing Technology (Production and Development) – system development life cycle, project management, managing production systems, software evaluation; (3) Process Automation – business process, reengineering, total quality management; (5) Management Perspective – staffing, managing workflow, leveraging systems to support decisions, outsourcing, “meet the CIO.”
|
| |
-
BUA 547 - Managing Innovation and Organizational Change (Cr: 3)
The course includes the study of how innovations are developed and examines how individuals and groups become effective idea generators. In addition, the course examines organizational culture and the impact of culture on innovation and change. The course will also give the student a first-hand look and feel of how organizations change and how individuals in the organization can become proactive participants in the many changes occurring in business today. In addition to lecture and class discussions, the course will rely heavily on case analysis.
|
| |
-
BUS 200 - Marketing (Cr: 3)
An introductory overview of marketing in the 21st century. Techniques for the application of key marketing frameworks and tools for analyzing customers, competition, and marketing strengths and weaknesses are examined. Emphasis is placed on methods for the selection of target markets. Strategies that integrate product, price, promotion, and place to meet the needs of a target market are studied.
Formerly: (Formerly MKT 200) Prerequisites Prerequisite: Sophomore status or permission of instructor
|
| |
-
BUA 560 - Marketing and Customer Value Management (Cr: 3)
Marketing management fundamentals are discussed as a process that explains the dynamic relationships between corporations and their target markets and audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value. The major objective of this course is to understand the relationship between incorporate (umbrella) strategies and brand strategies that offer their customers emotional and physical value.
|
| |
-
BUA 541 - Marketing Management (Cr: 3)
This course is designed to provide an overview of marketing principles in the 21st century. Analysis of techniques for the application of key marketing frameworks and examination of tools for analyzing customers and competition in relation to strengths and weaknesses are conducted. Strategies for the integration of product, price, promotion, and placement are also discussed.
|
| |
-
OM 547 - Marketing of Organizations (Cr: 3)
The course will introduce the concepts and principles of marketing and help students develop an appreciation of the scope, relevance, application, and integration in the operation of programs, services, ideals, and products of for-profit and not-for-profit organizations.
|
| |
-
MTH 120 - Mathematical Ideas I (Cr: 3)
Problem solving and inductive reasoning are learned through the study of estimation, error analysis, theory sets. Venn diagrams, number theory, and Fibonacci sequences. This course will build upon a student’s geometry background and apply it to further the study of curves, polygons, circles, and triangles and then proceed to non-Euclidean geometry, topology, and fractals.
Prerequisites Prerequisites: Two years of high school math.
|
| |
-
MTH 121 - Mathematical Ideas II (Cr: 3)
This course will build upon a student’s algebra background and apply it to further study of linear equations and inequalities, exponential and logarithmetic and quadratic equations, matrix algebra, and linear programming. Basic probability and statistics theory will be included.
Prerequisites Prerequisites: Two years of high school math.
|
| |
-
MTH 145 - Mathematical Problem Solving (Cr: 3)
Develops student problem-solving skills by teaching different problem-solving strategies and allowing students the opportunity to develop and reflect on their own problem- solving and critical thinking skills. The students will apply these strategies to real world scenarios. Philosophy
|
| |
-
OTM 503 - Measurement, Evaluation, and Accreditation Process (Cr: 3)
This course studies the techniques of measuring and evaluating performance on individual, group and organisational/institutional levels. Thus it will enable students to differentiate between evaluating course outcomes, static versus dynamic measurement of individuals’ performance and teaching effectiveness. It will link these techniques to performance, reward and an organisation’s/institution’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 personal development and/or operation. The course will cover various national, regional and professional accreditation processes that must be addressed to maintain a quality educational program.
|
| |
-
OM 503 - Measurements and Evaluations (Cr: 3)
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.
|
| |
-
SPN 501 - Methods and Materials for Curriculum Development of Special Needs Programs (Cr: 3)
The process of designing and implementing instruction for children with mild to moderate learning needs will be developed. Students will learn to identify appropriate instructional strategies, behavioral objectives, and learning tools, including technology. They will also learn to evaluate the effectiveness of instruction. Provisions for meeting the pre-practicum requirements are included. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
|
| |
-
SCN 571 - Methods of Teaching Natural Sciences to Children/Field Study (Cr: 3)
This course is a hands-on learning experience about ecology, life sciences, and physical sciences using the marine ecosystem and marine mammal biology. Food chains, life and physical science, basic oceanographic concepts, animal behavior, general research methods, data assimilation and analysis, and technological applications to education are studied. Classroom and field methods of teaching these concepts to children are integrated in the course. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Science. This course is designed to cover material appropriate for grades K–12.
|
| |
-
ECN 202 - Microeconomics (Cr: 3)
A second course in economics, which includes student analysis of demand and supply elasticity, pure competition, monopoly, oligopoly, monopolistic competition, resource markets, governmental regulation, environmental economics, income distribution, and international economics.
Prerequisites Prerequisite: ECN 201.
Notes: Satisfies the Social Science core requirement.
|
| |
-
INT 510 - Montessori Master’s Project (MIL) (Cr: 5)
At the conclusion of the program, each student submits a substantial, critical, analytical, graduate-level study that we call the “Culminating Project.” The Culminating Project is an integrated compilation of all the work they have completed in the program. Students also prepare a one-hour video presentation that addresses what they have learned throughout the program and includes segments of their practicum work with children.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 501 - Montessori Pedagogy I (MIL) (Cr: 5)
This course begins with an “index” to understanding the Montessori approach. The following topics are included in this index: the cosmological perspective, Montessori developmental insights, the “prepared” environment/atmosphere, the Montessori vision for humanity, and the concept/view of macrophase wisdom. These indices form the general context for further exploration of the details. In addition to the index, this course introduces the elements of what Maria Montessori referred to as “The Preparation of the Teacher.” Other theory lectures/discussions include: Planes of Development, Needs and Tendencies, and The Prepared Environment.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 502 - Montessori Pedagogy II (MIL) (Cr: 4)
A continuation of theory lectures/discussions includes, Cosmic Education, Cosmogenesis, and The Imagination. Cosmic stories are the cornerstone to the Montessori method for children six to twelve years of age. Teachers can develop these cosmic stories and Great Lessons as they come to understand the context and principles of cosmogenesis. This semester’s work includes introductions to each area of the children’s studies: Mathematics, Language, Geometry, History, Geography and Biology (Earth Systems Science). These introductions are for the teacher to set the context for preparing lesson details.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 503 - Montessori Pedagogy III (MIL) (Cr: 3)
This is a continuation of theory lectures that includes, Causality and Syntropy in Montessori Thought. Lessons that the teacher provides in a Montessori six to twelve environment are given to students in audio, video, and text files. The student uses these during their student teaching. This course also has a component on “Implementing the Montessori Method.” In this segment, students explore how to apply/integrate the presentations they have learned. It also includes an orientation to classroom organization, establishing classroom governance, and creating an environment beyond the classroom – identified by Montessori as “going out.”
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 505 - Montessori Teaching Practicum (MIL) (Cr: 4)
In emphasizing the experiential aspects of learning, each student completes a practice- teaching requirement of at least 200 hours. This Practicum is where students implement the course of study for children. It includes documentation of the experience, both in video and text format. It relies on the strategies outlined in INT 508 Research Proposal.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
SPN 506 - Nature and Needs of Students with Moderate Disabilities (Cr: 3)
Designed to help teachers recognize and respond to the full range of diversity in the classroom. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of moderate disabilities on a child’s cognitive, social, and academic development. Creates a view of classroom management and the instructional process that complements and elaborates on the variety of approaches used in early childhood, elementary, and secondary education. It draws from the general disciplines, special/remedial education, psychology, and health sciences within a context of integration rather than separation. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
|
| |
-
OM 537 - Operational and Financial Strategies (Cr: 3)
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.
|
| |
-
BUA 542 - Operations and Logistics Management (Cr: 3)
This course considers the evolution of the modern operations function, the design of systems, and scheduling the management of materials and the provision of services. The course examines operations management as linking all aspects of the organization, including its employees, processes, customers, and suppliers. The student examines operations in the context of the organization as a whole. The course examines the various elements of operations management, from technical to organizational. Concepts explored include: quality, human resource management, supply chain management, and project management.
|
| |
-
BUS 325 - Operations Management (Cr: 3)
An introduction to operations and production management. This course examines the evolution of the modern operations function, the design of systems and scheduling, the management of materials, and the provision of services in contemporary businesses. All facets of an enterprise, including employees, processes, customers, and suppliers are looked at as a system
|
| |
-
BUA 507 - Organizational Behavior (Cr: 3)
This course is a comprehensive survey of the dynamics of behavior in organizations. It examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach. One of the key features of this course is an Organizational Behavior audit that requires students working in teams to conduct a full audit of central Organizational Behavior topics at a local business and then to report the findings in a formal report and presentation.
|
| |
-
BUS 320 - Organizational Behavior (Cr: 3)
A comprehensive survey of the dynamics of behavior in organizations. Examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach.
Notes: Satisfies the Social Science and Writing Designated core requirements.
|
| |
-
PSY 321 - Organizational Behavior (Cr: 3)
A comprehensive survey of the dynamics of behavior in organizations. Examines individual and group behavior, motivation, leadership styles, conflict, organizational culture, and the process of change in organizations. Through case studies and group exercise, the course emphasizes an analytical approach.
Notes: Satisfies the Social Science and Writing Designated core requirements.
|
| |
-
OM 504 - Organizational Strategy and Design (Cr: 3)
This course will link organizational strategy with the structure designed to implement it. Concentration will be placed on the preparedness of the organization for the strategy, its current and projected performance capacities, and organizational structure and relationships that will lead to maximum results.
|
| |
-
INT 565 - Perspectives on Human Change and Learning Communities (Cr: 3)
In this course we explore some of the innate tendencies that all humans have at birth.We also view the many facets of people’s lives and the transitions and transformations that take place. A study of “human change”must also consider one’s perceptions on justice, economics, and the relationship of race and gender to global well-being. Students are encouraged to raise challenging issues that arise in their work as educators and also to share approaches to challenging issues that have proven effective.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
EDSM 515 - Philosophical Inquiry in Sport (Cr: 3)
The relationship between sport and philosophy will be closely examined in relation to our parallel lives by using “great ideas” to bridge some of the gaps between the way we think, know, and feel about the nature of sport. The practical application of the sporting context will be utilized to examine issues such as cheating, relational justice, and technological relativity. Metaphysical concepts relating mind and body synthesis and divergence will be explored.
|
| |
-
ARS 502 - Poetry and Creative Writing (Cr: 3)
This course explores the origins and sources of poetry, the oral tradition of the poem, the process of writing and teaching poetry, the relationship of poetry to the other arts, sound improvisation, and chants. Students will enhance their abilities to combine poetry with other art forms and to integrate creative writing into education curriculum.
|
| |
-
EDC 510 - Policy Analysis, Leadership, and Change Processes (Cr: 3)
This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior, and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their roles as educators, while expanding the set of possible choices they have for taking actions and leadership.
|
| |
-
EDU 501 - Portfolio Assessment (Cr: 3)
This course will examine the movement towards the portfolio approach to literacy assessment. The four theoretical cornerstones on which the concept of portfolio assessment is built will be reviewed: 1) appropriate assessment should come from a variety of literacy experiences in which pupils engage in the classroom; 2) assessment should be continuous to chronicle ongoing development; 3) assessment should be multi-dimensional, reflecting the multi-faceted nature of literacy development; and 4) assessment should include active, collaborative reflection by both teacher and student. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
|
| |
-
RDG 509 - Portfolio Assessment (Cr: 3)
This course will examine the movement toward the portfolio approach to literacy assessment. The four theoretical cornerstones on which the concept of portfolio assessment is built will be reviewed: 1) appropriate assessment should come from a variety of literary experiences in which pupils engage in the classroom; 2) assessment should be continuous to chronicle ongoing development; 3) assessment should be multi-dimensional, reflecting the multi-faceted nature of literacy development; and 4) assessment should include active, collaborative reflection by both teacher and students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
|
| |
-
INT 572 - Practicum (IL) (Cr: 3)
The learning proposal includes a blueprint for the implementation of a practicum experience. In the learning plan, students indicate any practice or internships, experiments, teaching, archival research, interviews with specialists in their field, projects, or other forms of applied work they propose as the experiential component of the program.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
EDU 510 - Practicum Experience: Teacher of Elementary Education (Cr: 3)
A 300-hour practicum experience for those pursuing the Initial Licensure program in a grades 1–6 school setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum Handbook. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.
|
| |
-
RDG 514 - Practicum Experience: Teacher of Reading (Cr: 3)
A 150-hour practicum experience in various grade levels (K–12) setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Regularly scheduled meetings are also required.
|
| |
-
SPN 510 - Practicum Experience: Teacher of Special Needs (Cr: 3)
For Pre-K–8 Licensure: A 300-hour practicum experience in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities for the appropriate grade level that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a cooperating practitioner and the College supervisor. Students are expected to demonstrate competencies for Professional Standards for Teachers. For 5–12 Licensure: 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a separate or substantially separate setting for students with moderate disabilities. At least three regularly scheduled meetings are required with the practicum supervisor appointed by Endicott in addition to classroom observations by the cooperating teacher.
|
| |
-
OM 502 - Professional Development and Training Processes (Cr: 3)
An in-depth investigation of the many traditional and more contemporary approaches to learning and professional development utilized in schools and organizations designed to improve performance.
|
| |
-
OTM 502 - Professional Development and Training Processes (Cr: 3)
The course presents under the major themes: training and development and its link to organizational performance, training and development policies and practices, training needs analysis, psychology of learning, designing learning experiences and the training/development event, evaluation of training, performance management, organizational and individual/group models of learning, and career management including coaching, mentoring and self development.
|
| |
-
PSY 211 - Psychological Theories (Cr: 3)
This is an exploration of psychological theories with a focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychoanalytic, psychosocial, trait, behavioral, cognitive, inter- personal, and humanistic theories. The theory and research with applications to personal, social, educational, and professional lives will be examined.
|
| |
-
PSY 304 - Psychology of Gender (Cr: 3)
Examination of the major psychological theories about human behavior as they have been traditionally understood, and as they have been reinterpreted as a result of research on male and female development.
Prerequisites Prerequisite: PSY 100.
Notes: Satisfies the Social Science core requirement.
|
| |
-
BUA 532 - Quantitative Methods for Decision Makers (Cr: 3)
This course provides the fundamental quantitative knowledge necessary for professionals to utilize the results of analyses to enhance the decision-making process. This course explores quantitative analysis including basic statistics principles such as descriptive statistics, probability distributions, inferential statistics (sampling), regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as optimization theory, decision analysis, and decision trees.
|
| |
-
IED 573 - Reflective Seminar: International Education (3.0)
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. Preparation for leadership positions will be the primary focus.
|
| |
-
EDU 511 - Reflective Seminar: Teacher of Elementary Education (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with EDU 510 Practicum Experience. The seminar discussions build participants’ reflective capacities as they integrate knowledge of elementary level students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to students’ needs and their work in the field. Each student is required to complete a multi-faceted study that combines methodologies, theories, and current research about teaching and learning based on his/her practicum experience. The assessment of the student is based on the Massachusetts Department of Education Professional Standards for Teachers.
|
| |
-
RDG 515 - Reflective Seminar: Teacher of Reading (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with RDG 514. It provides opportunities for students to reflect on their practice and consolidate reading knowledge, pedagogical theory, and practice. It allows the students additional time to reflect on their developing skills in assessment, modification of instruction, leadership skills, clinical expertise, and diagnostic techniques. Each student is required to complete a multifaceted study that combines methodologies, theories, and current research about teaching and learning based on his or her practicum experience.
|
| |
-
SPN 505 - Reflective Seminar: Teacher of Special Needs (Cr: 3)
This seminar, which consists of weekly sessions, is taken concurrently with SPN 510 Practicum Experience: Teacher of Special Needs. The seminar discussions build students’ reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to students’ needs and their work in the field.
|
| |
-
ED 582 - Research Methods (Cr: 3)
This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
|
| |
-
IED 582 - Research Methods (Cr: 3)
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.
|
| |
-
PSY 302 - Research Methods (Cr: 3)
Methods and techniques of research in psychology and related fields are the focus of this course. 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.
Prerequisites Prerequisite: PSY 100.
Notes: Satisfies the Social Science core requirement.
|
| |
-
EDSM 550 - Research Methods in Sport Science (Cr: 3)
Students will explore research topics in the disciplines of sport science, understand the how research methods can be utilized to form theories, learn how to critically review the published literature, and write a comprehensive literature review that can be incorporated into a sport management thesis.
|
| |
-
OTM 513 - Research Methods Seminar (Cr: 3)
This course prepares students for undertaking research projects into education and education management. Research concepts and strategies are considered by means of a series of student-driven, reading-based seminars. This brings to life the application of research in organizational contexts, providing students with a conceptual basis for undertaking their own projects.
|
| |
-
BUS 479 - Research Project (Cr: 6)
A comprehensive research project that requires students to apply academic theories to professional work environment. The project is planned and supervised by faculty. Scheduled group sessions provide the opportunity for students to reflect upon their experiences and learning. Students will be responsible for outside reading and writing assignments designed to integrate theory and practice in their research.
|
| |
-
LST 479 - Research Project (Cr: 6)
A comprehensive research project that requires students to apply academic theories to professional work environment. The project is planned and supervised by faculty. Scheduled group sessions provide the opportunity for students to reflect upon their experiences and learning. Students will be responsible for outside reading and writing assignments designed to integrate theory and practice in their research.
|
| |
-
INT 508 - Research Proposal (MIL) (Cr: 2)
This course enables the learner to pursue and document the practical application (practicum) of Montessori experience through interpretive research. The practicum is a project that demonstrates in action the theoretical understanding of Montessori integrative learning. Recording and reviewing these experiences are inte- gral to this work. Students develop a research proposal for their researchpracticum. Key to this course is the need for teachers to understand the elements of co-creation and symbiotic emergence that arise in the classroom environment.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
OM 571 - Research Seminar I (Cr: 1)
NA
|
| |
-
OM 572 - Research Seminar II (Cr: 1)
NA
|
| |
-
OM 573 - Research Seminar III (Cr: 1)
A course that prepares students for undertaking large research and evaluation projects. Research concepts and strategies, as well as their application and utilization, will be considered in organizational contexts as a means to provide students with a construct for undertaking their Master’s Thesis.
|
| |
-
OM 563 - Research Strategies (Cr: 3)
This course will enumerate and compare the many ways to develop, share, utilize and build upon data generated by a school or organization. Specifically the review and exploitation of internally generated data and the discipline of competitive intelligence will be weighed as tactics for enhanced educational performance or a stronger competitive position.
|
| |
|
| |
-
INT 507 - Research-Oriented Montessori Observation (MIL) (Cr: 1)
The observer is the observed. In this short course, students are provided opportunities to view natural and human phenomena in order to discover the art of objectivity in a subjective world.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
BUS 489 - Senior Thesis I (Cr: 3)
Senior Thesis I is the first phase in the Research Project. Students choose a research topic in their field and, through library research, write a comprehensive literature review that is then developed into an original research project. Senior Thesis I also synthesizes the research project with prior and future course work, providing students with the opportunity to study a specific area of their major more deeply.
|
| |
-
LST 489 - Senior Thesis I (Cr: 3)
Senior Thesis I is the first phase in the Research Project. Students choose a research topic in their field and, through library research, write a comprehensive literature review that is then developed into an original research project. Senior Thesis I also synthesizes the research project with prior and future course work, providing students with the opportunity to study a specific area of their major more deeply.
|
| |
-
BUS 490 - Senior Thesis II (Cr: 6)
The culminating project in Business requires students to integrate skills and knowledge acquired over the course of the program, both in the classroom and the field to answer a question or solve a problem related to the research project concentration area.
|
| |
-
LST 490 - Senior Thesis II (Cr: 6)
The culminating project in Business requires students to integrate skills and knowledge acquired over the course of the program, both in the classroom and the field to answer a question or solve a problem related to the research project concentration area.
|
| |
-
EDC 525 - Social Context in American Schooling (Cr: 3)
Focuses on the role of schools in reproducing and reinforcing prevailing social, political, and economic relationships and inequalities. The course examines the origins of educational change movements, the organizational culture of public and private education, and the impact of schooling on the sub-cultures of American society. Students will examine competing interpretations of the impact of race, class, and gender on education and the issues of continuity and change in policy and practice. It will include exploration of social science concepts for the analysis of educational, cultural, and social institutions, organizations, and processes of different peoples of the world. This course is interdisciplinary, drawing upon social history, anthropology, and sociology.
|
| |
-
CMM 306 - Social Impact of the Media (Cr: 3)
Influence and role of media in modern culture. Covers the effects of media on socialization, education, political choice, and process; formation and development of beliefs, attitudes, and values; diffusion of information; and the transmission and reflection of popular culture.
Prerequisites Prerequisite: CMM 101, SOC 101, or permission of instructor.
Notes: Satisfies the Social Science core requirement.
|
| |
-
SOC 302 - Social Problems (Cr: 3)
The study of deviant behavior, social inequality, societal disorganization, and environmental crises. Emphasis is given to the relation between social problems and the structure and values of modern American society. Current and alternative solutions to societal problems will be analyzed.
Prerequisites Prerequisites: SOC 101 and junior year status, or permission of the instructor.
Notes: Satisfies the Social Science core requirement.
|
| |
-
PSY 305 - Social Psychology (Cr: 3)
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed.
Prerequisites Prerequisites: PSY 100, or SOC 101 and junior or senior year status or permission of instructor.
Notes: Satisfies the Social Science core requirement.
|
| |
-
EDSM 545 - Sociology of Sport (Cr: 3)
Student will learn how to conduct and interpret published research in sport and leisure. They will also build a foundation to understand how sport and leisure interact with other social forces from both a national and international perspective. Emphasis will be given to understanding the socio-cultural environment of sport and how it mirrors society. Students will also develop the ability to evaluate public policies and ethical issues that affect sport and leisure.
|
| |
-
SPN 500 - Special Delivery and the Inclusion Model for Students with Special Needs (Cr: 3)
This course will explore the theories and models of special education services. It will provide teachers with an overview of the laws governing special education services and provide a better understanding of service delivery, including mainstreaming practices, REI (Regular Education Initiative) resource rooms, collaboration, and substantially separate facilities. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
|
| |
-
ENG 103 - Speech (Cr: 3)
Development of effective speaking and speech writing skills. To accomplish this, students will write and deliver speeches with guidance and encouragement from the instructor and peers.
Notes: Satisfies the Arts and Humanities and Writing Designated core requirements.
|
| |
-
EDSM 525 - Sport and the Media (Cr: 3)
This course will introduce students to aspects of electronic media as they relate to sport management. Discussions and analysis of sport cinema, television, and electronic and print media will focus on how they impact the business of sport and society’s well-being. The applied aspect of the course will focus on the wide array of sport writing situations and techniques. Guest lecturers from the world of sport media will provide additional insight for debate and discussion.
|
| |
-
EDSM 580 - Sport Management Practicum (Cr: 6)
An intensive field experience where students will apply management theory to the work environment and to explore viable career paths in sport management. A 14- week period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students will also attend six on-campus seminars that will require participation in group discussions and the completion of four written assignments.
|
| |
-
ARS 506 - Storytelling (Cr: 3)
This course will introduce students to the basic elements of storytelling. They will learn how to relate folk tales from a particular culture, understand their purposes and functions, and explore background and traditions surrounding such a story. Students will be exposed to many styles and approaches to storytelling and will learn to select, research, develop, adapt, and apply storytelling techniques. Final emphasis will be placed on the integration of various art forms including creative movement, song and rhythms, pantomime, and visual arts into storytelling.
|
| |
-
IED 511 - Strategies for Change in International Schools (Cr: 3)
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.
|
| |
-
PSY 323 - Stress and Illness (Cr: 3)
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress.
Prerequisites Prerequisite: PSY 100.
Notes: Satisfies the Social Science core requirement.
|
| |
-
INT 570 - Student Area of Emphasis I (IL) (Cr: 3)
During the first semester, each student develops an individualized learning proposal for the completion of this guided study during the second and third semesters. Among other things, the plan includes, a description of the special emphasis area, a rationale for studying this area including driving questions, professional significance of the study, and objectives and a detailed accounting of potential resources in the form of a bibliography as well as workshop and seminar experiences at other institutions. The learning plan also includes a description of the Practicum and Culminating Project, which is detailed in the syllabi for INT 572 and INT 574.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 551 - Student Area of Emphasis II (IL) (Cr: 3)
Continuation of INT 570
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
INT 575 - Student Area of Emphasis III (IL) (Cr: 3)
Continuation of INT 570 and 551.
Notes: Note for INT Courses: IL = Integrative Learning Option MIL = Montessori Integrative Learning Option
|
| |
-
PSY 115 - Substance Abuse and Society (Cr: 3)
A sociological and psychological understanding of the individual and groups in American society with respect to substance abuse and addiction. Emphasis is placed on current theories, attitudes, and definitions as well as the impact of substance abuse on professionals, minorities, children, and families. The role of the criminal justice system in substance abuse is also addressed with respect to prevention and intervention.
|
| |
|
| |
-
OTM 589 - Teaching Assistantship: Internship II (Cr: 1)
The student will be supported in developing their teaching skills through a taught program and a “one to one” mentor relationship with a designated teacher. The student will observe a range of teaching methods and assessment techniques, and finally be observed themselves in a teaching role. Assessment is through a portfolio of evidence and evaluation of the mentor. The grades are pass/fail.
|
| |
-
ARS 535 - Teaching Health Education Concepts with Visual and Performing Arts (Cr: 3)
A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional, and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.
|
| |
-
IED 581 - Technology in Education (Cr: 3)
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.
|
| |
-
ED 581 - Technology in Education: An Integrated Approach (Cr: 3)
This course explores the major concepts related to instructional computing as well as the impact technology has on education. Required of all graduate students as they begin to integrate curriculum trends into their awareness of current sources for information and their role in a technologically- rich learning environment. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Technology.
|
| |
-
RDG 506 - The Emergence of Literacy (Cr: 3)
This course will examine the role of the “reflective practitioner” in developing literacy experiences for elementary-schoolaged children.We have come to realize that children progress along a developmental continuum that reveals their gradual or “emerging” construction of knowledge about reading and writing. The importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy will be examined. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for English Language Arts.
|
| |
-
SOC 305 - The Family (Cr: 3)
A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, singlehood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.
|
| |
Page: 1
| 2
| 3
|
|
|