Courses

Emphasis on the basics of biological illustration and focus on five techniques: pen and ink, carbon dust, colored pencil, transparent watercolors, and watercolor airbrush. Use of mechanical and optical drawing aids (e.g., cameral lucida and microprojector) will be presented along with detailed discussion of the technical aspects of biological illustration. Students complete projects using the techniques presented. Also listed as BIO 582.

Independent work in a studio art area in which the student has taken all available courses. May be repeated for credit.

Independent work in a studio art area in which the student has taken all available courses. May be repeated for credit.

The designated course for the special project only. Identification and investigation of a problem in art or art education under the direction of a faculty member.

An investigation into human anatomy focusing on arthrokinematics and osteokinematics of bone articulation and associated muscle actions. Emphasis on the fundamental knowledge necessary to understand dysfunction and applying therapeutic principles such as joint mobilizations.

Emphasizes illness and injury prevention in the physically active. Education of patients/clients in the basic concepts of nutrition, environmental concerns and assessing preseason status. Application of personal protective equipment and basic wrapping techniques.

Initial full-time eight week immersed supervised clinical placement for demonstration of professional behaviors, knowledge, skills, and abilities. Students will be required to complete course requirements during weekday and weekend mornings, afternoons, evenings, and holidays.

Application of evidenced-based knowledge and skills in the examination of acute and chronic pathologies involving the musculoskeletal system. The course will include the principles of the physical examination process to include imaging techniques.

Pathophysiological and mechanical responses to injury and the techniques to manage them. Instruction in developing and implementing emergency action plans and the applying techniques such as splinting, spine boarding, concussion assessment and ambulatory aids.

First course of a progression emphasizing the use of patient circumstances, evidence and clinical expertise to guide clinical decision-making. Additionally, students will create and utilize healthcare information to foster collaboration among healthcare providers. Course taken as pass/fail only.

Continued full-time eight week immersed supervised clinical placement for demonstration of professional behaviors, knowledge, skills, and abilities. Students will be required to complete course requirements during weekday and weekend mornings, afternoons, evenings, and holidays.

Theory, application and clinical role of physical agents including manual, mechanical, thermotherapy, cryotherapy, hydrotherapy and electrotherapies. Application and fitting of strappings, braces and orthoses, and selected pharmacological interventions.

Application of evidenced-based rehabilitative principles and techniques in the treatment, rehabilitation and reconditioning of musculoskeletal conditions in a physically active population.

Theory and laboratory practice in the assessment of selected non-musculoskeletal conditions. Includes instruction on preparing a treatment plan to include referral to an appropriate health care provider.

Second course of a progression emphasizing the use of patient circumstances, evidence and clinical expertise to guide clinical decision-making. Additionally, students will create and utilize healthcare information to foster collaboration among healthcare providers. Course taken as pass/fail only.

Continued full-time eight week immersed supervised clinical placement for demonstration of professional behaviors, knowledge, skills, and abilities. Students will be required to complete course requirements during weekday and weekend mornings, afternoons, evenings, and holidays. Course taken as pass/fail only.

Evidenced-based pharmacological and psychosocial interventions as applied in the professional practice of athletic training.

Theory and laboratory practice in the recognition of cancer, genitourinary/reproductive and systemic conditions along with musculoskeletal disease. Includes instruction on preparing a treatment plan include referral to an appropriate health care provider.

Third course of a progression emphasizing the use of patient circumstances, evidence, and clinical expertise to guide clinical decision making. Additionally, students will create and utilize healthcare information to foster collaboration among healthcare providers.

Culminating full-time eight week immersed supervised clinical placement for demonstration of professional behaviors, knowledge skills, and abilities. Students will be required to complete course requirements during weekday and weekend mornings, afternoon, evenings, and holidays.

Emphasizes the fundamental principles of administration and evaluation of the delivery of athletic training services. Strategies in facility planning and operation, personnel management and other issues will be addressed.

Explores the prevention of workplace injury through employee education, task analysis and skill instruction. Covers OSHA reporting guidelines and issues associated with this patient/client population.

Culminating course featuring activities designed to assess a student’s readiness to independently practice as an entry-level athletic trainer. Students will be expected to connect evidence to practice and reflect on how evidence impacts their practice.

Conservation of populations, habitats, ecosystems. Demographic techniques, land use, pollution topics.

Structure, dynamics, theory, sampling methods, statistical analyses, and use of models for the study of populations and communities.

Principles of modern evolutionary theory and methods of analysis. In depth study of events and processes that affect the structure of populations, species and ecosystems.

Hydrography, microbiota, plankton, benthos, nekton, physiology, biological production and environmental degradation of estuarine habitats.

In-depth treatment of bacterial structure and function including metabolism, gene function and control mechanisms.

A study of currently emerging infectious diseases, the organisms that cause them, and the environmental, demographic, and economic conditions that influence their emergence.

Biology, systematics, and ecology of freshwater and marine fishes. Laboratory studies stress taxonomic competence with common species native to eastern North America.

The morphology, systematics, and natural history of amphibians and reptiles. Background for conducting research in related fields, such as vertebrate paleontology, ecology, genetics, evolution, embryology, comparative anatomy, physiology, and field natural history.

An advanced physiology course with focus on the cellular mechanisms underlying hormone action. Topics covered include the biosynthesis of hormones, their interaction with receptors, the subsequent signal transduction pathway, their physiological effects and the regulation of their secretion.

Taxonomy, physiology, life cycles, and economic importance of algae with emphasis on marine algae.

Study of the gross microscopic anatomy of plants as it relates to plant physiology, with an emphasis on photsynthesis, hormones, and water relations.

Study of the patterns and distribution of plant and animal life of the world biogeographical realms and the biological and evolutionary principles governing these populations.

In-depth study of the function of cells and selected organ systems suitable for students of health sciences. Cell physiology, nervous system, muscular system, respiratory system, cardiovascular system and excretory system are considered. Scheduled alternate summer terms.

Study of innate and adaptive immunity, the nature of antigens and antibodies, genetics and control of immune response, immunopathologies.

The basic concepts of general virology, biochemistry, molecular biology and cellular aspects of replication of viruses of different groups; also, viruses that are pathogenic for man; emerging viruses; the nature and symptoms of the diseases they cause and methods of treatment and prevention.

Current physiological explanations of all cellular reactions based on protein mechanisms at the cellular and subcellular levels, including metabolism, membrane and filamentous processes.

Design and execution of experimental approaches to biological problems. Emphasis is on use of scientific literature, preparation of the research proposal, modern techniques, and collection and evaluation of experimental data. 2 hours lecture per week; 2 hours lab per week. Scheduled in either fall or spring semesters each academic year.

Biochemical defects, chromosome abnormalities, mutagenic hazards, forensic and pharmacogenetics, human genome project, molecular analysis of genetic disorders, gene therapy.

Discussion of the function and structure of the human nervous system at both cellular and system levels. Also included are recent research topics in developmental neurobiology, neuropharmacology and neurochemistry.

Interdisciplinary approach to the study of cancer, emphasizing genetic and cellular aspects of loss of growth control. Also recombinant DNA technology approaches to the analysis of gene regulation and treatment modalities.

Presentation and discussion of current material in various areas of biology. Always scheduled. (May be repeated.)

Presentation and discussion of current material in a selected area of biology. Always scheduled. (May be repeated.)

Emphasis on the basics of biological illustration and focus on five techniques: pen and ink, carbon dust, colored pencil, transparent watercolors, and watercolor airbrush. Use of mechanical and optical drawing aids (e.g., cameral lucida and microprojector) will be presented along with detailed discussion of the technical aspects of biological illustration. Students complete projects using the techniques presented. Scheduled spring or summer semesters. Also listed as ART 585. Scheduled summer semesters.

Open by departmental permission to candidates for Master of Science degree in biology who are registered in a thesis program. Always scheduled.

Study of an area of theoretical or experimental biology under the direction of a faculty member. Admission by consent of department chairman. May not be used for credit towards thesis research. Always scheduled.

The theoretical basis of the mechanistic pathways followed by the common organic reactions is given in the first part. The second part organizes the variety of organic reactions into logical patterns and applies these to synthetic pathways and methods of synthesizing other organic compounds.

This second part organizes the variety of organic reactions into logical patterns and applies these to synthetic pathways and methods of synthesizing other organic compounds.

Systematic study of the nature and properties of polymers. Scheduled irregularly.

Elementary principles of quantum and statistical mechanics as applied to chemical systems. Applications of group theory to molecular symmetry and molecular spectroscopy.

Presentation of the theoretical and descriptive aspects of the chemical elements given at an advanced level. Particular emphasis is placed on the theoretical basis for physical and chemical properties of the elements.

An advanced course in the use of modern instrumentation involving both spectroscopic and chromatographic techniques for the solution of chemical problems. The emphasis will be on the applications of each instrumental method.

Structure and functioning of organisms, tissues, and cells from a chemical point of view. The physical-chemical basis for modern understanding of the structure of nucleic acids, proteins, carbohydrates, and lipids, and the general metabolism of biological compounds.

An advanced survey of the main classes of drugs with emphasis upon their origins, structures, targets, structure-activity relationships, effects, side effects, routes of absorption, distributions, metabolisms and excretions.

Study of natural and anthropogenic sources of chemicals on the aquatic, atmospheric, and soil chemistry in the environment.

Experimental Research supervised by a member of the chemistry department.

Experimental research supervised by a member of the chemistry department.

Developing research methods and skills for the interpretation of the chemical literature for the preparation of scientific documents and presentations. Hands-on computer training using current online literature resources and recent discipline-specific computer programs.

Develop a thesis proposal according to accepted style guidelines including a current literature review of the thesis topic and a description of the experimental design.

Laboratory investigation conducted under the supervision of a member of the chemistry department.

Completion of the written thesis and an oral defense of the research completed in the thesis.

This class will discuss various issues, activities, and research in chemical education, including history of curricula, student and teacher knowledge and beliefs, epistemological and cognitive bases of science learning, and related instructional approaches. This class will involve extensive reading, writing, discussion, and reflection on the current issues and trends in chemical education.

Independent research under faculty supervision.

Research techniques and experimental design schemes, critical reviewing of the current literature, oral technical reporting and reporting by written technical papers. Scheduled fall and summer semesters.

Survey of neurologically-based disorders of speech in adults and children. Differential diagnosis and treatment of the dysarthrias, apraxia of speech, and aphasia. Scheduled fall and spring semesters.

Etiology and nature of articulation/phonology disorders and theoretical considerations underlying successful assessment and clinical procedures. Scheduled fall and spring semesters.

Survey of cognitively-based communication disorders in adults including: right brain damage, traumatic brain injury and dementia. Emphasis on differential diagnosis with some discussion of treatment planning. Scheduled fall and summer semesters.

Theories of the causes of fluency disorders; methods of examination, diagnosis, therapy and research in fluency. Scheduled fall and spring semesters.

Instruction in developmentally appropriate practices for young children and individuals with a range of disabilities. Formal and naturalistic assessment methods will be introduced. Experience will be gained with child-centered, clinician-directed and hybrid methods of intervention. Family-centered and culturally sensitive practice will be emphasized as well as use of alternative and augmentative communication strategies. Scheduled fall and spring semesters.

Instruction in the assessment and treatment of language-learning disorders in school-age children and adolescents. Introduction of assessment methods to evaluate conversation, narration, and written language with emphasis on curriculum-based methods. Intervention techniques that integrate oral and written language, develop learning strategies, and involve collaboration among professionals will be discussed with emphasis on student-centered and culturally sensitive practices. Scheduled fall and spring semesters.

Methods of intervention in communication disorders related to loss of hearing and auditory deprivation for school-aged children. Scheduled summer semesters.

Supervised clinical practice at the Center for Communication Disorders with children and adults who have language, speech and hearing disorders. Training in clinical procedures involving evaluation and remediation of communication disorders. Individual and group sessions are included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

Supervised clinical practice at the Center for Communication Disorders with children and adults who have language, speech and hearing disorders. Training in clinical procedures involving evaluation and remediation of communication disorders. Individual and group sessions are included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

An advanced practicum. Students are assigned to approved school settings. Students are expected to complete in hours the equivalent of full-time employment at the setting for one semester. Scheduled fall, spring and summer semesters.

Clinical practicum and weekly lectures/meetings focusing on advanced skill development necessary for planning and executing therapeutic services, including diagnostic assessment of speech, language, and related communication disorders, interpreting and reporting clinical findings, and developing and implementing appropriate recommendations for intervention. Scheduled fall, spring, and summer semesters.

Supervised clinical practice in audiology at the Center for Communication Disorders with children and adults who have all degrees of hearing sensitivity. Training in clinical procedures, including case history taking and the evaluation and rehabilitation of hearing disorders. Individual and group sessions may be included. Each student is required to attend a staffing session each week. Scheduled fall, spring and summer semesters.

An advanced practicum. Students are assigned to approved practicum settings including hospitals, rehabilitation settings, private practice, early intervention programs, or specialized educational programs. A minimum of 25 hours per week is required at the assigned site. Scheduled fall, spring and summer semesters.

Theory, diagnosis, and treatment underlying central auditory processing disorders in children as differentiated from language and learning disorders. Emphasis is placed on both behavioral and electrophysiological assessment protocols and their relationship to therapeutic intervention. Scheduled winter session.

Theory, diagnosis and treatment underlying the articulation, resonance, and phonatory problems associated with voice and velopharyngeal disorders. Consideration is given to current research in etiology, technology, and multicultural issues affecting appropriate intervention. Scheduled fall and summer semesters.

This course is designed to prepare the student with basic theoretical knowledge and hands-on skills necessary to perform a voice, swallow and velopharyngeal assessment utilizing nasendoscopy and rigid oral endoscopy. Laboratory practice included. Special Information: Graduate student status. Students are expected to participate in laboratory exercises including passing and having a nasendoscope passed on themselves. This course will meet 12.5 hours in a lab setting. Scheduled summer semester.

Development of a thesis proposal. Scheduled fall and spring semesters.

Implementation of research design from approved thesis proposal and written presentation of the findings. Scheduled fall and spring semesters.

Directed study and research project under guidance of a faculty member. Regularly scheduled meetings, and examination upon the completion of the project. Scheduled fall and spring semesters.

Principles of assessment and intervention for persons requiring augmentative and alternative communication strategies. Topics will include low and high technology aids and adaptations, symbol systems, vocabulary selection, interdisciplinary team work, and procuring funding. Scheduled spring semesters.

Synthesis of research, theory, and practice in communication disorders. Scheduled fall and spring semesters. Course taken as pass/fail only.

The role of the speech-language pathologist working in a variety of medical settings will be discussed in the context of managing medically complex patients. Topics may include documentation, interprofessional collaboration, low-incidence/high-risk patient management, and medical ethics. Scheduled fall semesters.

A survey course regarding the speech-language status of individuals with intellectual disability, autism, and cerebral palsy. Course content will include developmental concerns, current research, assessment practices, and speech-language intervention. Scheduled spring semesters.

Reviews the anatomical bases of normal and disordered swallowing in children and adults. Students develop an understanding of dysphagia, fundamentals of assessment (clinical, fluoroscopic and endoscopic methods) and the current approaches to treatment of the patient with dysphagia. Scheduled fall and spring semesters.

Study of the social, cognitive, neurological, and communicative aspects of Autistic Spectrum Disorders. A range of assessment techniques and instruments for individuals at various levels of functioning will be stressed. Scheduled summer sessions.

Literacy issues pertinent to the SLP working with clients across the lifespan, preschool through adulthood. Presentation of theoretical models, research, and best practice concerning relationships between oral language development/disorders and literacy development/disabilities. Scheduled fall semesters.

Thoroughly acquaints the student with those counseling and guidance procedures necessary for the most efficient rehabilitation of the patient with a speech and/or hearing disorder. Interview techniques, parent-child relationships, and client and family adjustment problems will be discussed. Scheduled summer semesters. Course taken as pass/fail only.

An introduction to research methods and research design related to resilience thinking in the coastal zone. Topics addressed include: the formulation of research questions; the development of research projects; the development of a project relevant literature review; qualitative and field-based research approaches, data and data measurement, data reliability and validity.

Examination of the coastal environment in terms of the interacting physical and biological systems that give individual coastal environments their distinctive characteristics and that provide the matrix for sustainability and resilience issues.

Exploration of the social and cultural dimensions of coastal systems. Topics addressed include: coastal heritage, tourism, recreation, food, transport and energy systems, resources, economic development, environmental perception, and socio-ecological systems and resilience.

Examination of the major coastal hazards and anthropogenic sources of contamination impacting coastal ecosystems and societies. An understanding of these processes will allow for an assessment of regional susceptibilities strategies to minimize impacts on coastal communities.

Examination of marine and coastal governance; policy and management in the national and international context. Analysis of relevant state, federal and international policy programs with emphasis on current policy issues.

First class in a two class series in Geographic Information Systems (GIS). Introduces GIS theory, software, and data management. Focus on geospatial data collection, processing and management.

Second class in a two class series in Geographic Information Systems (GIS). Introduces spatial analysis, spatial statistics, and advanced data display techniques. Focus on spatial data processing/analysis and data display.

Research methods and research design related to resilience thinking in the coastal zone. Topics addressed include: scientific knowledge production and communication, data representation, analysis and interpretation, research ethics, research proposal development, and research dissemination strategies.

A field course focused on assessing coastal resilience through an examination of: sustainability issues, energy and resource use, waste management, human impacts and natural hazard mitigation/adaption to extreme coastal events and sea level change, and development impacts on coastal habitat.

An examination of current research and issues related to sustainability, resilience, and development in the coastal zone. Course will be delivered via video feed as appropriate.

The student will finalize a thesis proposal according to accepted style guidelines and begin thesis research under the supervision of an approved thesis advisor.

Thesis research under the supervision of an approved advisor and completion of the written thesis and oral defense of the thesis research project.

Working with an approved advisor, students study and undertake research relevant to their program of study and thesis project in CRM program.

Directed study focused on the biophysical aspects of coastal resilience. Regularly scheduled meetings, and examination upon the completion of the course. Course taken as pass/fail only.

Directed study focused on the sociocultural aspects of coastal resilience. Regularly scheduled meetings, and examination upon the completion of the course. Course taken as pass/fail only.

Directed study focused on the sustainability transitions literature. Regularly scheduled meetings, and examination upon the completion of the course. Course taken as pass/fail only.

Problem solving methods, object-oriented programming and algorithm development, data abstraction and techniques for representing and processing information. This is an accelerated course that covers programming fundamentals through data structure designs.

Covers advanced topics of software engineering. Topics include the techniques, tools, quality metrics and challenges of the various phases of the software life-cycle. A team oriented term project is included.

A study of theory, techniques and methodologies for developing and maintaining relational databases. A detailed analysis of performance issues of access methods in very large databases. Computer projects are required.

Advanced image processing techniques, the mathematical rationale behind each technique with major applications and limitations. Exposure to various processing strategies for accessing and measuring information of image data. Computer lab work is required.

An in-depth study of methodology and practice utilized in today's advanced web sites. A comprehensive analysis of current trends in software and programming techniques developed especially for Internet applications. Concentration on programming languages that include tools for high level of web site interaction. Managing the full software cycle from web site visual design to server-client programming.

Covers advanced topics of database management systems design and applications. Topics include query evaluation and optimization, transaction management and concurrency control, database tuning, security and authorization, parallel and distributed databases, object-database, data warehousing and decision support, data mining, information retrieval and XML data, and internet applications. Programming work required.

An introduction to current practices and tools for the development of mobile applications. Topics include mobile user interface design, multithreading, messaging and communication, multimedia processing, data services, location awareness, and mobile security. Students are be expected to propose and develop a mobile application.

Theory and applications of statistical, neural and syntactical pattern recognition. Topics include Bayesian decision theory, discriminant functions, parametric and non-parametric techniques, multilayer neural networks, decision trees, algorithm-independent machine learning and unsupervised learning and clustering.

Theory and application of deep learning for machine intelligence. Topics include linear and logistic regression, fully-connected neural networks, convolutional neural networks, object localization/detection, neural style transfer, recurrent neural networks, generative adversarial networks, variational autoencoders, and capsule networks. Students are required to complete multiple programming assignments.

An examination of security and threat models, risk analysis, authentication and authorization, auditing, operating systems security, access control mechanisms, protection mechanisms, distributed systems/network security, security architecture, electronic commerce security mechanisms and security evaluation.

Provides students with the fundamental security, technologies and protocols of network security that are widely used in the real world. Topics include: Internet Protocol Security (IPSec), Transport Layer Security (TLS) , X.509 Certificates, Public Key Infrastructure (PKI), Virtual Private Networks (VPN), SSH, Email security, DNS security, Firewalls, Kerberos, WEP, WPA, and IEEE802.11i Wireless LAN security.

Covers the key concepts, strategies, methods and tools that can be employed to measure and improve the quality of software. Topics include: Software Quality Attributes, Quality Measurement and Metrics, Software Quality Standards and Continuous Software Process Improvement.

A study of techniques and methodologies for developing single and multithreaded distributed application across computer networks. Topics include network programming, synchronization, protocols, distributed objects, and architectures. Team projects are required.

Study of computer networks and data communications technologies. Topics include Local and Wide Area Networks, wireless LAN technology, digital transmission, OSI model, Internet architecture and TCP/IP, transmissions system, modem technology, data encryption, network security and multimedia information.

Principles of network & system penetration, using the same methods as hackers, are explored with the purpose of finding and fixing security vulnerabilities and ensuring the security of information assets. Legal and ethical issues associated with penetration testing are emphasized. The lab-intensive exercises are used to gain practical experiences in areas such as scanning and enumeration, access and exploitation, escalating privileges, malware, buffer overflows, and other relevant topics.

Principles of securing, monitoring and protecting heterogeneous complex distributed computer systems against cyber-attacks.The emphasis is placed on security related activities before, during and after a system security breach. Topics include system monitoring, intrusion detection and evidence collection, incident response, system recovery, and incident prevention.

A study of methods and algorithms that mimic biological systems. A comprehensive foundation of life concepts such as evolution and survival of the fittest, and their computational equivalents. Computational application of evolutionary concepts in science, engineering, mathematics and other areas.

Development of the capstone experience proposal including: introduction, review of literature, statement of the problem, solution methodology, implementation and results. Prerequisite: departmental permission.

Completion of thesis including: products, results, discussion, summary, conclusions and recommendations for future study.

Development of the Special Project including: introduction, review of literature, problem statement, solution methodology, implementation and results.

Independent Study

Theory and techniques designed to assist counselors in the appropriate integration of spirituality into the counseling process.

Theory and etiology of addictive and co-occurring disorders, as well as commonly used psychopharmacology. Also includes neurobiology of substances and additions. Models of counseling and medical treatment are covered.

A survey course of the basic structures of the brain and nervous system and their functions in relation to behavior. The impact on personality and behavior of genetics, nutrition, sex differences, stress, environmental factors, and the major medications used to treat neurological or psychological dysfunctions are reviewed.

Principles and methods of performing individual psychological evaluations of schoolage children and youth. Administering, scoring, and interpreting intelligence scales, and other assessment instruments.

Administering and interpreting integrated and individual psycho-educational evaluations with school-aged children. Emphasis will be on high-incidence handicapping conditions and strategies that link specifically to interventions.

Advanced administration, scoring, and interpretation of individual psychoeducational instruments, with low-incidence handicapping conditions. Interpretation, advanced report-writing, empirically-based interventions & consultation based on results of assessments.

School Psychology Pre-Practicum is designed to provide students with an initial fieldbased experience in school psychology. Students have a concurrent university-based seminar as a component as well as site-based professional supervision.

Implementation of psychological services in schools, or other appropriate settings, under the supervision of a certified school psychologist and faculty member.

Nosology and etiology of social, emotional, behavioral, and cognitive disorders, as defined by DSM & IDEIA, basica assessment and classification, and best practices for interventions (including crisis response) in schools, considering developmental level and culture.

Understanding appropriate clinical and educational assessment procedures, administration, measurement concepts, interpretation, and communication of results. Ethically and culturally relevant factors associated with assessment will also be discussed.

The prescription guidelines, neurobiology, and side effects of major groups of drugs typically prescribed in psychiatric medicine in clinical mental health counseling settings are covered. Focus is on gaining knowledge for advocacy and psychoeducation.

Examines the effect of substance use on neurological and social development, the biopsychosocial nature of addiction, commonly abused substances, co-occurring disorders, and primary prevention and intervention programs in schools.

Designed for mental health practitioners. Covers material related to dynamics of suicide, suicide risk assessment, intervention, and prevention.

Preventative and reactive interventions for counselors in responding to crises in clinical mental health settings.

Current theories, skills, and evidence-based practices in counseling. Includes skill-building laboratory practice. Emphasis is on counseling microskills with consideration given to diverse populations.

This course provides a review of traditional counseling theory and how to integrate creative approaches into sessions with child, adolescent and adult clients in clinical mental health settings. Theory, techniques and directives related to art therapy, play therapy, sandplay, psychodrama, bibliotherapy, cinematherapy, zentangle, animal-assisted therapy, poetry therapy and therapeutic story-telling will be covered.

One hour, individual or triadic supervision by a university faculty member while working in practicum fieldwork. Additional coursework on supervision theory and practice is part of this course. Course taken for pass/fail only.

This seminar course accompanies the required 100-hour practicum and provides an opportunity for group supervision and consultation with practicum students and faculty. Emphasis is on integration of field experiences and topics of professional interest. Course taken for pass/fail only.

In-depth exploration of empirically-supported treatment practices for various diagnostic groups in the provision of individual and group counseling.

This experience involves group members as participant observers in the various aspects of group development. This course centers on active participation and self-reflection. Course taken as pass/fail only.

Provides an orientation to the role of a professional school counselor, including responsibilities, organizational structures, credentialing, self-care, crisis response, and emerging use of technology, as well as the role of advocacy within the profession.

A study in individual and family development, factors related to risk and resiliency and applications in the helping professions. Theories of learning, individual differences and cultural considerations will be explored.

Overview of theories and models of counseling. The importance of consultation, supervision and culturally relevant strategies will be discussed. Emphasis is on developing a professional identity as a counselor or school psychologist.

This course explores ethical and legal standards for applications to schools and professional school counselors.

Overview of the classification of mental and emotional disorders using the DSM-5 coding system. Emphasis is on conducting an effective diagnostic interview, formulation of case conceptualization, and making differential and accurate diagnoses.

Introduction to career counseling, assessment and program development across diverse populations. Understanding the impact of values, interests and abilities on career choices. Work-life balance will be emphasized.

A study of methods, materials, and best practices to motivate, prepare, and counsel P-12 students for post-secondary planning.

A study of human behavior and the formal behavioral assessment process. It emphasizes functional behavioral assessments, observational methods, behavioral intervention strategies, and evaluation of behavior plans and programs in schools, classrooms and counseling settings.

Designed to provide students with a practical knowledge of principles of counseling supervision and consultation. Supervisory roles, evaluation methods, ethical, legal and multicultural perspectives, and an overview of selected theoretical models will be explored.

Broad social and cultural characteristics of clients and theories of multicultural counseling provide the course framework. Focus is on developing awareness knowledge skills, and action in social justice, as well as understanding marginalization and privilege.

his course presents awareness, knowledge, and skills surrounding counseling LGBTQI + people. Intersectionality, identity development, minority stress, and counseling techniques are covered.

Provides an orientation to the roles, functions, and ethical standards of a licensed professional counselor. Attention is given to technology resources and advocacy roles. The importance of self-evaluation and self-care is also covered.

Identification and investigation of a problem; preparation and presentation of a scholarly document summarizing the study or research. Department permission required.

Advanced laboratory practice of counseling skills, including the application of empirically-based practices, risk assessments, sensitivity to client’s multicultural needs.

Empirically based practices for working with families and counseling children.

An overview of counseling services within the Response to Intervention framework with attention to advancing application of skills. Focus is on using a developmental approach to prevention and intervention.

Provides overview if neurological mechanisms of addiction and physiological sequelae of psychoactive substances and basic knowledge of psychopharmacology as pertaining to addiction counseling. Explores the impact of chronic illnesses such as HIV/AIDS in the context of addiction counseling.

Provides advanced perspectives on counseling and substance use disorders and addictive behavior, including historical and social context. Offer sin depth exploration of both substance use disorders and behavioral addiction theories, approaches to recovery, prevention, and screening.

Explores screening and diagnostic assessment of substance use disorders and addictive behaviors. Examines counseling modalities for treating addictions and co-occurring disorders and includes crises counseling, relapse prevention and case management.

Overview of social justice, diversity issues, and ethical implications in addictions counselling. Addresses counseling needs of special populations including racial, ethnic, and social diversity and HIV/AIDS. Includes critical analysis of ethical decision-making and the process of clinical consultation and documentation.

Designed to provide students with an understanding of the curricular standards used in schools, effective instructional practices, lesson and unit plan development and implementation, as well as knowledge and skill in curriculum design and evaluation. Offered Fall.

The appraisal, planning, implementation and measuring effectiveness of intervention techniques for students with academic, social and behavioral difficulties.

Explores the nature of professional ethics and behavior in educational psychology and applied behavior analysis. As such, the course will focus on building knowledge regarding standards of conduct guiding the fields. In particular, the standards set forth by the American Psychological Association (APA), the National Association of School Psychologists (NASP), and the Behavior Analyst Certification Board (BACB) will be covered.

A one year full-time supervised school psychology experience in a school, agency, or institution providing psychological services for children or adults. Emphasizes the practical application of psychological knowledge, counseling skills, and theories. Course taken as pass/fail only.

This seminar will guide and support students as they make their transition from graduate students to professionals and apply their skills in assessment, behavior management, counseling and consultation.

Students participate in and learn advanced theories and techniques of group counseling. Focus is on the integration of theory and practice. Experiential opportunities are provided for both personal and professional development.

A 100-hour practicum experience in a school setting. The student advances skills into practice by assuming some roles of a School Counselor (direct and indirect counseling services) under the supervision of site and faculty supervisors. Course taken as pass/fail only.

Provides an introduction to the field of school psychology, including its history, roles and functions of school psychologists, and models of service delivery. It will also review the application of psychological theory in educational settings, the role of social emotional learning in promoting student growth, and issues related to the provision of psychoeducational services within an urban setting.

Designed to provide student with an understanding of the curriculum component of a comprehensive school counseling program. Topics include effective instructional practices, curriculum design, lesson/unit plan development, delivery, and evaluation.

Provides students with theories and skills necessary to engage in collaboration and consultation with all school personnel, families, and community agencies.

Internship will consist of a 700-hour supervised counseling experience in a school setting over a 10-month period. Students must register for 4 credits each semester. Seminar includes group supervision with a faculty supervisor. Students must take this course twice for a total of 8 credits. Course taken as pass/fail only.

This seminar course accompanies the required 600-hour internship over two semesters and provides an opportunity for group supervision and consultation with internship students and faculty. Emphasis is on integration of field experiences and topics of professional interest. Course taken as pass/fail only.

This course builds awareness surrounding sexuality problems that may present as issues in individual, group and/or couples counseling. Techniques for intervention in clinical counseling are also a focus.

Introduction to research methods and program evaluation for practitioners, including critiquing skills, ethical considerations, and understanding evidence-based practices. Research designs utilizing reliable and valid measures, measurement concepts, basic statistics, and research writing are covered.

Designed to familiarize advanced graduate students with the application of commonly used qualitative and quantitative research methods in educational and clinical settings, including experimental, comparative, quasi-experimental, correlational, between-and within-subject, single subject and qualitative designs. The focus is on providing a more in-depth discussion and skill presentation of the understanding of methodology and program evaluation, advanced statistics and data analysis with use of SPSS and presentation of findings.

This course is designed to enable the student to become proficient in application of advanced statistical methods in research procedures.

Examines the purposes, theoretical frameworks, models, and knowledge of roles and relationships related to clinical supervision. Includes evaluation, remediation, legal and ethical issues, responsibilities, gatekeeping, and culturally relevant strategies in clinical supervision and mentoring.

Development of advanced supervision skills. This will include assessment, procedures, responsibilities, use of technology, advanced culturally competent interventions, leadership in consultation, student evaluation, gatekeeping, legal and ethical concepts, and an individual supervision style.

An overview of current issues in counselor education along with legal and ethical considerations in counselor education. Professional identity is explored pertaining to Counselor Education, Supervision, Research/Creative Activity and Leadership.

This course will focus on the application of theories and processes of program evaluation relevant to counselor program management, counselor education, and counseling supervision.

This course will facilitate doctoral level students' application of counseling theories for clinical practice in a variety of settings for work with diverse clients. A decolonization and liberation framework will be emphasized.

This course addresses advanced leadership knowledge and skills as they relate to counselor education. Advocacy skills are emphasized, particularly as relevant to social justice needs and current professional issues.

This course will advance student knowledge of theory, practice and leadership in group counseling. Skill development in instruction and supervision of master's level students will be emphasized.

This seminar provides the required supervision while students complete a minimum of 150 hours of advanced clinical experience. Your practicum will be comprised of supervision, teaching, clinical, and leadership experience.

This seminar provides the required supervision while students complete a minimum of 300 hours of advanced clinical experience. The internship will be comprised of supervision, teaching, clinical, and leadership experience.

This seminar provides the required supervision while students complete a minimum of 300 hours of advanced clinical experience. The internship will be comprised of supervision, teaching, clinical, and leadership experience.

Designed to enable the student to explore the impact of social and cultural factors within counselor education, supervision, and research relationships.

Designed primarily to facilitate doctoral level students to refine their advanced research and/or program development/evaluation skills by providing supervised experience in research and scholarship in the form of a capstone/dissertation project.

Provides individualized advising for the student completing the capstone project/dissertation.

Children’s needs are explored as they relate to cultural, family, and community patterns and to trends in American society today. The school is examined as one among many agencies and institutions involved in educating children in the American culture.

This course is intended to familiarize students with student affairs in higher education. This course focuses on the nature and purpose of student affairs, leadership in student affairs, standards and guidelines of accrediting organizations, and its functions. It also examines institutional strategies for organizing, staffing, and funding the extensive array of programs, services, and facilities designed to facilitate the learning and development of students. By actively participating in and successfully completing this course, students will become conversant with some of the literature and best practices for leadership in student affairs. This course takes a broad look at the essential work of student affairs and its administration, examining the work through historic, theoretical, research, resource, ethical, and best practice perspectives.

Independent Study

The American legal system as it applies to the governance and operation of public education. Major legal doctrines and principles that affect board of education operation, the liability of school districts, fiscal policies, the legal status of teachers and pupils, and the general regulatory codes that school administrators must meet. Scheduled fall semesters. Formerly EDL 554.

Theories of public policy-making and decision-making regarding school finance; distribution of State aid; federal education policy, programs and funding; analysis of school budgets as planning documents, instruments of public understanding and mechanisms of management control; the relationship among planning, politics, and management in financing education. Scheduled spring semesters. Formerly EDL 557.

The effects of federal, state, and local government policy on the operation of the public schools; the use of power and educational leadership; the role of lobbies and special interest groups; policy analysis and educational decision-making.

Strategic and operational approaches to educational planning. The planning process will be examined in relation to budgeting, school facilities and staff development plans. Additional topics will include initiating and managing organizational change and site based management. (Core course Ed.D. requirement).

A course focusing on the systems, personnel, technology, and tools administrators encounter delivering building-based education. Hands on exposure and practice. Computer/tablet required.

Survey course of the fundamental tenets of leadership theory with a major focus on the relationship between the leader and other elements of the school organization as presented from multiple perspectives.

Based on the premise that effective school leaders are “human relations specialists” as well as task specialists. Development of relationship-building skills; accurate and empathetic listening, effective confrontation, conflict management and decision-making/ problem solving skills. Scheduled fall, spring and summer semesters.

Provides an opportunity for students to develop their ability to understand and improve schools as organizations, implement operational plans, manage resources, and apply decentralized management processes and procedures. Emphasis is placed on applying organizational theory to problems of practice through case studies, empirical data collection and simulations with a strong focus on managing school change. Scheduled fall, spring and summer semesters.

An analysis of the goals, functions, and processes of supervision in contemporary education. Orientation of new teachers, evaluation and improvement of instruction, staff development, and interpersonal and group relationships. Scheduled fall, spring and summer semesters.

Principles of learning derived from developmental, behaviorist, and cognitive field theories; brain functioning, hemisphericity, and teaching/learning styles. Implications of learning theory for classroom management, improvement of instruction, evaluation of learning and organization of schools. Scheduled fall, spring and summer semesters.

Basic principles and practices of instructional leadership in the cycle of curriculum development and change. Application of knowledge to current and future issues on the local, state, and national scene. Scheduled fall, spring and summer semesters.

In this advanced course students examine the instructional leadership role at the district level. Participants will gain in-depth knowledge of contextual issues impacting the superintendency and the implications for achieving high levels of student learning.

The internship is an individual experience in an educational setting under the supervision of an experienced administrator or mentor and a supervising faculty adviser. Experiences develop the student’s competence in creating change in accordance with the human, conceptual and technical skills learned in prior courses. Students receive a final grade at the end of the semester based on the course syllabus and satisfactory completion of requirements. Scheduled fall and spring semesters.

The internship is an individual experience in an educational setting under the supervision of an experienced administrator or supervisor and a faculty adviser. Experiences develop the student’s competence in creating change in accordance with the human, conceptual and technical skills learned in prior courses. Scheduled fall and spring semesters.

Case study analyses, simulation, and field experiences serve as the basis for seminar discussions and examination of contemporary issues in education. Scheduled fall, spring and summer semesters.

This advanced course stresses the interplay of law and policy, legal decision, and educational practice. Participants will gain knowledge of issues related to the implementation of educational policy and related statutory and constitutional laws.

Explores advanced theories in organizational development and ways in which leadership influences organizational change. Participants will draw from organizational and leadership theory and their own experiences in managing and dealing with the dynamics of real organizational dilemmas.

Continues the exploration of advanced theories in organizational development and ways in which leadership influences organizational change. Participants will draw from organizational and leadership theory and their own experiences in managing and dealing with the dynamics of real organizational dilemmas.

Provides an opportunity for students to critically examine the context in which schools exist with a focus on the forces that engender school change. Emphasis is placed on understanding the nature of change in organizations and its relationship to leadership behavior.

The first quantitative methods course. Leader must be able to analyze, synthesize and interpret statistics in the context of emerging research findings, daily problem solving, and decision-making. Provides students with the fundamentals of descriptive and inferential statistics necessary to address quantitative information. It will also equip students with the necessary frameworks to describe and critique the components of various quantitative research studies. It will assist in preparing for data analysis related to the dissertation.

Students examine qualitative methodology used in social science research, focusing primarily on ethnography, case study, phenomenology, grounded theory, and action research. Students become familiar with theoretical and ethical aspects of qualitative methodology and will develop and employ qualitative methods such as individual interviews, observation, focus groups, and document review in their own research projects.

Involves an in-depth exploration into the identification and analysis of the social and ethical issues impacting the lives of people and on the work of educational leaders in dealing with these issues.

Provides the advanced student in Educational Leadership with tools to formulate and analyze education policy. Participants will gain knowledge of theory and practical information to construct effective educational policy.

Supports doctoral students in their third year to prepare the methods chapter of their dissertation proposal. Emphasis will be placed on selecting a research design and developing research methods appropriate for addressing students' individual research questions and hypotheses. In addition to the fundamentals of sampling and measurement, students explore and write an in-depth justification of the research design they intend to use in their dissertation proposal. Course taken as pass/fail only.

As an extension of EDL 704, students are offered a more advanced level of univariate and multivariate statistics.

This course is designed to facilitate the dissertation development process. The seminar is a forum for students to explore with their peers research problem development, theoretical foundations, methodology, and data analysis to launch their dissertation research. Format and procedures for progression in the dissertation process are also discussed.

Continues facilitation of the dissertation proposal development process where student commences one-on-one with his/her Committee Chair to progress to defense. Fine tuning of the proposal is undertaken regarding development of the research problem, theoretical foundations, methodology, and data analysis to launch dissertation research. Format and procedures for progression in the dissertation process are discussed as well as formal preparation for the defense. Course taken for Pass-Fail grade only.

Continues to facilitate dissertation development process.

Enables students to conduct in-depth study on a specific, individual topic of interest. It also allows students to receive continuous advisement from faculty while preparing and defending the final dissertation. Course taken for pass-fail only.

Continuing Enrollment for Doctoral Dissertation

The content, organization, and techniques of instruction in elementary science, from nursery school through grade eight. Field experience required. Scheduled fall, spring and summers in even years.

The use and meaning of numbers in children’s lives. Trends and national standards in mathematics teaching are examined. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in even years.

Social experience, interests, and needs of children. Content and objectives of the social studies curriculum. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in odd years.

Integration of language arts in the phases of oral and written expression, such as dramatics, choral speaking, and creative writing. Appreciation and knowledge of children’s books, including both historical and contemporary literature. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in odd years.

An introduction to the teaching profession. Course topics include introduction to curriculum theory, characteristics of effective teachers, instructional planning, etc. Students will complete 30-hour filed work experience in a public school.

A one-credit seminar in conjunction with student teaching that deals with issues and current practices in education. Topics will include Connecticut state regulations, classroom management, planning for and implementation of curriculum, and student experiences. Scheduled fall and spring semesters. Course taken for pass/fail only.

A hierarchy of geometry teaching techniques beginning with the pre-school child's first topological ideas and extending through the elementary school grades. Opportunity will be provided for development of instructional strategies for involving children in the study of geometry.

Recent research appraisal of current practices and the needs of today’s youth. Opportunity for individual projects. Scheduled wintersession and summer semesters.

Identification of gifted children; recognition of their characteristics, abilities, and needs; and provision of adequate facilities for their development. Scheduled summer semesters.

Recent research, publications, films, programs and teaching. For teachers, principals, and supervisors of elementary mathematics. Opportunity for individual projects.

This course focuses on patterns of typical and atypical development from conception to adolescence. Emphasis is on developmental theory, research methodologies, and observational skills for evaluating difference characteristics of children and adolescents.

An introduction to the use of digital texts and tools in education. Topic will include the skills and strategies necessary for online research and media skills. Scheduled fall and summer.

Continues the exploration of pedagogy and technology. Students learn how to use digital texts and tools to improve instruction and learning. Scheduled in spring and summer.

Provides an introduction of school law as it applies to teachers' and students' rights and responsibilities within the school and the classroom. The course will include discussion of major legal decisions that affect teachers and students. Scheduled fall and spring semesters and summers in odd years.

Supervised field placement in a public school designed to allow implementation of skills and knowledge gained in courses. Students will collaborate with a classroom teacher to design and implements small group and whole group lessons. Background check required. Course taken as pass/fail only.

This course is an integrated approach to teaching STEM concepts. It emphasizes cooperative learning, manipulatives, hands-on lessons, and educational technology and focuses on Common Core State Standards for Mathematics and Next Generation Science Standards.

Strategies for differentiating instructional content, process and product to meet the needs of diverse student populations. Scheduled fall semester.

The meaning of creativity, principles of creative teaching in the areas of art, music, movement, creative dramatics, and language arts at the elementary level.

The theoretical framework for a developmentally appropriate, culturally sensitive curriculum for children in nursery, kindergarten, and the early grades. Foundations for later learning. Workshops in music, art, literature, and multicultural education. Scheduled fall, spring, and summers in odd years. Field experience required.

The selection, planning, guidance and assessment of learning experiences in the elementary school. Language arts, mathematics, social studies, science, media and technology considered in the light of cognitive psychology and learning theory. Scheduled fall, spring and summers in even years. Field experience required.

This course will examine research, theories, and practices related to supporting children’s social/emotional development in early childhood settings, particularly examining culturally responsive approaches to positive guidance.

Theories and practices in parent involvement. Methods for helping teachers work sensitively and effectively with families and improving school-home communication. Scheduled spring semester.

Developmental stages of children from ages six to twelve, the years of the elementary school, and their impact on the teaching/learning process. Scheduled fall, spring and summers in odd years. Field experience required.

Promotes high energy in teaching as the primary modality for successful learning in math and science. It focuses on teaching energy as a matrix within which content is framed. Also listed as SCE 543.

The proactive and reactive components of effective classroom management. Emphasis is on the link between normative student development, academic performance, and behavior. Topics include environmental design, organizational design, establishment of rules and procedures, management styles. Offered fall and spring semester.

The curriculum of the modern school is examined. Principles and methods of evaluation, selection, and utilization of media are related to curriculum and personal needs of children and youth. Scheduled fall, spring, and summer semesters. (Formerly LSC 509).

Focus on guiding future teachers in understanding the challenges faced by the English learner population in Connecticut and in learning teaching principles and best classroom practices to support the academic success of English learners in regular education classrooms.

Takes a developmental approach to the teaching of the language arts at the early childhood and elementary levels. Spelling, writing, and reading are studied in relation to child development and teaching applications. Scheduled spring semesters.

Provides a series of learning experiences designed to facilitate participants’ abilities to be effective urban classroom teachers. Current knowledge regarding the effects of successful instructional processes is examined with an emphasis on practice and implementation rather than theory. Scheduled summer semester.

A practical in-depth view of specific elementary level curriculum models including on-sight involvement. Issues to be analyzed include the learning environment, diagnostic tools, the role of the teacher, and curriculum objectives.

This course examines the importance of assessments, both formative and summative, and how to understand the data derived from them, as well as how to analyze and conduct educational research.

Students plan, develop, and implement a project related to elementary education with the aid of the instructor. Required of master’s students in the special project track. Scheduled fall, spring and summer semesters.

Research methods used in educational research and critical evaluation of published research. Scheduled fall, spring and summer semesters.

This represents the culminating experience in the MAT program. Students will complete a 16-week supervised student teaching experience in a cooperating classroom. Course taken as pass/fail only.

This represents the culminating experience in the MAT program. Students will complete a 10-week supervised student teaching experience in a cooperating classroom in grades one, two, or three. Course taken for pass/fail only.

This represents the culminating experience in the MAT program. Students will complete a 6-week supervised student teaching experience in a cooperating classroom in pre-k or kindergarten. Course taken for pass/fail only.

This first 8-week placement provides an opportunity to student teach alongside a cooperating teacher in a special education setting instructing students with diverse needs. Course taken for pass/fail only.

This second 8-week placement provides an opportunity to student teach alongside a cooperating teacher in a special education setting instructing students with diverse needs. Course taken for pass/fail only.

Special Topics in Education

Identification and investigation of a problem in the field of education and the preparation and presentation of a scholarly document summarizing the study or research. Scheduled fall and spring semesters.

Demonstrations, lectures, workshops, learning centers, subject matter experts, and assigned observations to enliven and enlarge the scope of the school curriculum. Scheduled fall semesters.

Psychological attitudes and assumptions and how they affect a teacher’s classroom performance. Course relates each student’s personal perspective to sound psychological practices and to the needs of the specific professional environment. Scheduled spring semesters.

Models of teaching in current use, the patterns on which they are based, and the alternative strategies possible for improvement of teacher competencies. Scheduled fall semesters.

An opportunity for the teacher to engage in research for professional growth and selfimprovement (by arrangement). Scheduled spring semesters. Cross listed with EDU 591.

Sharing of knowledge, a means of improving professional understanding concerning education. The student will contribute information on the procedures and/or findings of a field study. Scheduled summer semesters.

DSAP Supervision and Appraisal. Course can be repeated once for a total of six (6) credits and is taken for pass/fail only.

The craft and art of creating plot, character, scene, conflict, and style. Always scheduled.

Further practice in the craft and art of creating plot, character, scene, conflict, and style. May be repeated for credit. Always scheduled.

The structure and idiom of American English, levels of usage, phonetics, old and new concepts of language, and other related developments. Scheduled fall semester.

The craft and art of writing poetry. Always scheduled.

Further practice in the craft and art of writing poetry. May be repeated for credit. Always scheduled.

Critical theory of the 20th century in the context of current theoretical developments. Critical perspectives and schools may include: Structuralism, formalism, Marxism, New Historicism, feminism, African American theoretical thought, post-colonial theory, Deconstruction, and psychoanalysis as well as other theoretical positions. Students have an opportunity to apply specific theoretical practices to literary texts.

Intensive study of contemporary poetic theory with an emphasis on its development in twentieth-century American poetry. Scheduled irregularly.

The forces that have helped shape the character of the English language. Scheduled every spring semester.

Readings in Middle English including the more remarkable achievements in English verse and prose between 1050 and 1500, their forms, themes, and language.

Specialized literary research techniques that serve as a foundation for English courses and capstone experience. Required course for M.A., M.S. and M.S. with certification. Scheduled every semester.

An examination of pedagogical theory and theories of teaching college writing in order to prepare students to conceptualize, develop, and teach first-year composition courses. Required for first semester Graduate Teaching Assistants; Graduate Assistants will take the course concurrently with ENG 597. Scheduled every fall.

A study of the works of Wright, Ellison, and Baldwin. Conducts an inquiry into the nature of race relations in contemporary American society. Scheduled spring semesters.

A study of recent African American novelists such as Morrison, Naylor, Johnson, and Wideman, with particular emphasis on emerging writers.

A study of the works of the major poets and novelists of the period covering 1910-1930, including Toomer, Johnson, Thurman, McKay, Fauset, Larsen, and Hughes.

The major poetry of the seventeenth century (excluding that of Shakespeare and Milton) in its various manifestations - baroque, metaphysical, Cavalier, and mystical.

Selected works by such writers as Swinburne, Hopkins, the Rosettis, Hardy, Mew, Mill, Morris, Pater, Nightingale, Shaw, and Wilde.

A study of the fiction of such writers as Dickens, Eliot, Gaskell, and Hardy with critical analyses of their style, structure, literary form, and sociopolitical contexts.

Representative plays by William Shakespeare: histories, comedies, and tragedies. Assumes previous undergraduate study of Shakespeare. Scheduled every third semester.

This survey of non-dramatic English literature since 1900 considers works of representative authors, as well as significant literary trends and intellectual developments. Scheduled irregularly.

The emergence of the American novel, with representative works of James Fenimore Cooper and his contemporaries.

The “power of blackness” in these writers of the American Renaissance, examined against a background of the ideas and the general culture of their day.

Such poets as Robinson, Frost, Stevens, Williams, Lowell, and Plath among others.

Examination of major themes and authors in post-World War II fiction.

A study of the history, theory, and techniques of the short story, from Poe and Chekhov to Lessing, Borges and Barthelme.

A critical examination of young adult literature that covers its generic characteristics; common archetypes and themes; rhetorical elements of author, audience, and message; and the popular, academic, and critical reception of young adult books.

An in-depth critical study of Chaucer’s major works, Chaucer’s language, and his relation to continental literary tradition. Scheduled every third semester.

A study of the literary, philosophical, religious, and poetic depth of Milton’s work, with particular emphasis on Paradise Lost, Samson Agonistes, and Paradise Regained. Scheduled every third semester.

Intensive study of a major writer or selected topic, with choice changing each semester. Students may take multiple offerings of ENG 586 courses if the topics differ. Typical topics include: Melville, American Women Dramatists, Biblical Traditions in American Literature.

Intensive study of a major writer or selected topic, with choice changing each semester. Students may take multiple offerings of ENG 587 courses if the topics differ. Typical topics include: Virginia Woolf and Bloomsbury, James Joyce.

Intensive study of a major writer or selected topic, with choice changing each semester. Students may take multiple offerings of ENG 588 courses if the topics differ. Typical topics include: African Novelists, Contemporary Drama, Epic in England, Detective Fiction, Feminist Utopias, Modern Drama—Ibsen to O'Neill, Norse and Celtic Mythology, Psychoanalysis and Feminism, and Women's Autobiography.

Research and writing of the thesis in the area of concentration, under the direction of an English department faculty member. For specific details, consult the chairperson or graduate coordinator of the department.

English teacher candidates learn theories, pedagogies, and practices associated with teaching English at the secondary level. Course activities include initial practice with unit design and lesson planning, literacy theory, and field observations. Field work required.

English teacher candidates learn theories, pedagogies, and practices associated with teaching writing at the secondary level. Course activities include writing history project, instructional unit, and implementation of lessons at a secondary school. Field work required.

Teaching internship in an English Department introductory-level writing course under the supervision of a faculty mentor; for graduate students with particular interests and strengths in teaching writing. Required for first-semester Graduate Teaching Assistants who will enroll concurrently in ENG 519. May be repeated for credit; permission of graduate coordinator is required.

Study of an area of English studies under the direction of a faculty member of the department and with the consent of the chairperson of the department. Students should remember that they may study such important but difficult to schedule fields as literature of the Anglo-Saxons and Beowulf under independent study.

Students in this seminar focus on the development of an educational Special Project within the field of English education. For graduate students in the Master of Science with Certification in English Program only. To be taken after student teaching (ENG 494). Course taken as pass/fail only.

Individual and group processes and the translation of group process into effective environmental action.

Factors operating in the ecosystem, types of ecosystems, problems and possible solutions related to the ecosystems. Field observations. For non-biology majors with a working knowledge of ecology.

Nature and causes of the contemporary environmental crises including pollution of air, land, and water. Economic concepts and principles involved in environmental issues. For teachers interested in environmental education.

Research problems in environmental education. Literature of the field. Techniques of analyzing and evaluating information.

Teaching techniques and curriculum development for environmentally-oriented subjects in grades K-12.

Laboratory and field techniques useful in studying environmental conditions and analyzing environmental situations.

Legal and political influences of environmental legislation, the development of relevant legal doctrines, the role in the political process of selected governmental agencies charged with enforcing legislation, and the role of informal citizen groups.

Classroom and field study of the relationships and forces underlying the physical environment.

Multi-media approaches, individualized instruction, simulation gaming, lecture, field experiences, computer based instruction, and computer managed environmental education instruction.

Environmental Education instructional formats in procedures for designing, producing, implanting, and evaluating environmental education materials.

The relationship between individual/societal systems of belief and the resultant attitudes toward, and effect on, the environment.

An excursion into the realm of environmental action as demonstrated by individuals and centers devoted to practical solutions and research. Students in this course will come ito contact with alternative approaches and solutions to common environmental problems.

Examination of the environmental history and use of Long Island Sound with emphasis on natural habitats, economic uses and human impacts.

Examination of the scientific, social, economic and political aspects of global climate change due to energy production using fossil-fuels.

Thesis proposal development and defense. This course is designed for the preparation of the thesis proposal. Students will work with a thesis advisor for the development of the written proposal. Students will present and defend their thesis proposal.

Thesis Seminar

Prerequisite: departmental permission.

Working with an adviser, students pursue projects that have grown from their work in any of the environmental education courses.

Observe and perform professional skills under the direct supervision of a program approved preceptor. Classroom and clinical experience emphasizes the application of clinical proficiencies within the context of clinical diagnosis and injury management. Satisfactory proficiency completion and a minimum of 60 contact days required.

The integration and application of clinical proficiencies across the spectrum of athletic training education. Students are expected to demonstrate proficiency in the six domains of athletic training to include injury prevention, clinical diagnosis, injury management, rehabilitation, organization and administration at an actual professional practice.

Application of evidenced-based knowledge and skills in the examination of acute and chronic pathologies of the lumber spine and lower extremities. The course will include the principles of the physical examination process.

Application of evidence-based knowledge and skills in the examination of acute and chronic pathologies of the cervical and thoracic spine and the upper extremities. The course will include postural examinations, gait assessment and the trunk region.

Development and application of evidence-based rehabilitative principles and techniques in the treatment of musculoskeletal conditions in an active population.

Provides the skills necessary to prevent workplace injury through employee education and skill instruction. Students will receive an overview of ergonomics to include knowledge of workplace design in terms of injury prevention. Students will also gain knowledge in the impact that injury prevention can have in reducing company expenses.

Human performance analysis using Peak Performance Technologies motion analysis system. Scheduled every three semesters.

Recognition, study and understanding of the behavior of individuals involved in performance. Emotional arousal, aggression, motivation, personality and behavior modification will be addressed regarding groups and individuals of varying ages. Scheduled spring of even-numbered years.

Selection and formulation of problems, research design and analysis of data, basic statistics. An individual research project is required. Scheduled fall semesters.

Exercise effects on human physiological systems. Scheduled fall semesters.

Training Programs The study of physiological mechanisms of the human body's adaptation to resistance training. Application of scientific findings to the design of safe, effective and efficient training programs for individuals will be emphasized. Scheduled spring of odd-numbered years.

The application of various learning theories, psychological and physiological, to the acquisition of motor skills. Scheduled every three semesters.

Cardiovascular and pulmonary fitness, body composition, and nutrition regarding fitness, aging, and exercise prescription. Scheduled spring semesters of odd numbered years. Scheduled spring of odd-numbered years.

Lectures and laboratory sessions on the evaluation of body composition, aerobic fitness, isokinetic strength and flexibility. Scheduled spring semesters of even-numbered years. Scheduled spring of even-numbered years.

Physiologic and medical aspects of exercise. The interdisciplinary approach to fitness training, sports injuries, and rehabilitation. Scheduled fall semesters.

The development of Adult Fitness and Cardiac Rehabilitation Programs. Exercise testing, exercise prescription, program content, and fitness assessment and reassessment. Scheduled spring semesters of odd-numbered years.

An examination of why people exercise, the psychological effects of exercise, and stress management aspects of exercise, both immediately and over the long term. Scheduled spring semesters of odd-numbered years.

The supervised field practicum provides opportunities for the student to apply conceptual material to practice situations and to develop professional practice competency. Weekly seminar required. Scheduled each semester.

Advanced investigation of human physiological adaptations in response to exercise/exercise training. Theory of system's function, metabolic control, fatigue, and factors that affect performance will be studied. Scheduled spring semesters.

Explores the relationship between physiological function of exercise/ sport performance and nutrient utilization during energy production. Scheduled fall semesters.

Development of the thesis proposal including: introduction, review of literature, statement of the problem, hypotheses, procedures, selection of subjects and statistical design. Scheduled spring semesters.

Completion of thesis including: analysis of data, results, discussion, summary, conclusions and recommendations for future study. Scheduled each semester.

Identification and investigation of a problem relevant to the field of physical education and the preparation and presentation of a scholarly document summarizing the study or research. Scheduled each semester.

A course designed to improve French linguistic proficiency. Study of syntax and grammar; study of idioms; enrichment of vocabulary by means of translation and of structured conversation.

Reflections of the medieval spirit in epic poetry, courtly romances by Chrétien de Troyes, and romances of adventure.

Study of French culture and civilization, for a period of at least four weeks in France under the supervision of WLL department faculty.

Principal literary figures and movements of the French Renaissance from 1515 to 1598.

Exploration of contemporary France and Francophone speaking areas of the world, the relationship between France and the rest of the French-speaking world, as well as issues of immigration, family, language, and gender and sexuality.

Focuses on the major contributions of selected seventeenth-century “moralists”: Descartes, Pascal, La Fontaine, La Bruyère, La Rochefoucauld, as well as Molière.

Romanticism is approached as a new form of sensitivity with a new set of literary conventions, while the originality of every poet is also stressed. The major poetic works of Lamartine, Musset, Vigny, and Hugo are studied in depth.

Exploring issues of sexual deviancy in the French-speaking world, this could will examine representations of and reactions to difference in an effort to understand what makes a good sexual citizen.

Varying widely in style and emphasis, the authors studied all share a questioning of traditional values and an intense interest in the nature of literature and of language. Works studied may include the theater of Ionesco, Beckett, and Genet, as well as novels by Simon, Sarraute, Robbe-Grillet and Butor.

Topics vary.

Independent Study

Both physical and human geography of the region south of the Sahara, stressing population distribution as well as cultural, economic and political aspects. (Formerly GEO 543).

Field study and cartographic representation of physical and cultural elements of the landscape of selected regions.

The socio-political history of the world from the 1920's to the present, with a detailed analysis of selected problems.

Examines the main social and political developments that led to the revolution of 1917 and investigates the first decade of Bolshevik rule as a formative period in the creation of the Soviet system.

Survey of readings and research from the late nineteenth century to the present on the following topics: family, work, immigration, urbanization, altruism, professionalism, race, class, ethnicity, cultural and political status. Cross-listed as WMS 536.

The American colonies and their economic, social, and political development.

Studies the crises of the 1850’s, Civil War causation, the Civil War experience, and the Reconstruction experiment.

An examination of the major historiographical debates in American maritime history. Topics will include methods, Native Americans, social history of sailors, the U.S. Navy, fisheries, marine science, leisure and recreation, women, African Americans, and memorialization.

The West as a causative force in the development of American culture. The “frontier as process,” i.e., the process by which the frontier-settlers divested themselves of the “old” civilization and attained a “new” civilization in the process of adapting to a new environment, is the central theme.

An examination of U.S. foreign policy since 1890 incorporating different interpretive frameworks. Seminar format.

A problem approach to the critical issues confronting twentieth century Urban America.

Exploration of American traditions of radical thought and action from the colonial era to the start of the 21st century. Focus is on the personalities, historical issues, and ideologies of key American radicals and radical movements.

History of the indigenous peoples of North America (north of Mexico), from earliest times to the present day.

Introduction to the major historiographical topics in medieval Europe (300–1475). Focus is on historiographical and methodological debates.

The Muslim Middle East from the time of Muhammad to the rise of the Ottomans.

The Muslim Middle East from the Ottoman period through the contemporary era.

Explores prominent themes in the history of Nazi Germany and the Holocaust. The focus is on both teaching these themes and current historical research.

Discussion of representative texts from the Zhou, Qin, and Han dynasties with special emphasis on the intellectual history of these periods and early Chinese historiography.

This seminar will explore themes in the history of the region comprising the eleven countries of contemporary Southeast Asia: Brunei, Burma, Cambodia, Indonesia, Laos, Malaysia, The Phillippines, Singapore, Thailand, Timor, and Vietnam to 1850.

Graduate seminar field course in Early Roman history from the 8th Century BCE to the 1st Century BCE. Weekly discussion over major themes and historiographical issues in Roman Republican history from assigned readings in both primary and secondary sources.

Introduction to the major historiographical topics of Rome from the late Republic to the Imperial period (44 BCE–5th century CE). Focus is on methodological and historiographical debates.

The establishment of a strong monarchy after the breakdown of central authority during the closing middle ages and the eventual eclipse of this monarchy by the social and political groups that came to dominate Parliment. Economic, social, and religious changes during the period that saw England become a great trading colonial power with worldwide interests.

An historical investigation of a particular topic under the direction of a faculty member of the department and with the consent of the chairperson and the graduate coordinator of the department. Students should remember that the topics of regularly scheduled graduate courses are not viable for independent study proposals.

Application of evidenced-based knowledge and skills in the examination of acute and chronic pathologies of the lumber spine and lower extremities. The course will include the principles of the physical examination process.

Provides the skills necessary to prevent workplace injury through employee education and skill instruction. Students will receive an overview of ergonomics to include knowledge of workplace design in terms of injury prevention. Students will also gain knowledge in the impact that injury prevention can have in reducing company expenses.

Human performance analysis using Peak Performance Technologies motion analysis system. Scheduled every three semesters.

Recognition, study and understanding of the behavior of individuals involved in performance. Emotional arousal, aggression, motivation, personality and behavior modification will be addressed regarding groups and individuals of varying ages. Scheduled spring of even-numbered years.

Selection and formulation of problems, research design and analysis of data, basic statistics. An individual research project is required. Scheduled fall semesters.

Exercise effects on human physiological systems. Scheduled fall semesters.

The development of a unified physical education curriculum in grades K-12. Scheduled alternate summers.

Training Programs The study of physiological mechanisms of the human body's adaptation to resistance training. Application of scientific findings to the design of safe, effective and efficient training programs for individuals will be emphasized. Scheduled spring of odd-numbered years.

The application of various learning theories, psychological and physiological, to the acquisition of motor skills. Scheduled every three semesters.

Cardiovascular and pulmonary fitness, body composition, and nutrition regarding fitness, aging, and exercise prescription. Scheduled spring semesters of odd numbered years. Scheduled spring of odd-numbered years.

Lectures and laboratory sessions on the evaluation of body composition, aerobic fitness, isokinetic strength and flexibility. Scheduled spring semesters of even-numbered years. Scheduled spring of even-numbered years.

Physiological, kinesiological and psychological adaptations that occur from training. Scheduled spring semesters.

Physiologic and medical aspects of exercise. The interdisciplinary approach to fitness training, sports injuries, and rehabilitation. Scheduled fall semesters.

The development of Adult Fitness and Cardiac Rehabilitation Programs. Exercise testing, exercise prescription, program content, and fitness assessment and reassessment. Scheduled spring semesters of odd-numbered years.

EKG interpretation, conduction, and contractile myocardial properties, coronary blood supply, invasive and noninvasive evaluation procedures, and emergency techniques will be addressed as they relate to sports medicine. Scheduled spring semesters of even-numbered years.

An examination of the role of youth in American sport from the perspectives of social, developmental and experimental psychological theory. Scheduled every third semester.

An examination of why people exercise, the psychological effects of exercise, and stress management aspects of exercise, both immediately and over the long term. Scheduled spring semesters of odd-numbered years.

The supervised field practicum provides opportunities for the student to apply conceptual material to practice situations and to develop professional practice competency. Weekly seminar required. Scheduled each semester.

A system of categorizing, observing, recording and analyzing the classroom behavior of teachers and students.

Advanced investigation of human physiological adaptations in response to exercise/exercise training. Theory of system's function, metabolic control, fatigue, and factors that affect performance will be studied. Scheduled spring semesters.

Explores the relationship between physiological function of exercise/ sport performance and nutrient utilization during energy production. Scheduled fall semesters.

Development of the thesis proposal including: introduction, review of literature, statement of the problem, hypotheses, procedures, selection of subjects and statistical design. Course taken for pass/fail only. Scheduled spring semesters.

Completion of thesis including: analysis of data, results, discussion, summary, conclusions and recommendations for future study. Scheduled each semester.

Provide students with the knowledge of the legal and professional responsibilities of clinical exercise physiologists and provide a curriculum review to help prepare students to sit for the ACSM certified clinical exercise physiologist exam.

Identification and investigation of a problem relevant to the field of physical education and the preparation and presentation of a scholarly document summarizing the study or research. Scheduled each semester.

A practical course on finding grant money, researching and writing grant proposals and preparing the required applications. Each student will prepare and submit a grant proposal to a potential funding source. Scheduled fall and spring semesters.

The concerns and issues of child abuse and how to assist abused children and their families. Scheduled fall of odd years.

Graduate Continuous Enrollment

Graduate Continuous Enrollment Fee

Principles of library information science including core values of the profession and intellectual freedom. An overview of the history, philosophy, purpose, function and structure of library/information agencies. Core course.

The description and organization of information resources; metadata, bibliographic records, databases, and catalogs. Access points, subject analysis, controlled vocabularies, authorities, and classification. Current developments in shared cataloging and universal bibliographic control. Core course.

Introduction to information Science and Technology on a theoretical and practical level. Principles and applications of computers, information systems, and communication technologies in libraries and information centers. Core course.

Planning, programming, implementation and evaluation of library and information services for a variety of users. Core course.

General principles of management theory and practice applicable to various types of information agencies. Decision-making, planning and employment practices are emphasized.

Evaluation and selection of print, non-print, and digital resources to meet the curricular and personal needs of students in grades PK–6 with an emphasis on alignment with Common Core State Standards. Strategies to promote reading and literacy. Learning styles, stages of human growth and development with a focus on ages 4–12, and cultural influences on learning.

Examination of the roles of reading professionals in school, classroom and public libraries. Includes overview of Pre K – 12 literature, analysis of approaches to reading instruction and examination of collaborative opportunities.

Technical services operations in information management acquisitions, serials, bibliographic records, databases, catalogs, and metadata. Current and future developments.

Selection and management of information resources, including collection analysis and evaluation, processes and practices of collection building and maintenance in all forms.

Examines the areas of strategic planning, policy writing, ethical information access, community outreach and advocacy. Investigation of political and social issues affecting libraries and information agencies on local, state and national levels. Fieldwork option.

Overall administration of the school library media center including policy development, budgeting, personnel, organization, facilities, technology, and instruction.

Analysis and implementation of best practices in technology and media integration in content areas. Exploration of collaborative applications for classrooms at all grade levels. Information/media literacy as an essential component of standards based inquiry learning.

Fundamental concepts and knowledge of data administration and presentation, including data treatment and analytical skills, critically assess and interpret presentation, and deploy digital media for scholarly practice.

An overview of data curation as a lifecycle management strategy to manage, evaluate, collect, organize, preserve, share, and support the use and re-use of digital objects.

The fundamentals of materials preservation and conservation in libraries and archival institutions. Focuses on best practices for the creation, provision, and long-term preservation of digital entities.

Public Libraries Re-imagined Organization, administration and services of public libraries: policies budgeting, personnel, organization, facilities and technology. Emerging trends and the role of public libraries as centers for lifelong learning are examined.

Best practices related to strategic planning and assessment, budgeting, and evaluating human, information, and physical resources. Organization of facilities to enhance the use of resources and services and to ensure equitable access. Methods for educating on the ethical use of information and ideas. Advocating for and marketing of information programs, resources, and services. Ongoing professional growth through library associations and professional publications.

Students will examine strategies for teaching in multimedia environments, organizing information and support for k-12 classrooms, and managing the responsibilities as teacher and instructional partner by integrating current research and actualizing best practices in the field.

Introduction to the principles of the systematic application of instructional design. Critique of current and alternative instructional design models. Scheduled fall and spring semesters.

Guided observation and supervised student teaching in a school library media center with a cooperating teacher who has received Teacher Education and Mentoring (T.E.A.M.) training and holds a Master’s degree in the subject matter. Must meet all School of Education student reaching requirements and departmental permission is required.

A Professional work experience in an academic, public, special or school library. By arrangement. Course taken as pass/fail only.

Integration of support and assessment for student teachers and DSAP placements. Focus on unit planning to meet accreditation and certification requirements, classroom management, reflective practice, and managing the responsibilities of teacher and instructional partner by actualizing best practices in the field.

Quantitative and qualitative research methods in professional practice in academic and research-oriented environments. Research and its use in the information, management, policy, and decision-making process.

An introduction to work in archives and museums including basic theories and methodologies and to the application of archival and museum theory in the digital world.

Scheduled any semester as needed to explore new course topics. Scheduled irregularly.

For the advanced student with a background in library science to explore in-depth study in topics outside current courses. By arrangement. Scheduled fall and spring semesters.

Copyright law for students in education, information and library science, journalism, English, art, and those having interest in protecting their creative works and in legally using the copyrighted works of others.

A theoretical study of and practice in designing, constructing and evaluating digital libraries for today's digital media curation.

Synthesis of research, theory, and practice in library and information science. Requires three parts: a proposal, a final product, and a written report.

Research and writing of the thesis in the area of library and information science, under the direction of an ILS department faculty member.

The beginnings of Italian literature in the thirteenth century, including the Sicilian school and the Dolce Stil Nuovo.

Explores the cultural, historical, political, philosophical, theological, and linguistic perspectives that are at the heart of Dante’s Divine Comedy. Students analyze the ethical and moral principles in which Dante foregrounds his work and juxtapose them to contemporary society.

Explores the cultural, social, historical, artistic, political, and philosophical perspectives that shape the works of Pulci, Boiardo, Ariosto, Aretino, and Tasso.

Examines the once-censored scientific, political and religious texts (treatises, drama, epistles and dialogues) of the 17th century. Authors include Galileo, Bruno and Campanella.

Focuses on the literary, artistic and cultural trends of early 20th century Italy. Examines Italian political and social history from Unification to the birth of Fascism, as well as major authors and genres.

Special Topics (topics vary.)

Independent Study in Italian.

STEM-specific technology tools for the secondary teacher for lesson preparation and presentations. Techniques for integrating dynamic computer software and its applications in teaching. Designing technology-based activities for STEM instruction. Field work component.

Characteristics and needs of low achievers and accelerated students in mathematics, and methods of effectively teaching these two student populations. Scheduled summer semesters of even years.

Linear regression and correlation, analysis of variance and applications. Scheduled spring semesters of odd years.

This course gives a broad introduction to machine learning through basic programming and probability theory. Topics to be covered include classification, support vector machines, neural networks, clustering, feature selection, ensemble learning, and reinforcement learning. The courses will discuss applications of machine learning to various fields including computer science, data mining, and bioinformatics.

The course introduces concepts in stochastic processes and stochastic modeling in a nonmeasure theoretic manner. Topics include Poisson process, renewal theory, queueing theory, Markov chains, martingales, and Brownian motion.

An axiomatic development of Euclidean and non-Euclidean geometries. Scheduled spring semesters.

Sequences, Bolzano-Weierstrass Theorem, and foundations of functions of one real variable that include limits, continuity, Intermediate Value Theorem, differentiability, Mean Value Theorem, Riemann integral, Fundamental Theorem of Calculus. Scheduled fall semesters of even years.

Metric spaces and fundamental concepts, topological spaces, subspaces and product spaces, countability properties, separation properties, compactness, and connectedness. Scheduled fall semesters of odd years.

Linear Algebra: systems of linear equations, matrix algebra, vector spaces and linear transformations. Introduction to Group Theory: subgroups, structure of cyclic groups, direct products, group isomorphisms, cosets and Lagrange’s theorem. Scheduled fall semesters of odd years.

Normal subgroups and factor groups; rings, ideals and factor rings; polynomial rings and irreducibility; extension fields; finite fields; introduction to Galois theory. Scheduled spring semesters of even years.

Examines a general overview of social science research, a brief history of mathematics education research, and the application of experimental, descriptive, qualitative, and meta-analytical methods in the field of mathematics education. Scheduled spring semesters of even years.

Research and writing of the thesis in the area of concentration, under the direction of a mathematics department faculty member. For specific details, consult the chairperson or graduate coordinator of the department.

Current issues in mathematics education. Scheduled summer semesters of odd years.

Provides qualified students with an opportunity for independent study and careful discussion from an advanced standpoint of selected topics in mathematics.

Investigates essential managerial functions such as planning, organizing, leading, controlling and issues in organization theory. It also looks at current challenges in management, both in the profit and nonprofit sector, global economy, competitive advantage, diversity in the workplace and team building.

Discusses how a market-oriented economy operates and how we measure the performance of the economy. In addition, it will review how the various agents in the economy make decisions.

Covers the descriptive and inferential statistical methods frequently used for business and economics decision making. Upon completion, a student should be able to select an appropriate statistical method for solving a given problem, to model the problem and produce desirable solutions using the computer, and to interpret and communicate the results in a non-technical language.

Addresses the financial management issues of an economic agent within the context of a free-market capitalistic economy, using a manufacturing corporation operating in both a “domestic” as well as an international market as a basic model. At the end of the course, the student will have an understanding of the issues involved and their general solution, with the objective of maximizing the wealth of the firm owners through maximizing common stock prices.

Investigates the interrelationships between the individual, the group and the organization. Bridging the gap between behavioral theory and application. Topics include individual differences, motivation, team and group development, power and influence, conflict resolution, leadership, organizational change, and communication.

Enable students to understand the processes involved in the planning, creation, valuation, distribution (both traditional and e-commerce) and sale of products and services. During the course, students explore the tasks and decisions facing marketing managers. Particular areas of focus will include market and competitive analysis, customer behavior, and the design and implementation of marketing strategies (product, price, promotion and distribution) in domestic and international markets.

Emphasis is on financial accounting theory and practice oriented toward the use of financial statements for decision-making. Cost concepts and principles as a managerial tool in planning, controlling, and decision-making are also covered.

This Business Law course emphasizes the legal aspects of business decision making. It exposes students to the basic principles of law with regard to starting, expanding and operating a small or large business. It also includes the study of the judicial process, torts, contracts, agency, partnerships, corporations, intellectual property and certain aspects of UCC.

Focuses on the importance of the project management lifecycle and processes while enabling students to understand, select and apply the necessary tools to plan, execute and manage resources, costs and time constraints in a typical change project. Students also learn how to acquire the necessary skills for understanding the issues inherent in the creation and management of a project team along with identification of risks and their mitigation to ensure a successful achievement of the project’s objectives.

Designed to provide an adequate overview of the field of “Promotional Strategy & Management” from a managerial standpoint. The fundamental concepts will be systematically presented and be used to highlight the most relevant topics & issues.

The central theme is the conviction that character-based leadership is essential for developing systems that support the growth and development of employee potential in order to build a viable enterprise. Examines the process of developing a personal style of leadership using a systems approach of business.

Comprehensive study of managing the change process (needs analysis, planning, implementation, measurement, evaluation and feedback) on the personal, team, inter-group, techno-structural and organizational levels of modern corporations.

Includes discussion and evaluation of social and moral dimensions of managerial decision making. Focus of the course is an in-depth study of values, conflicts, resolutions and ramifications in a business context. (Formerly BUE 525).

The role of real estate in business. The course surveys the market for real estate, the financing of real estate, real estate investment decisions and the legal aspects of real estate.

Provides the knowledge to manage human resources effectively and legally. It reviews HRM practices/policies to enable the manager to coordinate better with the official HRM staff, and provide the level of support and understanding required by most employees.

International Marketing develops the role and functions of marketing management in the global transnational organization. Stresses the integration of product, consumer, research, distribution, budget and marketing campaign development into a managerial structure amenable for today’s firm.

Provides a comprehensive study of the techniques of product planning and development. It includes a team approach to product idea generation, concept testing and commercialization, including the development of a marketing plan.

Students understand the framework for conducting and using marketing research; they will synthesize their learning by means of a model of the research process. Scholarship is blended with a highly applied and managerial orientation toward scientific investigation in marketing. Hands on experience with data analysis involving sophisticated statistical modeling adds greater comprehension of concepts, analysis of customer phenomena, and evaluation of data quality and inferences.

Students explore facets of the consumer’s environment that influence thoughts, feelings, and actions, and analyze the consumer’s reasons for competitive buying choices in order to develop successful marketing strategies.

This seminar aims at an understanding of the new economy and global issues confronting international business. It also examines various patterns of international economic relations and analyzes some of the causes of these patterns. An emphasis on global perspectives will enable students to develop essential managerial skills for handling environmental factors (such as political, cultural, technological, and legal).

An introduction to the managerial processes underlying operations management in both manufacturing and service organizations. Topics such as operations strategy, product and process design, operations planning and control, just-in-time production systems, quality and productivity, and project management will be covered. The topics will be integrated using a systems approach to the operations of an organization.

Designed to teach MBA students to apply the tools of economics to the challenges of acting as managers and policy makers in the public and private sectors. The material will be accessible to any student who has completed an undergraduate principles of economics sequence and has a basic background in statistics.

Provides students with an understanding of the reason behind the growing awareness of the importance of environmental issues and the resulting trend of incorporating these issues into business strategies. The course will offer a thorough introduction to the concept and practice of business sustainability. It examines important topics such as pollution prevention, product stewardship, sustainable development, the triple bottom line, brand and reputation, corporate social responsibility and stakeholder theory. The course will place a heavy emphasis on practical examples from the business world, and as such, will make extensive use of case studies.

This seminar focuses on strategic issues and problems that managers, e.g., CEO’s, presidents, and SUB managers, face in a globally competitive environment. It also looks at the nature of competitive interactions among firms in the market through design of efficient organizations. Furthermore, techniques for strategy formulation and implementation are discussed.

This seminar examines entrepreneurship and management of innovation by emphasizing a systems approach toward business planning. It also looks at various approaches to management of innovation given the interaction between the enterprise and its larger containing environments.

While business needs to satisfy the profit claim of shareholders, it must also reconcile the legal, moral and discretionary claims of other stakeholders. Managers must be able to recognize and accommodate these competing claims as they arise across the organization and within various business disciplines.

Designed to develop an understanding of financial markets and institutions. Financial market topics to be discussed include operations, structure and regulation of financial markets, money markets, capital markets, and derivatives markets; theory of interest rate determination and asset prices. The financial institutions topics include the structure of the U.S. financial system, the Federal Reserve System, commercial banks, other depository institutions, insurance companies, investment banks, and interrelationships among intermediaries in the money and capital markets.

The course involves an in-depth study of investment portfolio theory and asset-pricing models which will help students acquire the analytical skills necessary to conduct valuations of equities, fixed-income securities, and alternative investments. Topics to be covered will include: an overview of the investment decision-making process; valuation of equities and fixed income securities; efficient market theory; risk, diversification, and optimal portfolio analysis; risk and expected return: CAPM, APT, and factor models and derivative asset analysis.

Explores in depth the conceptual framework within which financial analysis and decisions must be made by multinational corporations. The focus is on the financial decision making process in a multinational context. Formerly BUE 574.

Applications of various financial analysis tools and techniques to financial statements in order to execute rational business decisions.

Federal tax rules and regulations governing corporations, S corporations, and limited liability companies. Topics include incorporation, distributions, liquidation, and reorganization.

Tax research and writing techniques analyzed in the context of tax planning issues. The implications of professional standards, codes of conduct, ethical responsibilites, and tax return preparation standards will also be examined.

An introduction to qualitative and quantitative research methods in business. Topics to be covered will include commonly used methods in business research and the selection of research methods specific to problems at hand.

Students apply their knowledge and skills under faculty guidance within an approved framework. Students are allowed to individualize their culminating experiences by selecting one of the following areas: working within one’s organization to achieve significant project goals, developing and researching a global project through university sponsored international opportunities, developing an entrepreneurial project and beginning implementation.

Idependent Study in Business Administration.

Participants are introduced to Self of Therapist methodology and techniques, identification of significant Self of Therapist themes and awareness practice. Scheduled fall semesters.

A continuation of the Self of Therapist training from MFT 505. Theory, tracking relational processes, awareness of social context and therapist's use of self as an instrument of change will be developed. Scheduled spring semesters.

This course will forcus on the policies and procedures of the SCSU Family Clinic, including working with courts, ancillary professionals and agencies, report writing and introductions to the therapeutic programs the Family Clinic offers clients.

The student is expected to see individuals in therapy, conduct supervised visits, lead anger management groups, and act as a co-therapist in couples and family therapy at the department's Marital and Family Therapy Clinic. In addition, the student may begin an outside placement for a limited number of hours. A supervision group at the university affords the student the opportunity to watch live therapy from behind the viewing mirror and to be a part of the group supervision of these cases. Scheduled spring and summer semesters.

An in-depth study of the family life cycle including adult development, the impact of specific factors such as adoption, homosexuality, and bi-raciality at different junctures of the family life cycle; and the multifaceted, interactive nature of systemic, psychological and biological stressors associated with the transitions from stage to stage in family development.

Survey of research methods particular to family therapy. Highlights findings from family therapy outcome research. Students are expected to participate in a class research project and to complete a single case experiment. Scheduled spring semesters.

An intensive study of each student’s trans-generational family of origin. Patterns and themes are studied as systemic links between past and present interactional processes. Scheduled fall semester.

History and overview of general systems theory, followed by an exploration of various systematic approaches to family therapy. Scheduled fall semester.

Identification and investigation of a problem relevant to the field of marriage and family therapy; preparation and presentation of a scholarly document summarizing the study or research. Scheduled irregularly.

Experiential techniques, methodology and theory for working with groups, couples and families. Didactic small group work as therapist, client and observer.

Experiential techniques, methodology and theory for working with groups, couples and families. Didactic small group work as therapist, client and observer.

Students apply systemically based diagnostic skills to mental, emotional, and behavioral disorders within the delivery of family therapy services. Students incorporate the DSM and elementary knowledge of psychopharmacology into case management and clinical practice.

This course is designed to prepare students from MFT and related programs to explore and enhance their cultural knowledge, awareness, sensitivity and clinical strategies when working with diverse populations. Utilizing frameworks based on Systemic, Bioecological and other clinically relevant theoretical orientations, course participants will not only analyze familial, contextual, social, political and environmental implications on clients, but also will learn to conceptualize and design clinical interventions in their practice settings.

Designed to present couples therapy from a multi-systemic view with particular emphasis on practical application and skill acquisition. Current research including client perceptions of ‘what works’, study and demonstrations of therapy, and case study will make up the matrix of study.

Explores ideas and experiences and is designed to prepare the student to function as a professional therapist. Knowledge of and the ability to deal with major issues of the profession is one aspect of this. Legal and ethical knowledge and conduct are other hallmarks of a true professional. We will consider these topics in general and in the context of Connecticut state law. Scheduled fall semesters.

An overview of major current topics such as eating disorders, violence, incest, and grief and loss, including treatment interventions in each instance. Scheduled spring semesters.

Students work with couples and families both in an agency setting and at the Family Therapy Clinic while attending weekly supervision seminars. A total of 500 hours must be completed with a minimum of 300 of these hours being with couples and families present in the treatment room. Fifty of these hours must be accrued at the Family Therapy Clinic under direct, live supervision. Students receive individual and group supervision with a minimum of 50 hours of direct, live supervision. Scheduled fall, spring, and summer semesters.

The seminar provides an opportunity for full or part time supervised MFT internship students working in off-site field settings to meet together weekly to intergrate field experiences, participate in case consultation and discuss topics of professional interest while striving to complete the 500 hours of clinical work required for graduation.

An advanced course focusing on an investigation of specific brief evidence based and post-modern theories and methods. Content and practice includes brief therapies, the reflecting team, the use of strategic assignments, solution focused therapy and in-home therapy. Scheduled spring semester.

An overview of the history, theoretical foundations, and implementation of several evidence-based in-home family treatment models. Didactic presentations and discussions in class will be supplemented by case presentations from practitioners, and by testimonials from families who have received in-home services.

The seminar course provides required MFT internship supervision to students working in off-site field settings following completion of 15 credits of MFT 562 and MFT 662. Student meet to integrate field experience, participate in case consultation, and deepen knowledge and applications of MFT theory and clinical skills.

Family Systems view of the development and maintenance of substance abusing patterns and addiction. This course will focus on theories and treatment practices for the systemic, postmodern and evidence-based approaches to couples and family therapy.

Applications of systems approach to treatment of families in crisis and transition. Consideration of the role of spirituality and religion in understanding family dynamics. developing solutions to problems, and building on strengths and resilience.

A graduate level methods course which focuses on: sexuality, sexual relationships, sexual health and wellness, and sexual difficulties which are explored from a psychological, physiological, socio-cultural, family life cycle and family systems perspective. Lecture, media presentation, clinical case analysis, sexual value’s exploration, and student reflections will be utilized to engage various learning styles.

Nursing theories and conceptual models as a framework for nursing practice. Emphasis on theory building provides opportunity for original contributions to body of professional nursing knowledge. Scheduled fall semesters irregularly.

Prepares graduate level nursing students to investigate and analyze the organization, delivery, and financing of health care through the lens of a leadership role. Leadership theories and concepts are explored in relation to complex and dynamic health care challenges such as health care access, cost, and quality. Strategic planning, systems thinking, political advocacy, and interprofessional collaboration are discussed and explored within the context of the nursing leadership role. Scheduled spring semesters irregularly.

Explores the theoretical basis and application of healthcare informatics in the organization, delivery and evaluation of nursing and healthcare services. Evaluates and applies core knowledge and competencies in practice, research and patient and professional education. Scheduled fall semesters irregularly.

The course focus is on the critique of evidence to improve nursing and healthcare outcomes. Course activities are designed to prepare students for advanced practice nursing roles by integrating concepts of quality improvement and evidence-based practice.

The process of curriculum development, teaching and learning are analyzed as used by nurse educators in faculty, staff, and patient education positions. May be offered on-line. Scheduled irregularly.

Examines selected pathophysiology processes using a systems approach. Application of concepts to specific role responsibilities is emphasized. Scheduled fall semesters irregularly. (pending graduate council approval).

While immersed in the clinical setting, students in the Nurse Educator and Clinical Nurse Leader MSN tracks will use advanced clinical nursing practice and leadership skills to provide healthcare to individuals/families and develop and implement strategies to improve patient, family, unit-based, and institutional outcomes. While the focus is on direct nursing care at an advanced level, students will also learn to promote quality control measures which focus on high-quality patient-focused care, case management concepts, patient safety and evidence based practice. The clinical requirement is 180 hours.

Examines pharmacological therapies using a systems approach. Application of concepts to specific role responsibilities is emphasized. Scheduled spring semesters irregularly.

Building on physical assessment skills, students refine selected techniques and extend their competence through development of additional skills needed to acquire complete health data. Students perform advanced health examinations, use laboratory and diagnostic studies, interpret and document findings. The focus of the advanced practice registered nurse on health promotion and health restoration of individuals and families is stressed.

Focuses on the structure and function of selected health care organizations. Effective strategies in developing the role of clinical nurse leader are analyzed and their acquisition facilitated by clinical experiences. Scheduled irregularly. (6 credits; 220 required clinical hours).

The student will apply concepts and theories of advanced nursing practice to the care of patients of all ages with common acute illnesses within the context of the family system. Appropriate collection of historical data will be integrated with the biopsychosocial evaluation of clients to develop a comprehensive plan of care. Primary care and other outpatient sites will be among practice settings used. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Focus is on individuals and families experiencing chronic and/or multisystem health alterations. Clinics, ambulatory care, and private office settings provide opportunities to make comprehensive assessments, diagnose and use advanced practice nursing strategies to treat health problems. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Case management of individuals/families with common/major health alterations is the focus. Issues which commonly influence the role functioning of the family nurse practitioner are emphasized. Scheduled irregularly. (3 credits class; 16 hours clinical weekly).

Practicum in role of nurse educator. Experience in faculty role, responsibilities, and curriculum implementation. Individual placement with preceptor. Scheduled irregularly. May be offered on-line.

Health law is used as a framework to explore interdisciplinary legal issues and dilemmas. Health care professionals from diverse areas examine how the law affects the legal rights and responsibilities of various individuals, groups, and populations. Scheduled spring semesters irregularly.

Designed to further the knowledge and skills needed for primary care APRNs to adequately identify and manage psychiatric disorders in primary care settings, within their scope of practice.

Students design a research study in a selected area of nursing practice. Group seminar assists students to analyze and evaluate research design with faculty guidance. Scheduled fall and spring semesters.

Ongoing thesis guidance which is required of all students for thesis completion. Scheduled fall and spring semesters.

Students are required to complete an in-depth exploration of a significant area or issue relevant to the nursing profession. Scheduled fall and spring semesters. Course is taken for pass/fail only.

Identification and investigation of a student's special interest in the field of nursing.

Examines traditional values that shaped the academy and are changing in response to societal, legal and ethical concerns. Explores current dynamics affecting systems of higher education: political, social and economic trends shaping the university experience.

Course taken for pass/fail only.

Course taken for pass/fail only.

Course taken for pass/fail only.

Teaching and learning theories are examined as they apply to adult and higher education. Components of the psychology of learning are analyzed. Cultural, racial, gender and generational dynamics are discussed.

Prepares educators to identify and apply appropriate teaching methods and evaluate student learning, teacher and program effectiveness. Topics include teaching, evaluation, integration of new and emerging technology, assessment methods, interpretation, reporting, and application. SPECIALIZATION IN NURSING EDUCATION.

Doctoral learners apply concepts and theories basic to curriculum development and evaluation in academic settings. Learners analyze the influence of accreditation processes on curriculum development and evaluation.

Preparation for the nursing faculty role in a community of scholars. Topics include models of the professoriate, comparing and contrasting the role while providing the groundwork to develop a philosophy of teaching and portfolio development.

Builds upon the learners’ professional experience as educators, best practices in classroom and clinical teaching and student evaluations are explored. The legal and ethical implications of teaching/learning and the evaluative process are considered. LEADERSHIP IN NURSING EDUCATION.

Classic and contemporary leadership and management theories and concepts are analyzed with applications made to the faculty/administrative leadership roles in academic settings. Building upon professional education and experience of learners, various models, essential skills, core competencies, and best practices in leadership are explored in depth with special emphasis on leadership in academic settings.

The various leadership roles in academic nursing are examined. Classic and contemporary leadership and management theories and research in academic administration are used as a basis to discuss the leadership challenges and opportunities inherent in faculty and in administrative roles such as academic program administrator, department chairperson, director, or dean. Traditional and emerging roles and responsibilities in the various leadership positions will be explored in depth.

This synthesis experience provides multiple opportunities for doctoral students to explore, analyze and actualize the multiple roles of nurse faculty in a guided/mentored practicum. Students self-assess learning goals based on professional experience and select the guided learning experiences to meet these goals and the student learning outcomes of the course under the coaching and supervision of the course faculty member.

Prepares nurse educators to identify and apply the science of nursing education research to nursing education. Discovery and development of pedagogies for nursing education and nursing practice will be explored. Conventional, critical, feminist, postmodern, and phenomenological perspectives about teaching and ways of knowing will be analyzed.

An in-depth analysis of quantitative research designs, methods, instrumentation, data analysis and interpretation from the viewpoint of a positivistic paradigm. Emphasis is placed on rigorous designs appropriate for the assessment of outcomes in nursing education.

An in-depth analysis of the methodologies congruent with selected qualitative research traditions. Strategies for selecting appropriate research questions, sampling, data collection and data analysis plans from the viewpoint of a naturalistic paradigm are highlighted.

Learners develop knowledge and skills to effectively use statistics in different educational research designs. Topics include selection of appropriate statistical analyses including descriptive and inferential statistics. Students are also prepared to utilize statistical software packages.

Learners will be guided through the research process as they develop their dissertation proposals. By the end of the course, students produce the first draft of the proposal for the course faculty and dissertation adviser. Course is taken for pass/fail only.

Learners will be guided through the process as they await IRB approval, and begin the data collection phase. In this seminar approach, learners will work individually with their dissertation adviser. Course is taken for pass/fail only.

Learners will continue to work with their dissertation advisers as they complete the data collection phase and begin to analyze their data. Course is taken for pass/fail only.

Learners will continue to work with their dissertation advisers to complete writing the dissertation and conducting the dissertation defense. Course is taken for pass/fail only.

Offered for students who need additional time to complete the dissertation beyond NUR 816. Further, this course is repeatable until the dissertation is complete.

Nature and scope of public health; basic concepts and principles for professional practice; development of a context for further study. Scheduled fall semesters.

Foundations and principles of discipline and other profession related issues. Preparation of health promotion professionals. Scheduled fall semesters.

A cross-cultural, interdisciplinary approach to women’s health issues focusing primarily on 20th century North America. Engages with the politics of women’s health including self-care, health activism and alternative medicine and focuses on strategies for empowerment in exploring and evaluating health care options. Cross-listed as WMS 505. Scheduled irregularly.

Ecological analysis of forces that affect personal and community health status. Scheduled during summer session.

The statistics of rates and proportions and the parametric and non-parametric tests associated with their estimation. Intended for those individuals in the fields of public health, clinical services, and other human service professionals. Scheduled spring semesters.

Scientific inquiry in public health; research proposal development; interpretation and application of research literature. Scheduled fall semesters.

Review of biological, epidemiological and psycho-sociological bases of health-related behaviors. Scheduled fall semesters.

Explore diversity and multicultural issues and concerns from a public health management and leadership perspective. Students learn skills of human resource management, effective teamwork, conflict resolution, and workplace diversity which are essential for effective public health leadership.

Examines the development of programs in maternal and child health and analyzes goals and problems in the field. For students in public health, social work, nursing, and other human services. Scheduled irregularly.

Health service managers and their roles, management functions and process, budgeting, organizational culture, leadership, and motivation. Scheduled fall semesters.

Advanced exploration of leadership practice in a public health setting, focusing on leadership theory, ethical issues, financial management, health services provision, and legal considerations.

Utilization of data, information and compute applications in public health practice for strategic planning and organizational development.

Methods of identifying risk factors and determining effects of disease on human populations. Scheduled spring semesters.

This course provides instruction and hands-on experience in the analysis and interpretation of data from epidemiologic studies. This course builds upon introductory courses in biostatistics, research and epidemiology.

Methods of identifying protective and risk factors of social, physical,emotional, and psychological health conditions and health disparities related to global aging.

Analyzes the structure, function and policy issues associated with public health and medical care in the United States. Scheduled spring semesters.

Selected health related field-study projects to various parts of the world, as announced by the department. Scheduled summer semesters.

An analysis of the impact of United States Department of Agriculture food policy and markets on public health and social and economic justice. Study of US government funding and regulation of the food system and operation of private markets, and economic principles. Examination of diet-based health problems related to fair access to a nutritious and culturally appropriate diet.

Conceptualizations and technical skills for the planning and evaluation of population based, health-related programs and interventions. Scheduled spring semester.

Methods (i.e., educational strategies, group and individual processes, community approaches, etc.) used in health promotion and disease prevention programs to impact individual and community health behavior. Scheduled fall semesters.

Development of a thesis protocol. Scheduled fall semesters. Course taken as pass/fail only.

Implementation of research design from approved thesis protocol and written presentation of findings. Scheduled spring semesters. Course taken as pass/fail only.

A comprehensive capstone experience that integrates the philosophy, ethics, concepts, skills and strategies of public health practice. Course taken as pass/fail only.

Design and execution of an approved project in which the program of study culminates. Scheduled spring semesters. Course taken as pass/fail only.

A vigorous learning experience integrating classroom preparation with field work. Completed under the supervision of an experienced health professional with the guidance of an on-campus faculty member. Scheduled fall, spring, and summer semesters.

An analysis of the impact of United States food policy and markets on public health and social and economic justice. Study of US government funding and regulation of the food system and operation of private markets, and economic principles. Examination of diet related health problems and fair access to a healthy and culturally appropriate diet.

Identification and investigation of a student’s special interest in the field of public health under faculty supervision.

An overview of current topics in Applied Physics Research. An introduction of scientific writing, speaking and professional topics.

The development of the laws of physics in mathematical form. The application of these laws to physical problems and a discussion of the mathematical methods employed.

Provides a highly interdisciplinary introduction to the science of nanoscale materials (nanoscience). Topics will include historical background, characterization techniques, physics and chemistry of nanoscience materials, fabrication techniques, nanoscale applications and ethical/societal considerations.

Introduces the state-of-the-art techniques commonly used in the characterization of nanomaterials. Two important aspects of characterization, imaging and chemical analysis, are included. Emphasizes force, transmission and scanning electron microscopy.

The capstone experience for the Graduate Certificate in Nanotechnology. Students chose an appropriate topic in nanotechnology in consultation with the instructor, perform a literature search, design the experiments and perform the data collection and analyses, write up the project following the style of a professional journal article, and present their results to their peers and instructor in the format of a formal scientific presentation.

Provides the student with a basic understanding of the scientific principles associated with optics and optical image formation, as well as image capture, processing and analysis. An end-to-end treatment of the imaging system is employed to illustrate the inter-relationships of the concepts introduced. The student will become familiar with systems analyses of simple imaging systems and image analysis methods.

The interference of light is discussed in detail. Applications to high-resolution imaging and precision measurement are covered, including techniques such as electronic speckle pattern interferometry, long baseline optical interferometry and related techniques. The student will become familiar with the basic performance metrics and main types of interferometers in use today.

The student will conduct a research project in physics either on campus or in the context of an internship with a local company. The special project may either be a technological special project or an entrepreneurial special project. There will be a product as defined in the School of Graduate Studies guidelines for special projects at the conclusion of the course.

The student will develop a thesis proposal according to accepted style guidelines, including a current literature review of the thesis topic and a description of the project design, and begin the research.

Thesis investigation conducted under the supervision of an approved adviser. Completion of the written thesis and oral defense of the research work in the thesis.

Prerequisite: departmental permission.

Analysis of research methods currently used for the study of politics. Traditional, behavioral, and post-behavioral methods are discussed. Training in the writing of graduate-level theses is also provided.

Analysis of American politics at the national level; duties and powers of the three branches of branches, citizen rights, federal-state relations, government programs & enforcement. (Formally PSC 510).

Analysis of the government and politics of Japan (the Great Dragon), the four little Dragons of East Asia (Korea, Taiwan, Hong Kong, Singapore) and the other industrializing states of the Western Pacific Rimlands.

An analysis of the relationships among the presidency, Congress, and the bureaucracy in making national public policies.

Analysis of one country or world region focusing on political, economic, and social change. Theories and case studies (Formally PSC 549).

The development, structure, functions, and politics of American government at the state and local levels. Constitutional problems; state and local government; organizational; judicial, and financial problems; interrelationships, and positions within the federal system. Scheduled irregularly.

Addresses leadership in the public interest in the context of government and non-profit organizations. Examines leadership traits and skills, vision setting, conflict management, and ethics in leadership.

An examination of contemporary political parties as linkage institutions in American politics and their impact on voting at both the individual and societal level, as well as how parties influence electoral politics in the United States.

An Examination of the roles of Blacks, Hispanics, Asians, and Native Americans in comparison with Whites in the U.S. political system. Issues about political participation, voting behavior, affirmative action, and public policy are examined.

Examination of the public policy-making process to include policy theories, models, analytical approaches, evaluation methods, and case studies.

The political content of the works of Marx, Engels, Lenin, Stalin and their successors and its application in the nineteenth and twentieth centuries.

Communist and post-communist governments in the former Soviet Union and East Central Europe.

The structure of government in urban areas and the nature of political power as it deals with the key problems of education, employment, housing, race and federal and state government.

Analysis of urban and regional issues and the implications to today’s society. The relationship of the central city to the suburbs and the region, growth issues, and the conflicting forces will be examined. Involvement in current urban affairs.

Examination of the emergence of globalization and its impact on political institutions and public policy-making within and among nations with an emphasis on global cooperation and transnational policy issues. Scheduled irregularly.

For thesis students only. Development of thesis proposal, including: introduction, literature review, statement of the problem, hypothesis, and research design.

Examination of the interconnections between urban and suburban America in terms of governance, policy decision-making, housing, crime, and sprawl.

Implementation of research design from approved thesis proposal and written presentation of findings, including analysis of data, results, discussions, summary, conclusions, and recommendations for future study.

A supervised public service internship at the state, local, national or international level providing practical training. Elaboration of applicable theories of public organizations. Always offered.

Selected problems and issues in the field of Political Science.

Prerequisite: departmental permission. Always offered.

Methods of scientific investigation, experimental designs and appropriate analyses of data, procedures of developing, analyzing, and interpreting original research problems, critical analysis of published research. Scheduled fall semesters.

An examination of the relationships between behavior and experience. Topics include methodology, basic learning processes and parameters, theoretical interpretations, and applications to training and adjustment. Scheduled fall semesters of odd years.

Current research and thinking on major issues in behavior, controversial issues and theoretical interpretations. Scheduled spring semesters.

Associative learning, memory, thinking, and attention. Theoretical models, including statistical, cognitive, and information processing. Scheduled fall semesters of even years.

This is an advanced course in the major current theories of motivation. An emphasis will be placed on the evaluation of current research and its implications for these theories. The student will be required to read original sources and journals as well as secondary sources. The course will be conducted in a seminar fashion.

Empirical investigation into theories of socio-emotional, cognitive, and physical development in childhood, adolescence, and adulthood. Scheduled fall semesters.

The organization and dynamics of social groups, the development and modification of opinions and attitudes, conformity and influence, aggression, and altruism. Scheduled irregularly.

A comprehensive survey of leading theorists, social, cultural, and biological determinants. Scheduled irregularly.

Learning and behavior problems of children: neuroses, psychoses, character disorders, and learning disabilities. Scheduled spring semesters.

Differential diagnosis of character; neurotic, psychotic, and organic disorders frequently observed in clinic and school settings. Practical diagnosis using illustrative case material and test protocols. Appropriate disposition of cases and recommendations for treatment. Scheduled fall and spring semesters.

Implementation of psychological services in clinics, mental hospitals, schools and other agencies under the supervision of a licensed psychologist and/or faculty member. Scheduled fall and spring semesters.

Field experience in a psychological research acting under the direction of field supervisor. Application of ethical, theoretical, and practical aspects of psychological research and various data detection environments to the university. Course taken as pass/fail only.

Method and theory of assessment of intellectual and cognitive functions, administration, scoring, and interpretation of Weschler and other such scales; dynamics of test situation, observation, and report writing. Scheduled fall semesters.

Personality and social evaluation through the use of clinical techniques, including projective testing, trait measurement, clinical observation, and interview. Administration and scoring of standard clinical tests, including the Rorschach, Thematic Apperception Test, and MMPI-2. Scheduled spring semesters.

Supervised experience in administering psychological assessments and writing reports under the direction of licensed psychologist, including the application of ethical, theoretical, and practical aspects of psychological assessment. Course taken as pass/fail only.

Approaches used in altering behavior, e.g., psychoanalytic, client-centered, behavioral, rational-emotive, group encounter; analysis of techniques and their effectiveness. Scheduled spring semesters of odd years.

Theory and techniques involved in altering human behavior through the use of principles of learning. Case studies and principles of application. Scheduled fall semesters.

Psychological research about women is examined in light of its contributions to psychology as a science, including its social and political implications. The course also explores health, diagnosis, and therapy for women. Cross-listed as WMS 560. Scheduled fall semesters of odd years.

Functional organization of the nervous system viewed at both the molecular and molar levels of analysis. Discussion of research findings and theoretical models of brain development, sensory, motor, and cognitive behaviors, the mechanisms of action of major medications used to treat neurological or psychiatric dysfunctions and the impact of genetics, nutrition, sex differences and stress on physiology and behavior. Scheduled irregularly.

Students research and design a study in a selected area of psychology. The course provides direction in developing expertise in the research literature, generating an original hypothesis, and developing a feasible research design.

Discussing research ideas, identifying a thesis problem, and developing a research project in consultation with faculty advisers. Scheduled fall and spring semesters.

Scheduled fall and spring semesters.

Mental health practice and ethics, social theory and science; human rights and mental health law; criminal justice; recent legal developments. Scheduled fall semesters of even years.

Special Topics in Psychology. (Topics vary)

Identification and investigation of a problem. Preparation and presentation of a scholarly document, summarizing the study or research.

This course examines the instructional methods that support content area instruction and reflect disciplinary literacies. The course focuses on efficient reading, writing, speaking, and study strategies across the curriculum and with diverse populations.

Provides an overview of content area literacy and developmentally appropriate reading instruction at middle and high school levels focusing on efficient reading, writing, and study strategies with diverse populations. Incorporates instructional technology and is required for secondary content area certification. Typically scheduled fall and spring semesters.

Basics of oral and written language systems: Phonology, orthography, morphology, syntax, semantics, and pragmatics. Emphasizes implications for understanding stages of literacy development and literacy acquisition in typical and diverse learners. Includes models of reading. Typically scheduled fall and spring semesters.

An overview of the reading and language arts program at the middle and high school Levels; integration of discipline-specific and efficient reading, writing and study strategies across the curriculum with diverse populations. Use of instructional technology. Typically scheduled fall, spring and summer semesters.

An overview of the elementary reading and language arts program focusing on current theories, practices, and materials. Includes historical trends in reading instruction, multicultural perspectives, and technological innovations. Typically scheduled fall and spring semesters.

Programs Methods of evaluating performance using a variety of tests and other assessment tools. Introduction of basic measurement concepts. Consideration of language, culture, and special needs. Use of technology in assessment and reporting. Scheduled fall and spring semesters.

Individual diagnostic evaluation of difficulties in reading and writing. Use of formal and informal assessment tools appropriate for students from diverse cultural and linguistic backgrounds. Guided preparation of a case study report. Scheduled fall and spring semesters.

Theory and practice of literacy interventions for students experiencing moderate to severe literacy difficulties, including dyslexia. Meeting the needs of students, including diverse learners, with data-driven, research-based and evidence-based interventions. Use of technology in intervention is explored. Typically scheduled fall and spring semesters.

Connects reading and writing at the elementary through secondary levels. Develops the writing skills of all students, including learners with special needs. Includes technological applications to the writing process and evaluation of writing using formal and informal measures. Scheduled fall, spring and summer semesters.

Independent Study in Reading.

An in-depth understanding of the literacy challenges faced by Culturally and Linguistically Diverse (CLD) students is gained. Issues related to distinguishing language differences from language-based reading disabilities in CLD reading and writing will be examined. Scheduled fall and spring semesters.

Provides a supervised clinical experience developing and implementing a data-driven, research-based literacy intervention for struggling literacy learners. Technology use in intervention is considered. Typically scheduled fall, spring and summer semesters.

The first of two courses in leadership skills for the Reading and Language Arts Consultant which emphasize developing, organizing, administering and supervising effective school wide literacy programs K-12. Scheduled fall and spring semesters.

Understanding reading and language arts research and the application of evidence-based practice in an action research practicum and seminar. Students learn basic research principles, review educational research on effective literacy practice, and are supervised in designing and implementing an action research project in a school setting. Scheduled fall and spring semesters.

Focuses on planning instruction for K-12 students in the school reading and language arts program who are experiencing difficulties in literacy development. Addresses the special needs of diverse learners. Use of technology to support the remedial reading and remedial language arts program. Scheduled fall semester.

The second of two courses in leadership for the Reading and Language Arts Consultant. A site based practicum in which students apply principles of instructional programming, the change process, coaching, and professional development. Course also includes planning and participating in the annual SCSU Literacy Conference. Scheduled spring semester.

An introduction to the history, philosophy and concepts of recreation therapy services in community and institutional settings. Various models of practice will be explored as well as the corresponding role of the Recreation Therapy Professional. Medical terminology and goal writing will be introduced.

Current biopsychosocial needs of people with disabilities. Interdisciplinary coordination, within institutional and community settings, in providing services to the disabled is scrutinized. Scheduled summer semesters.

Investigating and utilizing both theory and practice, will introduce students to a high level of planning, assessment, implementation and evaluation of therapeutic recreation services. Scheduled spring semesters of even years.

Through both instruction and observation, students will gain a management perspective as it relates to the delivery and evaluation of recreational therapy across the continuum of care/service delivery settings. Course content emphasizes client specific assessment, treatment and program planning, documentation and evaluation.

Through instruction, observation, and practice, students will gain an understanding of the varying roles of the therapeutic recreation specialist. In the class/laboratory settings, students will identify and apply the principles of planning, leading, and evaluating therapeutic intervention techniques used in the rehabilitation process for individuals with disabilities.

An exploration of topics and principles related to the legal environment of leisure service agencies. Students develop risk management plans appropriate to their professional careers. Scheduled spring semesters of even years. Field trips are required.

The historical and philosophical development of leisure and recreation in relation to major social, economic, technological, and cultural changes and trends. Scheduled spring semesters of odd years.

Services Principles and application of program planning and implementation. Consideration is given to program content, the “how to” as well as problem solution and evaluation. Scheduled fall semesters of odd years.

The identification of trends and critical issues as well as the examination of models for implementing community park and recreation services. Scheduled spring semesters of even years.

Organization, functioning, operations, and problems of park and recreation management in leisure areas. Analysis, programming concepts, principles, and values involved in planning a comprehensive system of interrelated urban park and recreation areas. Scheduled fall semesters of odd years.

For recreation, park, and leisure service practitioners seeking knowledge and techniques to conduct interest surveys, feasibility studies, appraisals, program evaluations, projections, and other types of research related to recreation. Scheduled summer and spring semesters of even years.

Survey of contemporary and future facilities in recreation and related services including procedures and practices of program and property analysis and design. Scheduled spring semesters of odd years.

Exploration of concepts of leadership leading to the acquisition of skills used in developing and directing services that meet the needs of service participants. Leadership theories, styles, methods, and techniques are analyzed.

Trends and delivery of therapeutic recreational services to people with disabilities; the relationship of therapeutic recreation to other rehabilitation services; legislation, literature, and administrative practices. Scheduled fall semesters of odd years.

Faculty approved and supervised experience in the area of student’s interest. Position should be at a supervisory or administrative level. Course taken as pass/fail only.

Techniques in the community and institutional settings. Assessment of client needs and available community resources and services. Scheduled spring semesters of even years.

In-depth evaluation of the provision of therapeutic recreation services to individuals with varied chronic and traumatic disabilities. Implications for the development of a continuum of care; health care accreditation process; funding methods; outcome measurement systems; process of total quality management (TQM). Scheduled spring semesters of odd years.

Requires three parts: a proposal, final project, and a written report. Students are assigned to an adviser to complete these requirements. Specific special project guidelines are available on the School of Graduate Studies website. Course taken as pass/fail only.

Prerequisites: Departmental permission.

Completion of a thesis including: methods, results, discussion, summary, conclusions and recommendations for future study.

Knowledge and skills essential for development of grant proposals unique to recreation and leisure services. Scheduled wintersession and summer semesters.

Special interests in the leisure-recreation field. Available each semester.

Theoretical evaluation models; summative and formative evaluation of programs; evaluation of schools (and other social agencies); performance-based evaluation of teachers and other personnel; accountability.

A course presenting the history and evolution of scientific thought and practice. Discusses the context in which scientific beliefs and paradigms are held. Will include significant advancements in science, as well as presenting trends, modes of thought and development of ethics.

A comprehensive study of reform programs and initiatives as they relate to science education. Examines designing learning environments, identification of effective methodologies, implementation of assessment techniques and curriculum development. Includes a discussion of state and national standards in science education.

Focuses on student competencies in digital sound and image productions, and their manipulation for classroom teaching and learning. Interactive curriculum materials, such as WebQuests, will be developed as well as Webpage and Webauthoring (e.g. HTML) portfolios. Issues of electronic copyright standards, computer ethics, multimedia selection and evaluation, and management are discussed.

This individualized special project would provide an opportunity for students to have an extended experience working in a mentorship, research experience in an area of science or science education. Potential mentors will come from industry, governmental agencies and universities (including SCSU). In consultation with a faculty adviser, students develop objectives and assessment methodologies. This intensive, selfdirected project culminates with a scientific research project or a comprehensive study in science education.

Students are actively involved in a collaborative research project that integrates the various scientific disciplines. Working together, students develop a research topic, identify the materials and methods required and investigate a research question.

This course is part 1 in a 2-part sequence that introduces science education graduate students to the different methodologies used in science education research. This course will prepare students with the fundamental understanding of how to conduct research in their own classrooms and will assist them in choosing a researchable question for part 2 - SCE 591 Action Research or EVE 551 Environmental Action Research.

Students create primary experiences in field studies in such venues as museums, laboratories, conservancies and settings appropriate for independent study.

Characteristics and special needs of K-12 students with exceptionalities; historical and legislative foundations for special education; assessment, planning and delivery of individualized special education instructions; collaborative role of special educators in working with other professionals and families.

This course introduces students to principles of learning and development by reviewing relevant theoretical and historical approaches within education and psychology.

The development of appropriate academic, social, behavior, and communication curriculum and the implementation of evidence based practices for exceptional individuals.

Assessment methods, lesson planning and evidence based instructional strategies for teaching components of reading and writing instruction to students with special needs are discussed, demonstrated, and applied in relation to developmental and instructional theory.

This course introduces basic assessment and remediation concepts, principles, and practices. Approaches to assessing, teaching, and modifying mathematics and science content for students with special needs will be discussed, demonstrated, and applied. Fieldwork is required in this course.

Disorders and Other Developmental Disabilities Provides curriculum, methods and strategies to address challenges associated with autism spectrum disorders and other developmental disabilities. Students review a child's disabilities and obtain current knowledge about existing, evidencebased strategies. Typically offered spring semesters.

Dealing with other professionals, participating in and leading interdisciplinary teams, and developing community resources. Typically offered spring and fall semesters.

Clinical practices in agencies, institutions, and independent living facilities. Graduate educators only. Scheduled irregularly.

An overview of hardware and software for students with learning, cognitive, sensory and physical disabilities. Focuses on accessing and adapting computers, technology integration, and methods for collaborating with related services professionals. Typically offered spring semesters.

Supervised experience in planning and implementing instruction for students with developmental disabilities.Typically offered summer semesters.

Other Developmental Disabilities Overview of autism spectrum and other developmental disabilities, including definitions, origins and characteristics. IDEA requirements and legal issues as well as the roles and responsibilities of families in the educational process will be addressed. Typically offered fall and spring semesters.

Approaches and processes to diagnostic assessment of individuals with disabilities or individuals at risk of disabilities.

Overview of evidence-based assessment and intervention strategies for students with emotional and behavioral disorder using a developmental framework that considers individual and contextual characteristics, including risk and protective factors.

Research-based programing with focus on curriculum and instructional strategies to improve academic and social-emotional competencies of students with emotional and behavioral disorders at school, home and community environments.

Examination of contemporary issues in the education of students with emotional and behavioral disorders, including theory, policy, research and practice.

This course is designed to introduce students to evidence-based practice in the application of positive behavior interventions and supports in schools. The tools and strategies introduced will inform students on multiple levels of interventions, including school wide, class-wide, small group, and individual behavioral supports. As students gain knowledge on how to use these practices effectively, they will also acquire experience in using behavior data to guide intervention decisions, matching the intervention to the function of behavior and in the prevention of challenging behavior at multiple levels.

Supervised experience in assessment and instruction of students with emotional and behavioral disorders.

Cause, identification, diagnosis, and remediation. Research evidence on effectiveness of different diagnostic and remediation approaches. Typically offered fall and spring semesters.

This course introduces students to research methodologies used in special education. Additionally, students will be introduced lo data-based decision making models that can greatly impact their learners success through improved progress monitoring.

Techniques for advanced academic skills, vocational and career education considerations, and delivery of services.Typically offered fall semesters.

Understanding and application of basic measurement concepts used to plan a total educational program for a child.Typically offered fall and spring semesters.

Synthesis and integration of theoretical and practical aspects of the field, historical perspectives and examination of issues and research. Typically offered fall and spring semesters.

Supervised experience in teaching learning disabled children in both clinical and public school settings. Scheduled summer semesters. Typically offered summer semesters.

Child development theory related to developmentally and individually appropriate practice and model program development; evidence-based practices relevant to promoting young children’s growth in key developmental areas. Typically offered fall and spring semesters.

Legal, ethical and practical aspects of working with families to support the development of children with special needs. Family systems theory, cultural awareness, and communication skills as they relate to working effectively with families. Typically offered fall and spring semesters.

Developmental and educational assessment and program planning for infants and toddlers. Methods for facilitating development through play, instructional and environmental adaptations, and individualized planning. Assignments involving observations of infants and toddlers required. Typically offered fall semesters.

Methods for facilitating development through play, instructional and environmental adaptations, and individualized planning. Assignments will require observations of preschool children in a group setting. Typically offered spring semesters.

Assessment Selection and use of instructional procedures and materials for cognitive and social growth in young disabled and/or “at risk” children (ages 5-8). Typically offered fall semesters.

A study of the teacher’s role as member and/or facilitator of an ECSED transdisciplinary team. A didactic and experiential format will be used. Typically offered summer semesters.

Supervised experience in planning, conducting, and evaluating educational experiences for young children with special needs.Typically offered summer semesters.

A broad overview of special education as related to general education and other specialized areas such as psychological services, counseling, physical education, and reading. Graduate Educateurs only. (formerly SED 510). Typically offered in alternating fall semesters.

Exploration of the roles of humor, creativity and healing in education and related fields. In a combination of lectures and group activities, a variety of nationally acclaimed speakers will share their expertise. Typically offered summer semesters.

Examination of policies, programs and services for individuals with disabilities in selected countries, including program visits and interactions with local professionals with attention to topics such as prevalence, cultures, family, involvement, professional preparation and resource.

Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals. Techniques for using computers in the learning process examined, with hands-on experience in the Adaptive Technology Lab. Typically offered fall semesters.

Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored and evaluated in this hands-on class. Students learn to customize software for individual students. Typically offered fall semesters.

This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Typically offered spring semesters.

Supervised practice in adaptive technology assessment and training for students with disabilities. Typically offered summer semesters.

Special Topics in Special Education. (Topics vary)

Solving particular problems in communities through a supervised independent study relevant to the education of all exceptional children. The master’s thesis may not be written in connection with this course. Typically offered fall and spring semesters.

Needs Techniques for school administrators and supervisors in Planning and Placement and Due Process procedures. Characteristics of and programming for exceptional students, legislation and funding; education of all students in inclusionary settings meets state requirement for special education course for administrators. Typically offered spring semesters.

Applied Behavioral Analysis (ABA) is an approach to teaching founded on the science of behavior. Focuses on appropriate use of effective ABA strategies to help students achieve success in school settings. Typically offered fall semesters only.

Collaboration skills for working with school staff and parents in providing services for special needs students. Focus on communication, teamwork, group processes, co-teaching, negotiation, and conflict resolution. Open to Master’s and sixth year program students. Typically offer fall and summer semesters.

Strategies and practices for presenting educational in-service programs, workshops, and institutes, with particular reference to changing professional roles and responsibilities in collaborative and inclusive schools. Open to Master’s and 6th year program students. Typically offered summer semesters.

Provides an opportunity to examine a variety of issues that are facilitators and barriers to successful AT implementation. Among the topics included are funding, technical support, professional development, equity issues, and legal issues. Students also examine research methods and trends in assistive technology.

Explores the nature of professional ethics and behavior in educational psychology and applied behavior analysis. As such, the course will focus on building knowledge regarding standards of conduct guiding the fields. In particular, the standards set forth by the American Psychological Association (APA), the National Association of School Psychologists (NASP), and the Behavior Analyst Certification Board (BACB) will be covered.

The purpose of this course is to provide students with training on the application of Applied Behavior Analysis (ABA) to Organizational Behavior Management, Educational Consultation and Supervision. The course will provide students with the skills needed to apply the fundamental principles of ABA to effectively train and supervise staff in organizational settings and introduce students to the supervision of Behavior Analytic trainees.

Study of the social, cognitive, neurological, and communicative aspects of Autism Spectrum Disorders. A range of assessment techniques and instruments for individuals at various levels of functioning will be stressed.

This course provides an introduction to ABA and the way in which the science and practice of ABA was founded and developed. The course focuses on what makes ABA a science and how that science is designed from philosophical, research-focused, and applied perspectives.

Overview of history, features and principles of learning central to the science of Applied Behavior Analysis (ABA) and how these principles relate to learning and behavior.

Designed to review basic research concepts and to introduce students to more advanced concepts in group and single subject research studies. Included content is designed to meet the standards of BCBA certification while developing students’ broader understanding of general research methods.

Examination of advanced topics in ABA and their relevance to a variety of applied situations focused on learning and behavior. Topics will include specialized behavioral assessments, interventions, staff and parent training, and learning theories.

Builds on information learned in SED 690 and SED 691. SED 693 will provide students with an introduction to assessment design and implementation, individual assessment strategies, data collection, data summary, data interpretation, and adapting assessment strategies to assess individual differences.

Information on intervention using the principles of Applied Behavior Analysis to design programs to help individuals experience more success in their lives (socially, academically, and behaviorally).

Supervised experience in applying ABA in real-world settings, including observation, assessment, measurement, and identification and design of interventions. This couse provides some of the supervision required to sit for the BCBA exam.

A survey of personal and social factors that influence mortality and morbidity of students, grades K-12. Emphasis is placed on how this information should be integrated into the school health program, and how the student can best avoid and manage these factors.

Provides a comprehensive framework for school health educators by introducing students to the history and philosophy of health education, health theory, and ethics.

Exploration of adolescent health in both the global and national contexts, addresses behavioral protective and risk factors, and examines policies and programs to improve the health and well-being of youth.

A survey of skills, techniques and methods for teaching nutrition in schools (Pre-K-12). Instruction will cover all areas of nutrition mandated by the state. Emphasis will be placed on how and where to obtain resources for the instruction of nutrition in schools.

Instruction will cover the effective preventive education strategies to teach drug education pre-kindergarten to grade 12. Required for state certification to teach health.

Explores the methods of teaching standards-based skills and health information to students in grades preK – 12. Examines strategies to plan, implement, and evaluate methods to address intervention and prevention education of health behaviors.

Research methods and tools, selection and formulation of problems, research design, basic statistics, and analysis of data. An individual research project is required.

Development of effective health education methods; public school and community resources for health education.

A survey of individual and group processes that relate to school health instruction. Students learn how to facilitate groups for effective interaction. State mandated for certification to teach school health.

Past, current, and future programs of health education. Developing skills for writing a curriculum in health education.

Teaching techniques and content for human sexuality instruction.

Prepares students to lead, organize, and advocate for school health education programs and to build collaborations with key school-community stakeholders implementing the Whole School, Whole Community, Whole Child framework.

Development of concepts and skills that assist the individual to understand and utilize holistic measures that promote health and prevent and treat illness, for personal and professional application.

Development of the thesis or special project proposal including introduction, review of literature, statement of the problem, hypotheses, procedures, selection of subjects and statistical design.

Completion of a thesis or special project.

Special Topics in School Health. (Topics vary)

This course will provide students with the knowledge and techniques required for the proper management, leadership and administration of various industry segments.

This course will examine skills, strategies and techniques necessary for successful sport and athletics development and fundraising at all levels. The componenets of development and fundraising theory and the implementation of development and fundraising programs and events will be combined. Raising funds for non-profit, volunteer, and amateur sports organizations, interscholastic and intercollegiate athletics will be discussed. Current trends and ethical issues in sport and athletics development and fundraising will addressed.

A global examination of the role, impact, and power of governmental and non-governmental organizations that govern and administer amateur and professional sports including their organizational structures, governance mechanisms, and management challenges.

Fundamental principles of economic theory and fiscal management strategies are applied to the sport and entertainment industries.

Fundamental concepts, principles and practices consistent with the legal responsibilities associated with the management of sport and entertainment environments.

An introduction to the marketing of sport and entertainment products, services, experiences and facilities. Fundamental marketing principles are applied to specific situations. Includes a discussion of strategic marketing; understanding consumer behavior; market segmentation, targeting, and positioning; promotion mix elements; sponsorship programs; and product pricing and distribution.

An exploration of significant financial, governance, legal and cultural issues challenging the sport/entertainment manager in professional, open amateur, Olympic, and college sports in the global sports and entertainment environment with an emphasis on the development of strategic positions and understandings that will enhance management success.

A examination of policies and issues related to the management of public assembly sports and entertainment facilities and the events conducted within them. Topics include planning for new and upgraded facilities, operations and maintenance, patron flow and event security, revenue opportunity features, event bidding, planning, staffing and budgeting, contract considerations and risk management.

An examination of the ethical issues confronting the sports management professional based on an understanding of the purpose and conditions of the "right" sport contest and fair moral and non-moral decision-making with an emphasis on applied ethics and student mastery of moral reasoning.

Provides a conceptual foundation for entertainment management; specific duties assumed by managers including financial management, human resource management, group dynamics, labor realtions, risk management, facility and even management and promotional strategies as applied to the entertainment industry.

The course provides foundamental concepts and practices of human resource management appropriate to the entertainment industry.

An advanced examination of the use of statistical analysis in the management of sport organizations. The course will review the history and current applications of analytics related to organizational decision-making and financial management in sport.

Micro sociological analysis of contemporary societies, with emphasis on interactionist and phenomenological viewpoints. Topics for analysis include culture, race, small group behavior, socialization, and various forms of social interaction. Scheduled fall of odd years.

Sociological principles and concepts used in the study and analysis of the community. The social, economic and political issues and challenges faced in fostering and maintaining community spirit and organization. Scheduled spring of even years.

An analysis of the American legal system as it has affected women from the 18th century to the present. Course content is applicable for any student with an interest in the law. Topics include constitutional protections for equality, Title VII (including sexual harassment and sex discrimination), reproductive rights, domestic violence, and Title IX (educational and sports equity). Cross-listed as WMS 504 and EDL 550.

Intergroup relations involving races, religious groups, and nationalities. Societal impact of prejudice, discrimination and segregation. Scheduled irregularly.

Theory and data on the social construction of gender. Advanced exploration of identity formation, social change and persistence, interactive patterns and inequalities. Impact of gender on the individual and society. Scheduled irregularly. Cross listed as WMS 515.

Explores the intersection of race, class, and gender in social relations. Uses a wide variety of theoretical perspectives to investigate the ways that race, class, and gender are intersected and the impact this interrelationship has on the experiences and opportunities of individuals and their social location. Cross-listed as WMS 529. Scheduled irregularly.

Explores sociological perspectives on religion as a source of both social change and resistance to social change. Religious influences on policy and discourse nationally and globally are examined, along with sociological models of religious experience, identity, affiliation and structure. Scheduled irregularly.

Sociological theory and data on the causes, persistence and possible prevention of crime, the changing social dimensions of crime, legal and political agendas, and the socialization and role enactment of being a criminal. Scheduled irregularly.

Explanations of deviance: mental illness, alcoholism, drug addiction, sexual deviations, family disruptions, suicide, crime and delinquency, and discrimination. Scheduled irregularly.

Analysis of the logic of scientific investigation of social phenomena; theory construction, and the relation between theory and research with samples from studies in sociology. Survey of major procedures and principle techniques of empirical work, and practical familiarity with some phases of research process.

The design and execution of qualitative research. Topics include observational and interviewing techniques, analytic induction, analysis of material culture and ethics in social research. Students complete an ethnographic study of a public setting. Scheduled spring of odd years.

Sociological theories applied to one or more consequential social issues, such as discrimination, global inequality, and emerging current events. Theoretical perspectives may include functionalist, conflict, interpretive and critical traditions. Emphasis is placed on research considerations implicit within these traditions.

Examination of the nature of knowledge as transmitted by educational and related institutions. How education and knowledge are enacted within a socio-cultural system, and influenced by social class, politics, religion and ethnicity. Topics include the school as an agent of socialization and stratification, as well as school organization and reform. Scheduled irregularly.

For thesis students only. Development of thesis proposal. Awlays scheduled.

For thesis students only. Implementation of research design from approved thesis proposal and written presentation of findings. Always scheduled.

With permission of the department. Not to be taken in lieu of thesis seminar. Always scheduled.

Analyzes the rich tradition of picaresque literature in the Hispanic world placing its most representative novels in their cultural, political, and social context on both sides of the Atlantic and from its origins to the present.

Studies the rich cinematic tradition of Latin America and the Iberian Peninsula as a social and political tool through the analysis of films produced Mexico, Argentina, Cuba, Spain, Chile, Brazil, and other countries.

Introduces students to the role of Don Quixote in the formation of the modern novel and theater. It will address and discuss the legacy of Don Quixote for the modern and postmodern concept of narrative and dramatic discourses.

Analyzing the relationship between film and literature in Latin America and its importance for the production of culture and the understanding of social issues in the region through the discussion of written texts and films.

Analyzing literary texts, documents, and other cultural articulations and artifacts produced as the result of the discovery, exploration, and early colonization of Latin America.

Analyzing literary texts, documents, and other cultural articulations and artifacts produced in Spanish America and Spain at the turn of the century during the period called modernismo.

Reading and analysis of literary and cultural texts from the Hispano-Arabic tradition in the Iberian Peninsula.

Reading and analysis of literary and cultural texts from the Hispano-Arabic tradition in the Iberian Peninsula.

What motivated twentieth century Hispanic literati to populate texts with ghosts and to portray a haunted Latin America? Providing analytical depth in literary and cultural studies through primary sources and theory, this class answers these questions.

Introduces students to the cultural studies of Spanish Golden Age Theater as a vehicle of political propaganda and moral education in early modern Spain.

Topics vary.

Independent Study in Spanish.

Philosophical, historical, analytical framework from which to view the practice of social work and human service programs in the context of the U.S. social welfare system. Scheduled fall and spring semesters. Open to non-matriculated students.