Courses

Explore financial accounting research, focusing on financial reporting, management decision-making, and their impact on capital markets. In addition, delve into the process of crafting a research paper, including formulating research questions, planning the study, and understanding its significance in the field. Foster dialogue and active participation to enhance understanding of financial accounting research and cultivate interest in the subject.

Elementary art education issues, current research, and related studio and aesthetic experiences; teaching strategies, resources, subject-content, developing artistic intelligence, creativity, aesthetics and perceptual awareness, and the role of the elementary art teacher in contemporary society.

Issues and related studio and aesthetic experiences in teaching adolescent art including teaching strategies, current research, resources, subject-content, perception, creativity, aesthetics, and the role of the secondary art teacher in society.

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.

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.

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.

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.

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.

Expands on the basic concepts of physiology by exploring the unique adaptations utilized by marine mammals to survive. Explores specific adaptations required to live in a high salinity, high pressure aquatic environment in which there is intermittent oxygen availability and unique feeding and sleeping requirements. Students learn typical mammalian physiology along with these adaptations.

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.

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.

Classification, life history, ecology, evolution, and economic relationships of mammals. Identification and familiarity with North American species.

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.

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.

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 and scientific techniques.

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.

Presentation and discussion of current material in a selected area of biology. May be repeated one-time for additional credit.

Biology research supervised by a research mentor. This course may be repeated once.

Develop a research proposal and collect preliminary data for use towards additional research. This will include review of current literature on the research topic and development of the experimental design including an original hypothesis.

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

Serves as partial fulfillment of the capstone in the Master Thesis exit option in the MS Biology program. Class meetings will emphasize writing in the biological sciences, as well as visual/oral explanation of data to prepare for thesis submission and oral defense. Concludes with submission of the final prepared thesis to Proquest. A passing grade in the course will serve as documentation of capstone completion.

Provides the opportunity for graduate students in biology to participate in a biological research project being conducted by an industry or governmental agency. Acceptance dependent on student’s qualifications and departmental approval of the project.

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

To examine the role of information systems in supporting organizational resilience. It starts with an introduction on how information technology enables information systems to support decision making at all managerial levels and studies the impact of information technology on business organization. In addition, phenomena are related to the introduction, adoption, use and exploitation of resilient business information system in organization discussed.

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.

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

Investigation and application of modern molecular and quantum mechanical basis sets and methods for the calculation of physical properties such as molecular geometry, electron density, and thermodynamic and spectroscopic properties.

Provides an extensive background of the biophysical basis of state-of-the-art instrumentation at an advanced level. Topics include learning the theory behind instrumentation and data collection, and subsequent analysis of biomolecules using optical absorption, nuclear magnetic resonance, fluorescence spectroscopy, imaging and microscopy, and mass spectrometry.

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.

The purpose of this course is to present a survey of selected topics in signal transduction research that illustrate important principles and concepts in the field. We will emphasize various experimental approaches used to study the subjects, such as membranes, receptors, and signal transduction pathways. We will also talk about areas that are currently under investigation and with many unanswered questions.

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 principles and application of pharmacology especially as they pertain to highly addictive, psychoactive compounds. This course is designed to provide the link between chemistry and the pharmacological properties of several classes of drugs. In addition to understanding the action of drugs in the body, students are expected to gain an understanding of the current literature on novel treatments for drug addiction and re-purposing psychoactive drugs for new therapies.

An introduction to the field of drug discovery and a comprehensive overview of the process. Students will learn about how drugs are discovered and properties that a viable drug candidate should possess.

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.

Examination of developments, issues, and/or creative work in the field of chemistry.

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

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

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

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

Development of a thesis proposal.

Implementation of research design from approved thesis proposal and written presentation of the findings.

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.

Synthesis of research, theory, and practice in communication disorders. 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.

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.

Addresses best practices for conducting appropriate and least-biased assessment as well as culturally sustaining intervention with bilingual populations. Topics covered include evaluation and treatment of speech and language skills distributed across two languages.

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.

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.

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.

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. Course taken as pass/fail only.

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.

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.

Computing Fundamentals including: Digital Information, Computer Hardware, the Internet, Computing Problems and Solutions, Social Impacts, Ethical Practices, Computing Problem Analysis, Design and Solution Synthesis, Use of Algorithms, Computer Programming as Problem Solving. Laboratory exercises required.

A problem‐driven introduction to programming concepts necessary for working with data. Topics include control structures, collections, pattern matching in text, data manipulation and transformation, relational data modeling, and fundamentals of database querying using SQL.

Introduction to essential concepts and techniques in the data science lifecycle. Problem-centered topic coverage that includes supervised and unsupervised learning, data visualization, model evaluation and optimization, and model deployment.

A concept course in computer systems and networking. Topics include number systems, Boolean algebra, logic gates, registers, memory, architecture, network topologies, OSI and internet models and protocols, LAN, routers, switches, IPV4, IPV6, and network security.

Covers important algorithms used in data processing including mathematical, geometric, and graph algorithms.

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.

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 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.

Examination of developments, issues, and/or creative work in the field of computer science.

Independent Study

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

Introduction to schools as complex systems and their functioning; urban and diverse public schools; school curriculum and supports; family involvement; grade retention, school discipline and the impact of racism and classism in education.

Introduction to school psychology as a profession, models of school psychological service delivery, the history and evolution of school psychology and school psychology ethics and legal issues.

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.

Introduction to psychoeducational assessment, uses and misuses of testing, application of statistics, multitiered system of supports in schools for academic and learning difficulties, and basic competency in test administration, scoring, interpretation and sharing of results.

Case conceptualization within psychoeducational assessment, selecting the appropriate test battery based on student and cultural factors, non-test components of evaluation, tying assessment results to recommendations, including parent perspectives in assessment and further development of report-writing.

Introduction to the structure, functioning and development of the nervous system; the neurological impact of stress and trauma; head injury; psychopharmacology basics; the impact of illness and disability on children and adolescents’ functioning.

Introduction to achieving competency in Level 2 & 3 tests and how this data fits within the MTSS system and how it may qualify a child for special education services or accommodations.

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 field based experience in school psychology. Students have a concurrent university-based seminar as a component as well as site-based professional supervision. Course taken for pass/fail only.

Implementation of psychological services in schools, or other appropriate settings, under the supervision of a certified school psychologist and faculty member. Course taken for pass/fail only.

Childhood disorders as as classified under medical/clinical and educational systems; impact of adverse childhood experiences in the developmental of disorders; qualification for services; school safety; family and cultural issues; learning from crisis events.

Nosology and etiology of social, emotional, behavioral, and cognitive disorders, as defined by DSM & IDEIA, basic 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.

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.

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.

Comprehensive overview of child and adolescent development with a focus on families, schools, culture and other systems and their impact on cognitive, emotional, behavioral, neurological, language, social, and literacy development and psychoeducational needs.

Introduction to basic behavioral principles and multitiered system of supports in schools for emotional and behavioral issues, classroom management, prevention strategies, and school discipline models, functions of behavior, and cultural issues.

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.

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.

Introduction to social justice, diversity, inclusion, and oppression with focus on cultural issues in schooling, families, and communities. Microaggressions, healing damage and self-reflection on one’s own cultural identities and worldview in providing school psychology services.

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

Advanced school psychological interventions and skills for complex cases and working with other behavior professionals; development and coordination of Tier III behavioral services; de-escalation techniques; dealing with behavioral crises and ensuring safety.

Introduction to multitiered system of supports for emotional and behavioral issues, skills in selecting, conducting, and evaluating psychoeducational interventions at the large group level, primary prevention, family, and cultural considerations, comprehensive school safety planning.

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.

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.

Professional Seminar in which school psychology students in various stages of the program meet weekly to learn from each other and experts and have general supervision and mentoring. Course may be repeated one time for additional credit.

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.

Introduction to school consultation from a school psychology perspective; basics of instructional, behavioral and mental health consultation; overcoming resistance to consultation; ethical practices; measuring and reporting the impact of consultation services.

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.

Advanced course in school consultation from a school psychology perspective including systems-level consultation, consultee-centered case consultation and conjoint behavioral consultation as well as supervision and evaluation of school psychologists.

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.

Skills working within multitiered systems of supports in schools for emotional and behavioral issues; selecting, conducting, and evaluating Tier 2 psychoeducational interventions at the individual/small group level, family and cultural considerations, mental health crisis interventions.

Further skill development in Tier 2 and 3 psychoeducational interventions including individual and psychoeducational interventions; crisis intervention; lethality & risk assessments; including families in therapeutic interventions. Advanced look at cultural considerations.

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

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

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.

This course will support teaching proficiency through applied skill development. Emphasis on the needs of adult learners in the classroom (virtual and on-ground) and the acquisition of applied counseling skills.

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.

Designed to enable the student to become proficient in application of basic qualitative research methods.

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.

This seminar provides the required supervision while students complete a minimum of 75 hours of advanced clinical experience. Practicum will be comprised of supervision, teaching, clinical and leadership experience. Course may be repeated one-time for additional credit.

Provides required supervision while students complete a minimum of 150 hours of advanced clinical experience. Internship will be comprised of supervision, teaching, clinical and leadership experience.

This seminar provides required supervision while students complete a minimum of 150 hours of advanced clinical experience. 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.

Provides individualized advising for the student completing the capstone project/dissertation. This course is taken pass/fail only. Special Information: course may be repeated for credit one time.1.5 credits.

Provides essential mathematical background for DSC 501 and DSC 502. Topics from calculus, statistics, probability, and linear algebra that are necessary for the understanding and implementation of machine learning and other data science related concepts are covered. Students receive a brief introduction to the Python programming language as a tool for basic data exploration and computation (with a more extensive treatment to follow in DSC 501 and DSC 502).

A problem-driven introduction to programming concepts necessary for working with data. Topics include control structures, collections, pattern matching in text, data manipulation and transformation, relational data modeling, and fundamentals of database querying using SQL.

Introduction to essential concepts and techniques in the data science lifecycle. Problem-centered topic coverage that includes supervised and unsupervised learning, data visualization, model evaluation and optimization, and model deployment.

Introduction to the concepts and practices of turning data into visualizations. Topics include principles of visual design, data preparation, mapping data attributes to graphical representation, and data streams. Students will be expected to create their own static and interactive visualizations using various visualization libraries in Python.

A comprehensive introduction to both Statistical Software R and Structured Query Language (SQL). Topics for the R/R Studio portion include; importing data files into R, accessing R packages, writing R functions, debugging, profiling R code, organizing and commenting R code, and creating RMarkdown reports. Topics for SQL portion include; Learning the SQL language, data retrieval statements, data manipulation, Entry-Relationship modeling, and data definition statements.

Statistical learning is a collection of flexible tools and techniques for using data to construct prediction algorithms and perform exploratory analysis. Introduces students to the theory and application of methods for supervised learning (classification and regression) and unsupervised learning (dimension reduction and clustering). Topics will include the bias-variance tradeoff, cross-validation, linear regression, logistic regression, KNN, LDA/QDA, variable selection, penalized regression, generalized additive models, random forests, gradient boosting, kernels, SVMs, PCA, and K-means. Students meeting the DSC 501 prerequisites may be required to complete a R/RStudio online module.

This is the first course in a sequence of two that provides students with a conceptual and practical understanding of the application of statistics in various fields. Focus will be placed on two-sample inference, ANOVA, and regression models. Statistical methods covered include the two sample z-test and t-test, two proportion tests, chi-square goodness of fit and test for independence, correlation, ANOVA, multiple comparisons, estimation and testing of regression parameters and regression diagnostics. This course makes heavy use of the R/RStudio programming language to perform analyses and generate reproducible reports using RMarkdown. Students meeting the DSC 501 prerequisties may be required to complete a R/RStudio online module.

This is the second course in a sequence of two that provides students with a conceptual and practical understanding of the application of statistics in various fields. Focus will be placed Non-parametric methods, Bayesian Statistics, and Time series models. Topics include; Mann-Whitney, Wilcoxon signed and ranked test, Kolmogorov-Smirnov Goodness-of-fit test, Randomization tests, resampling methods, Bayesian Paradigm, decision theory, prior, posterior and predictive distributions, Markov Chain Monte Carlo, Regression and exponential smoothing, Box-Jenkins methodology, and Autoregressive Integrated Moving Average (ARIMA) models. This course makes heavy use of the R programming language to perform analyses and generate reproducible reports using RMarkdown.

Introduction to modern machine learning-based approaches for text and speech data analysis. Topics include language models, word embedding, recurrent and transformer neural networks, sequence-to-sequence learning tasks, generative modeling, and multi-modal approaches with text data.

Study and development of adaptive learning agent-based decision-making systems. Topics include Markov decision processes, dynamic programming, sample-based learning, policy- and value-based techniques, function approximation, and deep reinforcement learning.

The Data Science Capstone project is to be carried out in cooperation with a sponsor or industrial partner. Students work in teams of two or three with a faculty advisor (member) affiliated with the Data Science master's program and a business, industry, or government partner to acquire and analyze data provided by the sponsor. This course requires students to integrate the theory and practice of Data Science and should include the utilization of tools and techniques acquired through coursework. The Capstone project concludes with a paper and a formal presentation to faculty of the program and the sponsor. Professional development skills, such as communication, teamwork, leadership, and collaboration will be practiced.

Focus on the application of econometric models as a research methodology. Cover various models such as linear regression models, limited dependent variable models, and instrumental variables estimation. Provide hands-on experience collecting and analyzing economic and business data with econometric software.

Examination of developments, issues, and/or creative work in the field of educational leadership.

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.

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.

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.

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. Course can be taken as pass/fail.

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.

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.

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 seminar taken 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.

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

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

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.

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.

Designing and utilizing strategies, curriculum, materials, and resources to infuse multicultural perspectives into the classroom. Practical training to reduce bias and prejudice. Scheduled wintersession semesters.

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.

Research methods used in educational research and critical evaluation of published research.

Examines questions of power, justice, identity, knowledge, and philosophy in education. Explores the ways in which teachers and students use and experience philosophy in the pursuit of justice in education.

This course is designed to provide graduated coaching, feedback and supervision for graduate students who are teaching under a Teacher Residency permit.

This course is designed to provide graduated coaching, feedback and supervisions for graduate students who are teaching under a Teacher Residency permit.

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 research-based project with the aid of the instructor. Required of all students in the MS in Curriculum & Instruction program.

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. Course taken for pass/fail only.

This second 8-week placement provides an opportunity to student teach alongside a cooperating teacher. Course taken for pass/fail only.

Examination of developments, issues, and/or creative work in the field of education.

Special Topics in Education

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. Always scheduled.

Further practice in 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. Always scheduled.

Further practice in 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. Always scheduled.

Further practice in 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. 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. Always scheduled.

Further practice in the craft and art of writing poetry. Always scheduled.

Further practice in the craft and art of writing poetry. Always scheduled.

Further practice in the craft and art of writing poetry. Always scheduled.

Further practice in the craft and art of writing poetry. Always scheduled.

Further practice in the craft and art of writing poetry. 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.

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.

Inquiry into the fundamental problems of feminist thought and the interrelationship of feminist theory, critical theory, and literary criticism. Scheduled irregularly.

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

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.

An intensive study of the poetry, prose, and drama of the Elizabethan and Tudor periods, exclusive of Shakespeare. Focus on Spenser, Marlowe, Johnson, and Sidney.

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.

Consideration of texts composed by and/or for women and images of women in such texts. Typical figures include Marie de France, Heloise, Dame Julian, Margery Kempe, and Christine de Pizan.

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. Course may be repeated for credit 1 time.

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. Course may be repeated for credit 1 time.

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.

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.

Explores the nature and causes of the contemporary environmental crises and themes that contribute to the understanding of sustainable economic geographies and the roots and compass of an environmental economic geography.

Explores environmental challenges from a range of literatures with a focus on techniques of analyzing and evaluating information. Also focuses on identifying research problems in environmental studies and how to address them.

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.

A combination of classroom-based and field-based activities exploring the influencing factors and relationships underlying physical environmental systems. Emphasis on practical applications to enhance sustainability of socio-environmental systems.

Examination of individual and societal environmental values and public engagement, and the implications for social sustainability and global ecological challenges. Concepts such as resiliency, vulnerability, and transformation are embedded within the course. Lecture/seminar format.

An exploration of practical and applied approaches to addressing sustainability and environmental challenges. Revolves around identifying, developing, and planning creative solutions as part of a collaborative action research project.

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 energy generation, energy consumption, climate change, and sustainability. Explores approaches towards sustainable transformations in energy generation to address the climate crisis.

A practical field study course that develops applicable techniques in environmental studies including cartographic representation of physical and cultural dimensions of natural and built landscapes in selected regions.

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

Following the development of a research proposal, students conduct a research project on a specific topic in environmental studies. Students are guided through the research process under the supervision of a thesis committee.

Current issue in Environmental Studies (topics vary).

An individual special project conducted by the student under the supervision of a faculty member. Topics relate to an aspect of research in environmental studies, and can relate to a lab-based, field-based, pure-research, or action-research project.

Working with an advisor, students pursue a tailored project related to an aspect of environmental studies. The project allows for the identification and investigation of a problem, preparation and presentation of a scholarly document or summarizing the study or research.

Navigate the impact of business intelligence and technology on financial landscapes. Within this context, understand how they aid in predicting enterprise risk for proactive resilience. Explore modern business intelligence techniques and financial technologies: Text Analytics, Data Mining, AI, Crowdfunding, Robo-advisors, Blockchains, and Cryptocurrencies. Further, discuss the limitations, challenges, and regulatory aspects of future financial technology development.

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

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).

Centered on the “Black Atlantic,” the history, culture, and politics of the people and descendants of those who were dispersed from the continent of Africa through the Trans-Atlantic Slave Trade and settled in locations within North and South America, the Caribbean, and Europe. It also incorporates the histories of those from the continent of Africa who in the 20th and 21st centuries saw themselves as part of international Black anti-colonial movements and/or who migrated due to the thrusts of globalization.

The background of colonial development and discontent leading to the Revolution, as well as an appraisal of political, social, economic, and military factors leading to independence. Contributions of the founding fathers and the difficulties in forming a genuine political union.

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.

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

Introduction to major historiographical topics in late modern European history (1800– present). Focus is on historiographical and methodological debates.

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.

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.

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.

Examination of developments, issues, and/or creative work in the field of history.

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.

A foundation of exercise physiology concepts including bioenergetics, exercise metabolism, cardiovascular, pulmonary, skeletal muscle, nervous system, endocrine, and immune systems are applied to physical activity (PA) and wellness, providing a framework from which a student applies health and physical activity promotion.

The study of joint structure, joint function, and the biomechanical principles underlying the kinetics and kinematics of human motion. Emphasis is placed on the interaction between biomechanical and physiological factors in musculoskeletal and neuromuscular function. In addition, the mechanical bases of musculoskeletal injury will be examined.

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.

Provides students with a thorough overview of how research is conducted in Exercise Science and related fields. Students will develop a thorough understanding of the (1) scientific method; (2) research development process; and (3) study designs and methodologies.

Provide students with significant knowledge in the current methods and approaches obesity prevention & treatment. Students will understand the development of obesity from a social ecological perspective. Content covered in this course will provide a strong foundation in obesity that can be applied to a variety of future professions.

Exercise effects on human physiological systems (bioenergetic, musculoskeletal, nervous, respiratory, cardiovascular).

Study of principles of designing scientifically-based resistance training programs and adapting these programs to meet the needs of different populations (athlete, general and clinical populations).

Laboratory and field tests to assess physical fitness components. Test results are used to develop individualize exercise prescriptions to improve cardiovascular, muscular, body composition, and muscular health.

An examination of advanced cardiovascular physiology including EKG interpretation, design and implementation of cardiac rehabilitation programs, and exercise pharmacology.

An examination of the individual, socio-cultural, and environmental factors influencing physical activity. Theories of health behavior change, health counseling and intervention techniques are applied to physical activity.

Advanced investigation into the physiological, chemical, biochemical, microbiological, biological, and cellular function of exercise & sport performance and nutrient utilization.

Provide students with the knowledge and expertise to appropriately prescribe exercise for diverse clinical populations.

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 the Physical Activity & Chronic Disease, Sport Psychology, and Human Performance graduate students with practical and/or clinical skills and experiences supervised in a variety of off-campus settings including, but not limited to: health and physical activity promotion, community health promotion, cardiac rehabilitation, clinical and community research institutions, University and commercial strength and conditioning centers, and sport psychology.

Provide the Clinical Exercise Physiology graduate student with practical and clinical skills and experiences supervised in a variety of off-campus settings including but not limited to cardiac rehabilitation, pulmonary rehabilitation, older adult fitness and training, metabolic, immunologic, and clinical research institutions.

Provides students with the knowledge of the legal and professional responsibilities of clinical exercise physiologists and provides 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 study of the fundamental properties and dynamics of lakes through the interrelated aspects of physical, geological, chemical and biological processes. Studies of the evolution and eutrophication of lakes under natural and cultural conditions of modern environments.

Introduces students to the theory and scientific practice of organismal stewardship and conservation. Through the activities of this course students will be introduced to global professional organizations and scholarly resources associated with managing biodiversity, and how these resources support local priorities. Students will learn how practitioners use empirical evidence to establish stewardship priorities and how stewardship validates sustainable practices.

Provides students in the MS in Integrative Biological Diversity the opportunity to implement the management proposal developed in IBD 505 Stewardship Seminar. Students will contribute to the monitoring and conservation priority of an organism of interest.

This advanced course examines the molecular and genetic mechanisms underlying cell adhesion, cell-to-cell communication and signaling pathways, apoptosis, patterns and body axis formation, limb morphogenesis, and sex determination in animals.

This advanced lecture course examines the molecular mechanisms underlying prokaryotic biology. Emphasis will be on pathogenic bacteria.

The course will introduce students to the aquatic and wetland plant flora (ferns, fern allies, flowering plants) of the Northeast. The lecture will focus on conceptual issues of the biology, ecology and evolution of aquatic plants. The laboratory will be devoted largely to field collection and identification of aquatic and wetland plants.

The course will focus on conceptual aspects of systematic biology. Emphasis will include phylogenetic reconstruction, species concepts, speciation, the dynamic nature of species, and evolutionary factors such as hybridization, gene flow, and species extinction. Students will apply conceptual issues to particular groups of interest.

Involves discussions of principles and current research on animal regulatory mechanisms and physiological adaptations for survival in changing environmental conditions. The effects of pollution and other chemical, physical, and biotic environmental stressors on animal functions are explored.

Topics in Animal Behavior is a graduate level course covering select topics in ethology, the biological study of behavior. The course will examine proximate, physiological mechanisms determining animal behavior. Ultimate, evolutionary causes of behavior and environmental impacts on behavior will also be discussed. Students will critically read, analyze, discuss and communicate scientific literature. Students will also engage in observational and experimental study to learn/apply fundamental techniques used to study animal behavior.

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.

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 formats.

Libraries in post-secondary education and their function in support of learning communities. Includes institutional contexts, the structural organization of academic libraries, services, and the expectations that define successful professional practice.

An introduction of fundamental concepts, terminology, practice and application of multimedia production in various computerized and Internet based system designs for smart library services.

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.

Examines the theoretical construct of the maker movement and implications for collections, programming, and space considerations in public, school and academic libraries. Hands-on examination of cutting machine crafts, 3D printing, virtual reality, coding, gaming, robotics, sewing and other maker activities. Analysis of stationary and circulating collections and other makerspace elements.

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.

An introduction of theory and practice of metadata, metadata management, metadata management software and tools with case studies and resources.

Students will examine strategies for teaching and learning 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.

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 College of Education student reaching requirements and departmental permission is required. Course taken for pass/fail only.

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 and lesson planning, 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.

Examination of developments, issues, and/or creative work in the field of Information and Library Science.

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

Introduces students to a variety of potential revenue sources for various types of libraries and related non-profit institutions. Topics will include grant writing, establishing and managing friend groups, crowdfunding, initiating capital campaigns, procuring gifts/donations, creating endowments, and promoting bequests.

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.

Critical examination of the most representative films of Italian cinema. Investigates construction of cultural and national identity in a variety of periods and genres, and relates films examined to a theoretical discourse on the medium.

Examines the birth of the Italian unification movement, the role of literature in Italy’s creation, and the ways in which authors of the period imagined Italy as a nation before it came into existence.

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.

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.

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.

Focuses on the core areas of international trade and finance with an emphasis on the fundamentals of trade policy.

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.

An examination of the personal, social, and structural dynamics that differentially affect women and men as leaders, particularly in terms of how different genders are viewed, how their performance is evaluated, and what kinds of opportunities are available to them. Topics that will be addressed include the socio-cognitive aspects of leadership, the leadership styles of men and women, the history of women in the workplace, and success strategies for women leaders.

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.

Discusses how information systems are used to support organizational strategy. Students develop understanding of appropriate technology solutions used to improve the effectiveness of organizations. Risks associated with misuse of technology are also discussed. Additionally, students gain insight into ethical, security, domestic and global information systems 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.

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.

An advanced exploration into laws that apply to the employer/employee relationship. The course examines a broad range of issues that arise in employment law such as the employment relationship, hiring and termination, arbitration, aspects of employment discrimination law including Title VII and other Civil Rights laws, affirmative action, Family and Medical Leave and the regulation of employment, including collective bargaining and laws related to regulation such as OSHA and ERISA.

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.

Provides an integrated understanding of the different rewards systems available to employers to attract, motivate and retain qualified employees. Topics include the six basic reward elements: compensation, benefit, work-life effectiveness, recognition, performance management and talent development.

Provides an advanced integration of the legal, ethical, and organizational considerations related to all aspects of the employment relationship including planning, sourcing, recruiting, assessing, selecting, placing, developing, and retaining a qualified workforce.

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.

Introduces the theory and practice of public budgeting and financial management, including the fundamentals of budgeting and financial management for government and not-for-profit organizations. Students gain an understanding of how to use budgetary and financial information in organizational planning, implementation, control, reporting, and analysis. Topics include basic management of public funds, preparation and processing of budgets, revenue projection and expenditure controls, issues of fiscal policy, and the establishment of priorities through budgeting and financial management.

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).

Advanced course to build on the foundational knowledge learned in marketing core (and other related courses) and address how standard marketing concepts and techniques apply to the healthcare industry. Focus is on analyzing the environmental factors, understanding the strategic and tactical implications of these factors, identifying and analyzing marketing mix factors, and designing optimum marketing mix for sustainable value creation for firms in the healthcare industry.

The course examines a variety of techniques to identify, measure, and improve quality and productivity in health service organizations. The primary objective of this course is to impact administrative/managerial knowledge and data analytical technique required in managing healthcare organizations within today’s healthcare market. The elements of this course will teach the essential concepts of healthcare analytics, including the creation and structure of datasets, statistical analysis tools and methods, descriptive and predictive analysis. The primary goal of this course is providing students the ability to understand, analyze and interpret businesses from health care data.

Designed to provide students and professionals from non-finance backgrounds- with an understanding of financial management techniques that are useful from a professional development perspective in healthcare, non-profits, and public utilities sectors. The modules are carefully designed with a focus on applications in the above sectors. Professionals and students aspiring for management positions in these sectors should find this knowledge useful for navigating through the challenges and demands of a management position.

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.

Provides experiential learning by linking entrepreneurship theories with hands-on technology commercialization activities for MBA learners. Introduction of critical factors affecting technology-based ventures: opportunity assessment, customer discovery, product validation, and founder/team building in the commercialization process, including preparing a business plan to formalize the value creation through technology innovation. Specifically helps STEM and other professionals to integrate their quantitative and qualitative business skills into creative commercial outcomes.

Delves into the theoretical foundations and other mechanisms that are collectively used in the pricing and use of derivative assets like options, futures and other derivative instruments. This is an applied course, and the emphasis will be more on how such assets are used to hedge and speculate.

This course is intended to provide an overview of the financial technology sector that has gained prominence in recent times. It presents a microscopic review of financial sectors like Banking and Asset Management where applications of financial technology have either gained prominence or is providing solutions to many financial issues. The course also demonstrates how the financial sector is innovating around financial technology usage and applications. In addition, crypto currencies and blockchain are covered and the course ends with a discussion of the future of financial technology.

An introduction to the risks associated with application technology developed at large financial institutions, as well as the same associated with internal controls to remediate business and technology risks. To achieve this objective, examples of enterprise risk management, trading, operations, and financial reporting systems will be used, and students will be exposed to the following concepts; change management, information security, access, and business continuity controls, as well as corporate IT governance structure and fraud detection practices.

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.

Discusses risk, risk measurement, analytical techniques, and regulations. Deals with banks from the point of risk regulations. Some of the analytical methods covered include: Value at Risk (VaR), Sensitivity Analysis and Stress Testing. The credit crisis of 2007-2008 showed the importance of liquidity and model risk. These risk categories are discussed. Includes R programming components to programmatically solve for the financial risk concepts discussed.

Study and analyze a diverse set of finance topics and complex financial data using Excel spreadsheets. Helps develop critical and advanced analytical thinking skills and make students proficient in processing complex financial data into spreadsheet output. Helps students gain a solid command of spreadsheet software such as Excel. Spreadsheets are integrated in analytical techniques of any nature. Financial analysis is no exception. Ability to present complex data and analytical reports in an efficient manner with smart improvisations is of utmost importance and is a critical requirement for success at the managerial level.

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.

In depth coverage of accounting principles, financial reporting and budgeting procedures related to governmental and other not-for-profit organizations. Areas of concentration will be state, municipal and health care organizations. Public sector auditing and contemporary issues in governmental accounting will be addresses as well.

In depth coverage of key aspects of financial auditing as performed by the external auditor, including statistical and nonstatistical sampling, evaluation and testing of Electronic Data Processing. Also included is operational auditing as performed by the internal auditor.

An intensive course investigating the International Accounting Standards of the International Acounting Standards Board, London. The Standards themselves are analyzed and interpreted, deviations from U.S. GAAP are highlighted, and the likely effects of those differences are examined.

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.

Examination of developments, issues, and/or creative work in the field of business administration.

Idependent Study in Business Administration.

This course is designed to build foundation in visual analytics of business data. Participants will learn basic data visualization principles and apply them on business data. Topics covered include data types, data cleaning, method of data visualization, descriptive statistics, interpretation of visual outputs. Participants will build foundation in Tableau and R for data visualization. By the end of this course, participants will be able to analyze and interpret business data using the concepts of visual analytics.

This course builds on MBA 601- Visual Analytics of Business Data. Participants will dive deeper and practice using statistical approaches to solve business problems. Participants will build hands-on skills to collect data, conduct analysis and develop skills to engage in data driven predictions. The main components of this course include basics of study design, data collection, data analysis and statistical Inference.

Prescriptive Analytics concerns with recommending actions, suggesting options for businesses to achieve the best results. In this class students will learn data based quantitative methods and computer modeling techniques to accomplish this goal. Topics covered include Linear Programming, Integer Programming, Sensitivity Analysis, Network Models, Simulation Models, Game Theory, Data Mining, and Decision Analysis.

This is a graduate level course designed to apply all the previously learned concepts and skills to real business problems. Participants will work with real business data and problems, apply all the learned skills to propose optimal solutions to those problems. The main components of this course include understanding the business problem, understanding the data, applying learned concepts of descriptive, visual, predictive and prescriptive analytics to propose recommendations to businesses.

Application of economic theory and quantitative methods to managerial decision-making problems. Topics include decision analysis, forecasting, demand analysis, production and cost analysis, break-even analysis, budgeting, and strategy and tactics.

The objective of the course is to provide an introduction to finance principles and financial analysis. To achieve this, the course introduces students to the following concepts: time value of money, financial statement analysis, net present value, risk and return, financial leverage and payout policy. These concepts will build a solid foundation for professional development in business and prepare business students for advanced courses in finance theory.

Organizational Behavior is a field of study that investigates the individual, group, and organizational processes and performance outcomes within organizations, for the purpose of applying the concepts and theories of social and behavioral sciences toward improving an organization’s effectiveness. This course will cover topics in Organizational Behavior and Design include individual differences, motivation, communication, group dynamics, power and conflict, leadership, organizational culture, and managing organizational change and development.

Focuses on advanced marketing skills and practical techniques for defining and meeting the needs of the chosen market. The emphasis is on key drivers of marketing effectiveness, including creating a market-oriented culture, customer-focused information systems, the relationship of various components of marketing, and the response to marketing variables.

Students will explore financial and managerial accounting principles, focusing on the strategic application of accounting in business contexts. Through a combination of STEM-based projects and real-world scenarios, students will gain a deeper understanding of the dynamic field of accounting.

Legal Issues in Business and Management is a course designed to introduce MBA students to the legal aspects of business decision-making in start-up, growing, and multinational companies. The course includes a focus on how ongoing technological advances impact the law and vice versa.

Deals with a wide range of issues faced by operations managers from, ranging from developing new products and services to retrieving components from consumers for future products. The course embeds STEM and discusses how operational problems emerge in the business environment and introduces various problem-solving tools to support addressing these problems. The innovations that revolutionized industries and their impact on other operational areas will be discussed.

The simulation-based course provides the students with the unique opportunity to gain hands-on experiencing running a business as a member of a company's top management team. Working in teams, the students will be asked to formulate and implement key business goals that require the effective decision-making with integration of various business functions-accounting, finance, management, and marketing.

Strategically designed to enhance our MBA students' writing, speaking and critical thinking skills. Students will integrate learned business knowledge and apply their business skills on a strategic term project, for partner companies and local businesses which will serve as the capstone experience project for the MBA program. Provides hands-on experience to participants for real-world business problems and deepen conceptual, analytical and leadership skills.

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.

Students enter the MFT program's on-site Family Clinic and begin practice with simulation sessions. Students develop knowledge of and experience with clinically effective family therapy skills including entry-level case conceptualization, treatment planning, clinical intervention, and case management.

Students continue in the MFT program's on-site Family Clinic, initiating direct client care while preparing for off-site placement. Students deepen knowledge and experience with clinically effective family therapy skills including entry-level case conceptualization, treatment planning, clinical intervention, and case management.

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.

This course covers various research methods utilized in social sciences, especially in Marriage and Family Therapy (MFT), and highlights research findings from outcome-based studies. Each course participant will write at least one informed-consumer-focused research evaluation and prepare a comprehensive proposal on an MFT related research topic.

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.

Development of diversity, awareness and cultural knowledge necessary to practice as a systemic MFT. Focus is on students becoming aware of beliefs, biases, and prejudices relative to diverse, multicultural and/or underserved communities.

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 continue in the MFT program's on-site Family Clinic, engaged in direct client care, while beginning off-site placement. Students continue to increase knowledge of and experience with clinically effective family therapy skills including intermediate level case conceptualization, treatment planning, clinical intervention, and case management.

Students continue in the MFT program's on-site Family Clinic, engaged in direct client care, while carrying full caseload in off-site placement. Students increase knowledge of and experience with clinically effective family therapy skills including intermediate level case conceptualization, treatment planning, clinical intervention, and case management.

Students complete client contact requirements in the MFT program's on-site Family Clinic and off-site placement. Students broaden knowledge of and experience with clinically effective family therapy skills including advanced level case conceptualization, treatment planning, clinical intervention, and case management. Students complete their comprehensive examination.

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.

Examines organizational dynamics and resilience planning in the modern era. Topics include agile structures, organizational learning, societal factors, resilience of organizational subsystems, and next-generation resilience planning models. Course includes applied research via team and individual projects focused on real world business challenges.

Introduction to methodological challenges in marketing research with the aim of enhancing business resilience. This course draws from practical examples grounded in the behavioral sciences, with a specific focus on consumer behavior and managerial responses. Topics include idea generation, data collection methods, validity issues, control measures, experimental designs, and data analysis.

Overview of major subfields of modern public administration including administrative theories and processes, democratic environments, administrative functions and activities, and analytical tools and concepts. Addresses the ethical standards of public administration.

Provides an opportunity to integrate learning from various courses in the MPA program by developing a professional portfolio and completing a final project. The project provides the student with the opportunity to carry out an analysis of an organization with which they are familiar, such as their employer or intern sponsor. The specific focus of the analysis will be determined by the interests of the student and approved by the instructor. Seminar discussions will assist the student to relate concepts to the functioning of ongoing organizations, thus tying the curriculum to the world of work. A formal presentation of the analysis will be required along with the written analysis.

A supervised public administration internship at the state, local, national or international level providing practical training in the management of public and nonprofit organizations. The experience is designed to connect theory to practice. The internship is worth 6 credits. A student may receive a 3 credit waiver for prior approved work experience.

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.

Advanced concepts in pathophysiology, pharmacology, and health assessment as applicable to the role of the nurse educator. Common health altercations and their management will be covered, as well as patient-and student-centered teaching strategies.

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.

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.

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.

Identifies the critical role of evaluation and assessment within the occupational therapy process. Students will learn to examine human occupations and complete activity and occupational analysis, while considering the impact of human development, conditions and diagnoses, and the environmental context. Students will gain skills in interview and observation and will apply occupational therapy theory and ethics to the evaluation process.

Considers the importance of the occupation of education throughout the lifespan. Students will use recent scientific evidence and neuroscience to guide approaches to learning for themselves and their clients. Students will design effective methods of teaching and training others using universal design for learning. Students will assess the learning practices in use throughout the occupational therapy program using the lens of this course. School-based practice will be highlighted as an important practice area, and students will learn to navigate specific contextual features related to practice in educational systems. This course will provide the foundation for consideration of how occupational therapists can help people age well and maintain peak performance via continued learning throughout the lifespan.

Introduces students to the clinical reasoning skills for selecting and implementing effective interventions in occupational therapy and to the approaches of “top-down,” "bottom-up,” and trauma informed care. Students learn the types of occupational therapy interventions, methods of modifying tasks and environments, and how to use evaluation results to guide intervention planning. Students will explore specific interventions for the occupations of Sleep, Sexuality, Activities of Daily Living, and Play-Leisure, including adapting equipment and tasks, and environmental modifications. Students will begin to employ strategies of evidence based practice through this course.

Advances student's development of community and therapeutic relationships through an emphasis on cultural humility and strategies for bridging differences with others. Students will learn respectful and client centered communication with peers and clients, therapeutic use of self, and the common dynamics and specifics of group interactions.

Offers an in-depth exploration of the profession's history, unique perspectives, ethics, values, and professional behaviors. Students will learn how to develop an online professional portfolio and establish a professional presence in the digital space. The course will also emphasize the importance of engaging with local and national professional organizations and entering the unique knowledge community of occupational therapy. Students will have the opportunity to network with practicing occupational therapists and learn about career paths within the field.

Offers students the opportunity to deepen their skills in activity and occupational analysis while adding the new skill of properly administering observational tests and measures of performance skills critical to occupational performance. Students will select assessment tools using both occupational therapy models and frames of reference to guide the evaluation process.

Strengthens student skills in direct intervention. Students will select and implement treatments for specific motor, cognitive, and social interaction skills. Students will provide interventions using assistive technology, motor learning and practice, and group interaction and facilitation. This course will deepen skills in, and promote the importance of, evidence based practice for competency.

Presents concepts of occupational rights and access and explores the usefulness of the capabilities model within occupational therapy. Students will consider the relationship between social determinants of health and occupational access in their community of choice as they complete a needs assessment, using qualitative and/or quantitative methods of data collection. Students will collectively propose solutions to community occupational access problems, demonstrating planning abilities for program development including funding with grants, marketing and program evaluation, and presentation to stakeholders. Students will focus on issues of community mobility, community health and wellness, community leisure opportunities and safe spaces for play.

Applies coursework with clients in the field, through engagement in emerging practice areas, student- run free clinics, faculty-led clinical experiences, and simulation. Students will complete an Interprofessional Education (IPE)/ Fieldwork Experience (FWE) passport across a 3 course "OT In Action" sequence.

Emphasizes the importance of collaboration and the power of presence in interprofessional teams. Students will learn about team member roles, variations of teams and roles in different practice settings, effective methods of collaboration, and team dynamics, with a focus on developing effective communication and interpersonal skills. Students will learn how to demonstrate the unique and distinct value that occupational therapy brings to interprofessional teams, and how to refer to and leverage the strengths of team members from diverse backgrounds and other professions to foster success.

Emphasizes the hands-on assessment methods necessary for considering the impact of characteristics of the body on occupational performance. Students will gain the specific skills of manual muscle testing, goniometry, and assessment of balance and will administer common occupational therapy tools to assess sensory processing and peripheral sensation including visual function. Students will consider the influences of anatomy, neuroanatomy, and kinesiology on skilled performance.

Explores the impact of intervention to alter and change characteristics of the body. Students will learn specific interventions for improving strength, endurance, balance, sensory processing, and atypical muscle tone. Students will investigate the evidence for the use of these methods and learn how to use them judiciously and with data based decision making. Students will also consider alternatives that modify tasks, environments, or systems to improve access to desired occupations and activities.

Applies coursework with clients in the field, through engagement in emerging practice areas, student run free clinics, faculty led clinical experiences, and simulation. Students will complete an IPE/FWE passport across a 3 course “OT In Action” sequence.

Examines the core assumptions and research findings about the positive effect of happiness, well-being, and resilience on persistence, interpersonal relationships, and work performance in healthcare. Students will learn how to balance positive and negative emotions, use science to achieve optimal human functioning and develop effective skills to promote well-being in the context of healthcare systems, and interprofessional teams. The course covers the role of specific behaviors, values, mindsets, and skills in sustaining well-being in the face of healthcare delivery, interprofessional roles, and team dynamics. Students will learn how to assess and build personal, patient, team, and organizational resilience and understand its impact on healthcare outcomes, professional development, and career satisfaction.

Guides students through the clinical reasoning process to complete all aspects of occupational therapy evaluation from beginning to end, using a variety of client cases across multiple healthcare settings and across the lifespan. Students will make decisions, throughout the process of referral, evaluation plan, assessment administration, interpretation, and reporting findings both verbally and in written documentation.

Integrates all prior knowledge of intervention, with content from the evaluation thread of courses, to allow students to plan interventions for cases across settings and the lifespan. Students hone skills in intervention planning, goal writing, documentation, and billing and coding while sharpening their ability to provide justification for their choices using multiple forms of clinical reasoning and solid evidence.

Advances practice through engagement in cutting edge and innovative areas of occupational therapy practice. The rapid pace of technological change requires occupational therapy students and practitioners to engage in continual learning to maintain competency. Students will be exposed to a variety of emerging practice areas, and new technologies applied to occupational therapy practice. As a foundation to innovation, students will be exposed to the idea of occupational therapists as the original “makers” through an examination of the profession’s history with creating tools to solve novel problems.

Immerses students in community advocacy and interventions focusing on the specific needs of New Haven and surrounding areas. Students apply skills learned in other courses to convey the distinct value of occupational therapy to important community partners, advocate to key leaders, and seek ways to implement the solutions they developed in OT525. Students will engage in strategies of program evaluation and quality improvement as they consider their implementation plans, processes, and outcomes.

Applies coursework with clients in the field, through engagement in emerging practice areas, student run free clinics, faculty led clinical experiences, and simulation. Students will complete an IPE/FWE passport across a 3 course “OT In Action” sequence.

Guides students to turn their passion for occupational therapy into a successful career. Through exploration of personal values, interests, and strengths, students will develop a clear understanding of their unique career path. Covers topics such as developing a professional identity, job searching, creating a strong resume and cover letter, interviewing, and negotiating job offers. This course emphasizes the importance of networking, mentorship, ongoing professional development, and engagement in professional OT organizations. By the end of the course, students will have completed their professional portfolio, including a well-crafted plan for their occupational therapy career, and the tools and resources needed to achieve their goals.

Provides occupational therapy students with an opportunity to engage in clinical practice under the supervision of a Fieldwork Educator who is a practicing clinician. Students are required by occupational therapy national organizations to be placed in more than one fieldwork situation. Placements are therefore selected to expose students to a variety of client ages, diagnoses, and clinical settings. These placements are part of your educational package, with continued faculty assistance and peer interaction, and with the goal of producing competent, entry-level therapists by the end of the experience. Level II fieldwork, in total, must be the equivalent of 24 full-time weeks so each of the Making a Differences courses involves 12 weeks of full time clinical practice.

Provides occupational therapy students with an opportunity to engage in clinical practice under the supervision of a Fieldwork Educator who is a practicing clinician. Students are required by occupational therapy national organizations to be placed in more than one fieldwork situation. Placements are therefore selected to expose students to a variety of client ages, diagnoses, and clinical settings. These placements are part of your educational package, with continued faculty assistance and peer interaction, and with the goal of producing competent, entry-level therapists by the end of the experience. Level II fieldwork, in total, must be the equivalent of 24 full-time weeks so each of the Making a Differences courses involves 12 weeks of full time clinical practice.

Provides a practice certification exam prior to beginning level II fieldwork to help students gauge their continued learning needs as they enter clinical practice.

Provides occupational therapy students with an opportunity to engage in clinical practice under the supervision of a Fieldwork Educator who is a practicing clinician. Students are required by occupational therapy national organizations to be placed in more than one fieldwork situation. Placements are therefore selected to expose students to a variety of client ages, diagnoses, and clinical settings. These placements are part of your educational package, with continued faculty assistance and peer interaction, and with the goal of producing competent, entry-level therapists by the end of the experience. Level II fieldwork, in total, must be the equivalent of 24 full-time weeks so each of the Making a Differences courses involves 12 weeks of full time clinical practice.

Provides occupational therapy students with an opportunity to engage in clinical practice under the supervision of a Fieldwork Educator who is a practicing clinician. Students are required by occupational therapy national organizations to be placed in more than one fieldwork situation. Placements are therefore selected to expose students to a variety of client ages, diagnoses, and clinical settings. These placements are part of your educational package, with continued faculty assistance and peer interaction, and with the goal of producing competent, entry-level therapists by the end of the experience. Level II fieldwork, in total, must be the equivalent of 24 full-time weeks so each of the Making a Differences courses involves 12 weeks of full time clinical practice.

Provides a two day certification exam preparation course as well as a practice certification exam after completing level II fieldwork experiences, to focus students study plans for passing the national certification exam.

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.

Introduces students to qualitative research and evaluation methods in public health, as well as other fields that are grounded in social justice and equity. Students will learn the basic steps of qualitative data collection, analysis and interpretation. Students will participate in thorough and inclusive discussions of qualitative research paradigms and best uses for qualitative data collection, analysis and interpretation. Students will participate in thorough and inclusive discussions of qualitative research paradigms and best uses for qualitative research.

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.

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.

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.

Examination of developments, issues, and/or creative work in the field of Public Health.

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.

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.

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 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.

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 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.

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.

World politics since World War II through the study of major international developments and problems of our times. The power struggle and ideological conflict of this period, with particular focus on specific issues and areas that contribute to tension or stability. Scheduled irregularly. (Formerly PSC 590).

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

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.

Always offered.

A research project developed and executed in consultation with a faculty member for fulfillment of the capstone requirement for the political science master's degree.

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. Course is grading is pass/fail only.

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.

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.

Students develop expertise in the research literature, generating an original hypothesis, and developing a feasible research design. They also work towards finding a thesis supervisor.

Refining a thesis question and developing a research project in consultation with their faculty adviser. Student must successfully defend their thesis prospectus following department guidelines.

Implementation of research design from approved thesis prospectus. Student must successfully defend their project following department guidelines.

Examination of developments, issues, and/or creative work in the field of psychology.

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.

Examines how narrative represents a “tradition of thought” in content area study, cultural exploration, and the analysis of current events. Candidates explore new pedagogical methods and materials to enhance teaching and professional collaboration.

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.

This course provides pre-service candidates in education preparation with an intensive overview of instructional strategies and pedagogical issues related to literacy development of young children as well as a survey of language and literacy skills necessary to learn to read in the primary grades during elementary school.

Building upon theoretical foundations of the prerequisite literacy course, integration of language arts and children's literature to support children's continuing reading development with emphasis on fluency, vocabulary, comprehension, and writing. Use of evidence-based instructional strategies, technological innovations, and multicultural perspectives to expand academic literacies among diverse learners. Field experience option included. Scheduled fall, spring, and summers in odd years.

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.

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.

Applications of play for hospitalized children and their families are explored. Topics include the impact of illness-related stressors on the child and family systems, diversity within these systems and service delivery.

The role of the child life specialist will be further explored. Topics will include delivery of care, the role of developmental and psychological theories in assessment and interventions, facilitating activities to relieve stress and/or pain, and understanding the developmental conceptions of death.

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.

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.

Examination of theories and methods of community development through the lens of leisure and sport services. Benefits, approaches, and processes will be explored.

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.

An introduction to the philosophy, principles, and techniques of leisure education as a modality in recreation therapy. Exploration of implications for curriculum development and implementation in various healthcare settings and leisure service delivery systems.

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.

Examination of funding opportunities, designing grant projects, and development of writing grant proposals will be explored. Development of skills, knowledge, and ability to pursue opportunities from a variety of foundation, corporation, and state and federal sources.

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

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.

General science concepts are presented through assigned readings, lecture demonstrations, and discussions for teaching grades 7-12. For teaching certification only. Fieldwork required.

Study of the impact of law, policy and ethics on the role of special educators and related service providers.

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.

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.

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

The course provides exposure to a variety of assessment and intervention practices common in the field of ABA, including targeting verbal behavior, social interactions, and self-management.

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.

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.

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.

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.

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

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.

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.

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 current and historical factors related to ethics and the nature of professional ethics and dispositions in applied behavior analysis. As such, the course will focus on building knowledge regarding standards of conduct in accordance with guidance from the Behavior Analyst Certification Board (BACB).

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.

The course covers a variety of topics related to delivering high-quality ABA-based supports in schools. Topics include setting up services, advanced assessment and intervention, as well as working with a variety of team members found in school settings.

Fourth semester fieldwork in ABA, designed to provide ongoing supervision and support for the successful application of principles of behavior analysis in applied settings.

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.

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 course provides some of the supervision required to sit for the BCBA exam.

Second semester fieldwork in ABA, designed to provide ongoing supervision and support for the successful application of principles of behavior analysis in applied settings.

Third semester fieldwork in ABA, designed to provide ongoing supervision and support for the successful application of principles of behavior analysis in applied settings.

Provides a comprehensive framework for school health educators by introducing students to foundational concepts in health education including understanding health and well-being, creating trauma-responsive environments, skills-based approaches to health education, establishing cultures of well-being, etc.

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.

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.

Exploration of concepts and frameworks related to understanding oppression and inequity and their impact on health and well-being in order to raise critical consciousness. Development of knowledge and skills to implement health education programming through equity & justice lenses, to support change at multiple levels, and to advance equity, justice, and collective liberation.

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.

A comprehensive culminating project developed and executed in consultation with a faculty member for fulfillment of the capstone requirement for the school health education master’s degree.

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

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 introduction to the sociological concepts, methods and policy prescriptions that are central to promoting social justice. Students will develop the necessary analytic tools and information to assess inequality and injustice in historical and contemporary contexts.

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.

Focus on the relationship between criminal justice policy, residential segregation, and public education, and how these systems intersect to impact how people are perceived and policed in the United States.

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.

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.

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.

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.

Plan, develop, and implement a research-based project in sociology under the supervision of a faculty member. Course taken as pass/fail only.

Examination of developments, issues, and/or creative work in the field of sociology.

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

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

Examination of developments, issues, and/or creative work in the field of Spanish.

Topics vary.

Independent Study in Spanish.

Designed for social workers and other helping professionals who are preparing to serve individuals, families, groups, and communities in the aftermath of disasters. Students examine the scope of trauma and stress responses; consider medical, psychological, spiritual, social, and ecological conceptualizations of trauma; identify structural factors affecting disaster preparedness and recovery among marginalized populations; and explore different understandings of trauma in various cultures around the world. As a culminating assignment, students develop a population-specific framework for assessing trauma and stress reactions in disaster mental health situations.

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.

Analysis of social welfare policy as a social work intervention for addressing social problems and as a mechanism for social change. Particular attention is paid to socio-political context and the social effectiveness of policy and services.

The child’s rights, the child and the family, the child and the court, neglect and abuse, advocacy, foster care, and adoption are explored. Scheduled fall and spring semesters.

Historical overview of mental health and substance use policy from colonial times to the present with cross-cultural comparisons to other societies. Current policies are stressed. Scheduled in spring and fall semesters.

Approaches to community development, including assessment of informal and formal resources, historical and cultural assets, larger social contexts, and current community needs. Particular attention is paid to community-based participatory research, perspectives on community membership, and social work values and ethics in community practice.

Provides the theoretical knowledge and practice orientation to alcoholism and substance use required for students to effectively provide social work interventions to individuals and families.

Explores key issues and concepts in Post-Traumatic Growth (PTG) theory as applied in the field of disaster mental health. Students examine PTG in relation to the stages of lifespan development; consider neuro-biological concepts on the impact of trauma on the brain and how brain function evolves through the development of PTG; compare the concepts of PTG, resilience, and coping; and review current issues in researching PTG in individuals, families, and communities. Particular attention is paid to the professional stress response and the importance of managing compassion fatigue and vicarious trauma for front-line responders.

This course provides an overview of attachment, neurobiology, play therapy and other developmental milestones and tasks related to infant/child processes and related caregiver issues.

A foundational course. The course covers interdisciplinary theories and research on the impact of disasters, disaster preparedness, and intervention methods for children and families. Topics include disaster stages, cycles, and populations; biological, psychological, and social factors that affect function and recovery; current research, policies, and barriers to gathering data; and the impact of pre-existing structural social inequalities in the aftermath of a disaster.

The challenges and opportunities of social work practice in educational settings are examined with particular focus on non-academic barriers to educational achievement with middle to high school age children. School internship or work experience in schools required.

A re-conceptualization of problems, objectives, helping processes, service arrangements, worker and client roles based on the common factors model of social work practice. Scheduled fall semesters.