Tentative Course List
The following is the TENTATIVE list of courses open to nonmatriculated and undergraduate students as of April 3. Nonmatriculated and undergraduate students may not enroll in individualized studies. The available courses are grouped in the following five general areas:
FIN-650608, Quantitative Methods in Finance, 3cr
The purpose of this course is to expose students to modern data analysis with an emphasis on a specific domain of application: finance. Students are expected to have an understanding of basic statistics, since concepts such as random variables, expectation, correlation and statistical inference (estimation, hypothesis testing and confidence intervals) are fundamental to the analyses addressed in the course. It is also expected that students have a basic understanding of linear algebra. The course relies on real financial data and uses spreadsheets and statistical softwares to cover a range of topics, from exploratory data analysis techniques and simulations, to regression analysis methods, with a strong emphasis on their application.
FIN-651699, Financial Management: Practices and Strategies, 3cr
This capstone course builds on the foundations developed earlier in the pre-requisite Financial Management course. It seeks to integrate the best practices and strategies in the world of Corporate Finance. Through critical analysis of financial case studies in this course, the students are expected to develop deeper understanding of best practices in financial management by engaging them with the real world application of financial models. The pertinent financial topics include, long-term investment and financing decisions, cost of capital and optimal capital structure decisions, dividend policy, and working capital management, as well as some advanced topics, which include initial public offerings, mergers and acquisitions, risk management and hedging, and firm valuation. Through structured analysis of financial case studies, the student's will improve their skills set in financial management, vital towards professional performance and future career development.
FIN-651700, Investment Analysis, 3cr
The purpose of this course is to engage students with procedures and tools necessary to evaluate investment variables, determine value and analyze risk and return characteristics of financial assets namely, equity, fixed income securities, mutual and hedge funds and to study risk diversification and optimum portfolio analysis.The students will develop a better understanding of the investment environment, and the functioning of different asset classes and financial instruments, that include the money market, the bond market, the equity market, and financial derivatives. This course aims at developing a structured framework of investment analysis by requiring students to complete a set of assignments and to undertake a term project of tracking a selection of stocks and presenting a term paper in the context of firm analysis.
HCM-651632, Healthcare Financial Management, 3cr
Students taking this course will be able to make sound decisions that promote the financial well-being of a health care organization. The course covers essential concepts underlying the preparation and measurement of financial data, measurement of business operations, business valuation, financial reporting, forecasting, cost allocation and pricing, and service and product costing. It also includes examination of special reports for executive review and decisions including financial ratio management and financial condition analysis. It then progresses to the evaluation of principles governing the healthcare industry, rules and regulations in collecting, preparing and presenting financial data for healthcare providers. As students learn to use the accounting and financial reporting aspects of healthcare organizations, they also learn about the financial decisions relevant for operating budget, capital budget and working capital management. Issues involving long-term financing and investment as well as risk and return analysis and management, debt and equity financing, managing capital structure and cost of capital, cash flow analysis and capital projects appraisal are also covered in this course.
HCM-651659, Strategic Corporate Connunication and Inter-professional Collaboration, 3cr
This course integrates concepts from health care policy, management practice, leadership and organizational processes. Implications for inter-professional health care are examined and strategies for achieving cross-functional synergy and a collaborative health care environment through effective communication practice are emphasized. The broad landscape of stakeholders in the health care industry is defined and analyzed and concepts relating to effective management of change and communication with stakeholders are explored.
MGT-650611, Strategic Human Resource Management, 3cr
The role of human resources in organizations today is one of strategic business partner and change agent in which HR members participate in developing the strategic direction for the human capital of the organization. Emphasis is placed on the way in which the global economy, technology, and business activities, such as joint ventures and mergers and acquisitions, impact traditional human resource activity, such as recruitment and selection, employee training and development, performance management and career development. Topics covered in this course include developing HR strategy, measuring HR outcomes, applying Human Resource Information Systems (HRIS), exploring the role of HR in downsizing and mergers and acquisitions, examining the role of HR in the global environment and examining HR challenges associated with technology-intensive organizations.
MGT-650613, Quantitative Methods and Healthcare Operations Management, 3cr
Healthcare organizations are immeasurably complex systems and there is mounting industry-wide pressure to address the challenges of and opportunities for instituting significant operational improvements. Within the healthcare sector, operations management has several goals including reducing costs, increasing patient safety, improving clinical outcomes and quality of patient care, and improving financial performance of the organization. This course is designed to focus on the approaches and strategies for achieving these operational goals to increase the efficiency and effectiveness of healthcare systems. It provides an integrated approach and set of contemporary tools that can be used to improve the management and delivery of healthcare services and the financial performance of a healthcare organization. Topics include evidence-based medicine and value-based purchasing, strategy and the balanced scorecard, project management, problem solving and decision making tools, statistical thinking and statistical problem solving, quality management tools with a focus on six sigma and lean thinking, process improvement and patient flow, scheduling and capacity management, supply chain management, and improving financial performance with operations management.
MGT-650619, International Financial Law and Regulation, 3cr
The aim of this course is to cover and address topics such as flow of capital in international financial markets, regulatory characteristics of international banking and securities markets, types of financial market transactions, techniques and instruments, banking and securities transactions, securitization and derivatives.
MGT-651557, Consumer Behavior, A Global Marketing Perspective, 3cr
This course will focus on the advanced study of the buying behavior of customers in the consumer market. Drawing on previous studies of the role of consumer behavior on marketing strategies, the student will identify the effect on strategy and policy based on the buying process of various market segments. Further in-depth analysis of both internal and external influences on the buying process will be applied to changes in strategy and outcomes in the global market environment. Emphasis will be placed on cultural variations in consumer behavior, changing demographics, the impact of reference groups and prior customer attitudes and learning on the buying process. Case Study Method will be used to apply these concepts to strategy development and subsequent marketing programs. Ethical and legal implications on strategy and policy will also be emphasized in these case studies.
MGT-651603, Strategies for Marketing Research, 3cr
This course in marketing research will examine the research process as it relates to the specific problems faced in the marketing arena. The course will enable the student to understand and apply the basic concepts of marketing research as a component of business strategic decision making. The purpose of this course is to introduce the student to the logic and methodology of market research. By the end of this course, the student will be able to design a market research study and evaluate and assess other research studies. Topics include the research process, methods of gathering primary and secondary data from both internal and external sources, designing and testing survey instruments, sample method design, interviewing techniques and presentations of results from tabulating and analyzing data.
MGT-651607, Managing Health Care Systems, 3cr
This course is required for the Certificate in Health Care Management. This course examines the various aspects of managing the complicated modern health care environment. The roles of payers, consumers and suppliers of health care will be examined. Management and allocation of health care resources and the impact of outcomes assessment on care delivery will be discussed. Additional topics for study will include communication in the health care environment, team building and conflict resolution.
MGT-651617, Strategic Planning for Public and Nonprofit Organizations, 3cr
Strategic planning and management are increasingly essential in a world of rapid change and complexity, relentless competition for funding and increasing demands for accountability. In Strategic Planning for Public and Nonprofit Organizations, students explore the process by which organizations gain competitive advantage and optimal long-term performance in such an environment. This process is rooted in the organization's mission and values, is dynamic and changes with changing circumstances, integrates plans and actions and leverages strengths and resources to take advantage of the organization's opportunities.
MGT-651620, Leadership in Public and Nonprofit Organizations, 3cr
This course is required for the Certificate in Nonprofit Management. In this course, students will explore leadership in public and nonprofit organizations. The course begins with a consideration of the nature of leadership, the tasks of leaders and the traits of effective leadership. Next, students examine leadership theories, their particular application to the public and nonprofit sectors and the challenges facing these sectors. Finally, students will complete an independent research project dealing with leadership in public and nonprofit organizations.
MGT-651622, Ethics in the Global Environment, 3cr
This course in ethics treats a range of ethical topics, including the self-serving notion of Corporate Social Responsibility that multinational managers face on an ongoing basis in their work, building on the tools of ethical reasoning that allow managers to get beyond opinion and ideology and instead evaluate and deduce the correct ethical course of action. As much of ethical reasoning is contextual, a wide variety of situations are treated, often with competing ethical interests at stake. Students are expected to employ formal and informal methods of reasoning to evaluate ethical problems and actions of executives and others in a variety of case studies, often having to show how one balances competing tensions on the ethical conduct of managers of such firms. Examples include assessments of the conduct of a pharmaceutical firm that gives away AIDS drugs in desperately poor parts of the world, of a firm that illegally pays ransom money to save the lives of kidnapped employees, an energy company whose financial manipulations end up costing thousands of people their retirement savings, the employment of "faith" as both a guide and a constraint (on oneself and on others) in business, as well as public relations scandals and how to conduct oneself ethically in the midst of them.
MGT-651627, Legal Aspects of Entrepreneurship, 3cr
This course will survey the legal field and the parameters the entrepreneur must be mindful of in order to effectively initiate and develop a new venture, including business ethics and social responsibility as reflected through rules and regulations; statutory versus common law and its impact on the entrepreneur; dispute resolution; torts, crime and international law and its effects on the entrepreneurial scene and of course constitutional law and how it permeates essentially every aspect of American commerce and enterprise. The increasingly emerging areas of Cyberlaw and Environmental Law will also be studied.
MGT-651628, Health Policy and Management, 3cr
This course focuses on the analytical tools necessary to evaluate the economics of health care policy and implementation. Through readings, discussions and written assignments, students will develop a working understanding of federal and state health policy processes; examine critical health policy issues; use analytical models to explain health policy processes and apply those models to the analysis of health care formulation and implementation. This course is required for the Advanced Certificate in Health Care Management.
MGT-651636, Managing Human Capital, 3cr
Beginning with an overview of human resources’ roles in addressing the strategic needs of an organization, students explore topics that include, but are not limited to, workforce planning and talent management, thinking strategically about staffing and selection issues, developing internal talent through training and development, succession planning, employment testing, successful employment interviewing and organizational entry and socialization (on-boarding). This course is required for the Advanced Certificate in Human Resource Management.
MGT-651637, Performance Management and Total Rewards, 3cr
This course is required for the Certificate in Human Resource Management. Performance management and total rewards systems provide a value proposition to both the organization and its employees by offering a package that should result in satisfied and productive employees, who deliver organizational goals and objectives. This course examines how managing individual and organizational performance, coupled with a total rewards system, can play a strategic role in organizational effectiveness. The study includes an examination of performance-management systems, compensation structure and systems design, benefit programs and an examination of compensation and benefits legislation. The course will include examination of the contrast between employee and labor relations, employment law and challenges associated with managing a diverse workforce. Managing individual and organizational performance to maximize business results and risk minimization through occupational health and safety will be explored.
MGT-651644, Tools and Processes in Project Management, 3cr
This MBA course introduces modern tools and techniques for planning, scheduling, reporting, controlling and managing business-related projects. The students will study and analyze the project life cycle and the core project-management processes (scope, time and cost). The students will gain knowledge of the concept of Work-Breakdown Structure (WBS) and different approaches to project screening and selection and will utilize those techniques in the project planning process. The students will learn financial analysis to evaluate and select a project using Excel, plan a project, estimate duration and set up of a project schedule, how to allocate resources using MS Project and communicate project information using electronic and e-collaborative tools.
Prerequisite or co-requisite: Management Information Systems or by permission of instructor (POI).
Course materials fee: Graduate Studies is pleased to be able to provide affordable, temporary licenses of the required software (MS Project) for this course for a small fee, which will be charged at the time of registration. Please note, this software is designed to run on Microsoft Operating systems.
MGT-651650, Managerial Perspectives of Project Management, 3cr
A true understanding of project management comes not only from knowing all project management knowledge areas and all process groups, nor how to partner with contractors, stakeholders or users, but from understanding how different elements of project-management systems interact to determine the fortune of the project. Project management success is established upon mastering the technical, socio-cultural and leadership dimensions of project management. The course learning activities are about the impact of project management on organizational strategy and decision-making practice; advancement in corporate operations and global competition; and improvement of products and services. The course critically addresses these project success issues and intertwines all nine project management knowledge areas: project integration; scope; time; cost; quality; human resource; communications; risk and procurement management; and all five process groups: initiating; planning; executing; controlling; and closing. The course exposes and addresses the major aspects and issues of the managerial project management process and provides a theoretical foundation and practical solutions to these increasing challenges.
Prerequisite: Management Information Systems or by permission of instructor (POI). This course is required for the Project Management advanced certificate program.
Course materials fee: Graduate Studies is pleased to be able to provide affordable, temporary licenses of the required software (MS Project) for this course for a small fee, which will be charged at the time of registration. Please note, this software is designed to run on Microsoft Operating systems.
MGT-651651, Strategy and Tactics in Project Management, 3cr
Although project managers can be successful as individuals, organizations will be much more successful in all their projects if they create a systemic, strategic approach to project management companywide. This course integrates the concepts and processes discussed in earlier courses by relating them to evaluating and implementing multiple projects within the framework of portfolio management, project management offices (PMOs), virtual project management and project monitoring and assessment (Lean and Six Sigma). Students will also learn more about the human side of project management, including team building, managing virtual teams and developing and implementing effective project communications. They will do this by completing a variety of individual assignments, class discussions and a final capstone project.
Prerequisites: Management Information Systems, Tools and Processes in Project Management and Managerial Perspectives of Project Management. This course is required for the Project Management advanced certificate program.
Course materials fee: Graduate Studies is pleased to be able to provide affordable, temporary licenses of the required software (MS Project) for this course for a small fee, which will be charged at the time of registration. Please note, this software is designed to run on Microsoft Operating systems.
MGT-651653, Innovation and Global Commercialization, 3cr
This course focuses on opportunities to utilize technology transfer within a global business to meet the goals of the strategic plan. This course is an introduction to the multidisciplinary aspects (including legal issues such as intellectual property ownership and rights of discovery), involved in the process of bringing technical developments, particularly research emanating from partner organizations, into commercial use. The course considers the challenges and regulations required for transitioning new developments into capital ventures created by the sale or lease of commercially viable processes and products. Finally the course looks at the complexity of new product development and commercialization, and the role of marketing programs on the successful commercialization of new products.
MGT-651660, Women and Leadership: Strategies for Success, 3cr
This capstone course identifies leadership and communication strategies to enable women to communicate with higher levels of confidence and self-belief. Networking and self-promotion strategies to help overcome corporate barriers that limit or inhibit women’s access to upper level positions are examined thoroughly. The course also includes a discussion about ethical leadership, moral courage, and organizational integrity as important factors characterizing women’s leadership. A competency framework will be used to highlight the relationships between hierarchical levels and executive roles and responsibilities, and examples of successful women executives will be used to illustrate the efficacy of the different strategies.
MGT-651661, System Design and Information Management, 3cr
This course covers the foundations, concepts, tools, and techniques involved in system analysis, design, implementation, and maintenance of enterprise computer applications. Topics include systems’ life cycle concepts; tools and techniques to manage information systems projects; introduction to the management of system investigation and analysis; determining system requirements using process, logic, and data modeling; conceptual and detailed design of system key components; criteria for optimum hardware selection; systems implementation and maintenance. Further, the course addresses information management, data warehouse and data mart utilization, information security and data quality concepts, and how to leverage data and modern business intelligence to deliver RIO for a business.
MGT-651664, Marketing Analytics and Brand Management, 3cr
This course was designed to provide an overview of the tools used to make strategic marketing decisions about the firm's brand and its customers. Graduate students with a background in basic research methods will find this course helpful for identifying ways to analyze data in order to make strategic marketing and resource allocation decisions. The course does not substitute for a basic course in marketing but focuses more on quantitative data analysis and its impact on the competitiveness of the firm. Students apply advanced statistics such as cluster analysis and conjoint analysis using big data for marketing decisions and brand management. Case study method and discussions will be used to evaluate competencies in these areas.
MGT-651701, Strategic Application of Innovation and Planning, 3cr
This course covers the critical skills for strategic leadership, strategy development, including: environmental scanning, competitive assessment, entrepreneurial vision and communication, and management of human capital.The study enables students to understand and apply the basic concepts of a learning organization as a component of business strategic decision-making process. By the end of this course, the student will be fluent with the ideas and language of applying innovation and strategic planning for sustainability; and essential management skills such as leading innovation teams and building communication strategies from a stakeholder perspective to facilitate the process of technology transfer and strategic planning.
MGT-653502, Healthcare Legal and Regulatory Affairs, 3cr
The law permeates every aspect of healthcare. A strong healthcare leader recognizes that he or she must feel competent in understanding how law affects the management and operation of a healthcare facility. Successful leaders in healthcare acknowledge that the surest way to ensure the stability and growth of their organization is not only to comply with legal requirements, but to also proactively identify potential legal problems and risks and undertake timely and appropriate interventions. This course utilizes real-life problems in order to provide students with a firm understanding of the nature of the legal process and the legal issues that are most likely to arise in managing a healthcare facility or department, or in supervising and engaging in clinical care. The topics included in the course cover some of the most interesting and challenging areas that arise in healthcare; however, students do not need to have any background in law and take and appreciate this course.
MKT-651654, Strategic Marketing for Nonprofit Organizations, 3cr
The course examines marketing from the perspective of nonprofit and government agencies. The course examines ethical issues, social responsibilities of marketing professionals and the impact of funding sources on program development and marketing strategies including customer relationship marketing, The focus of the course looks at marketing plans for nonprofits and government agencies as it relates to the complexity of developing resources and funding to serve social issues in our society.
ORG-651638, Women Leaders in Global Organizations, 3cr
This course covers topics such as dual careers, cultural norms, home country management, expatriate development, and standards for foreign assignments. The course explores the fundamental issues and institutional barriers which block women's access to international assignments that are essential for promotion to senior management positions. Students examine managerial practices, norms and selection criteria that must be reviewed and/or replaced through an overall reform to organizational policies and cultural values. Students will also explore the unique challenges and competencies needed to succeed in multinational corporations.
ADL-680102, Strategies for Effective Adult Learning, 3cr
Grounded in theoretical underpinnings of learning and development, students acquire an understanding of the principles and theories of effective design, pedagogy and curriculum for face-to-face, technology-mediated and blended-learning environments. Students' projects within the course are based on individual goals and will focus on various pedagogical approaches and learning design methodologies, with multiple opportunities to investigate a range of information and communication technologies (ICTs).
ADL-680110, Learning Theory and Practice in Adult Education, 3cr
This course explores established and emergent theories about learning in greater depth. This will include analysis of learning theories and critiques and also applications of theory to practices in teaching or learner support services. This course will examine learning theory as applied in face to face or technology mediated environments.
ADL-680111, Issues in Contemporary Higher Education, 3cr
This course explores the changing nature and function of higher education institutions in a world where the majority of students are adult learners, and as high school graduating classes shrink, institutions will need to increasingly attract adult learners to maintain their enrollments. This course will also focus on critiques of contemporary high education as well as the changing demands on post-secondary graduates. The course will also explore the internal higher education struggle between mission driven versus market driven.
ADL-680112, Adult Learners in the Community College, 3cr
This course explores the unique role of the community college in serving adult learners. Students examine these complex institutions, their role and contributions in the community and in serving adult learners. Students consider the resources required to serve the wide range of students who enroll in community college. The course will consider issues of administration, faculty, instruction and student services- including information technology support.
EDU-660504, EdTPA Support, 1cr
This one-credit course is designed to provide students with review of edTPA expectations and procedures. Students of all content areas will study the language and terms of the assessment, the overall structure of it, gather and review helpful resources, and become familiarized with the specific focus priorities for their own content areas as well as the role of academic language as it pertains to each content area. Following preliminary information and discussion, there will be detailed study of the three task areas (Planning, Instruction, Assessment), including task expectations, process, and scoring rubrics. To be included will be focus on ways to be successful with the student commentaries required for each task. Although there will not be written assignments, the Pass/Fail course will have a checklist of participation requirements, including 2-3 required phone discussions throughout the term.
EDU-660512, Teaching Diverse Learners, 3cr
This course addresses diversity in contemporary schools, the ways children and families from various cultures are affected by and affect schools, and the role of the teacher and the curriculum in creating open and safe classroom environments conducive to learning. Students understand how to adapt instruction to the needs of diverse learners. Topics include: cultural, ethnic, racial and diversity issues in education; socioeconomic diversity; teacher cultural bias, attitudes and related behaviors; exploration of social identity; deculturalization and the history of education on dominated cultural groups; curriculum and instruction for the diverse student; gender equity, gender and sexuality; gender bias, caring teaching skills; classroom management; various culturally responsive teaching methods, and the impact of bullying on academic achievement on targeted populations. Additionally, students will reexamine ways to foster family and school community partnerships. This course includes webinars, online work with some scheduled face-to-face meetings for micro-teachings held at designated ESC locations.
EDU-660538, Content Area Study: Science, 3cr
In this online course, science and STEM teachers and educators begin with an opportunity to deepen their understanding of a concept or application (approved by the instructor) within the standards-area relevant to their educational environment. Their science study is then posted for instructor assessment and peer review. The latter portion of the class consists of a team-developed science project that could be shared with other schools or science organizations. Although the teams develop their own project area, participants are given framing guidelines for the type of projects, the student and teacher resources, and the educational/scientific extensions that can support the project and justify its instructional design. Guidelines also structure and evaluate the participation of individuals and of team members. The intention is that these science project could be extended to other schools through 21st century technologies (tutorials provided). Both synchronous and asynchronous interactions will be required throughout the course. This course is fully online. Learning Outcomes: · understand a science content or application area in greater depth · design a science project or field trip that could be implemented within a classroom, shared with other classes, and possibly serve as an example of “citizen science” · benefit from distance collaboration with fellow participants and extend and employ their 21st century communication skills for the enhancement of science learning and education.
EDU-661200, Foundations of Literacy, 3cr
This course will focus on psychological, sociological, linguistic, socio-cultural, and historical foundations of current literacy theory and practice. Theoretical perspectives including behavioral perspectives, semiotic and multiliteracies perspectives, cognitive perspectives, sociocultural perspectives, and critical and feminist perspectives are among those that will inform the integration of literacy and technology as viewed in new literacy studies as well as the global marketplace. Students will research sociocultural-historical perspectives on literacy in order to understand the dominant role cultural belief systems, social rules and conventions, and professional opportunities have in the interconnected process of literacy learning.
EDU-661201, US Schools in Social Context, 3cr
This course critically examines the philosophical, historic, social and legal foundations of education, as well as contemporary structures, functions and issues in educational systems in the United States. The course provides additional historical context for the course Understanding Diverse Learners. Topics include: broad historical and social contexts within which American schools developed; present and historical relationships between schools and communities; diversity, equity, individuality, and schooling; schooling and democracy/ citizenship; social structures and cultures of schools; teachers as members of learning communities; computer use in schools; rights and responsibilities of education stakeholders; and contemporary debates and alternative visions of schooling. The culminating project for this course is an analysis and evaluation of community assets for a school or school district of the student’s choice.
EDU-661206, Literacy and Literature, 3cr
This course examines ways in which literature, as the written, digital and visual representation of human experience, enhances our ability to make meaning of the processes and products of human thought, feelings and behavior. Characteristics of various genres are explored throughout the course. Ways in which literature opens a dialogue between writer, reader and responder are analyzed. Learning activities serve to expand the understanding of written expression through a survey of literature that uses the K-12 Common Core Standards as a framework. Students will be able to understand the ways in which different genres influence the reading and writing experience, and they will comprehend how K-12 students make meaning from text. Evaluation will encompass online discussions, written reflections, and projects designed to augment individual learning and professional objectives.
EDU-661207, Understading Diverse Learners, 3cr
This course addresses diversity in contemporary schools and settings, the ways children and families from various cultures are affected by and affect schools, and the role of the teacher and the curriculum in creating an open and tolerant environment conducive to learning. By the end of this course, it is expected that students will have expanded their understanding of how to differentiate and how to adapt instruction or communication with diverse populations. Topics that will be addressed in this course include: cultural, ethnic, racial, and socioeconomic diversity, related behaviors, bias and attitudes, exploration of social identity, the history of education on dominated cultural groups, gender equity, gender and sexuality, and community engagement.
EDU-681103, Instructional Design for Online Learning Environments, 3cr
The collaborative potential of online tools requires instructors to consider shifts in their pedagogy - to more mindfully plan, facilitate and guide. This represents a change in the roles and relationships between teachers and learners, and requires more attention to the instructional design and interactive communicative strategies of virtual learning experiences. In this course, students are introduced to instructional and digital design principles in order to apply them in a project that can be used as a component for their advanced design portfolios, or final capstone projects. Consideration is given to effective visual communication in digital environments. The course explores stages of the instructional systems design (ISD) process, and strategies for designing and developing multimedia instructional materials. An important aspect of online instructional design is understanding and responding to the context in which instructional materials will be delivered, and the needs, expectations and capacities of the participants. Students will explain their thinking during the creation of a project and demonstrate their understanding of these expectations.
EDU-681104, Assessing Learning in Digital Environments, 3cr
Designing, developing, and learning within digital environments presents new challenges to our understanding of knowledge and skills; to the assessment of learning; and to understanding what constitutes effective participation in such environments. Using both collaborative and independent work, within this course, students will study the literature on digital environment evaluation and will seek to explore and define models of interactions and their assessment that can provide direction, support, and insight to designers and instructors of digital environments. Upon studying the rich, diverse, and novel ways in which humans can learn in these environments and the many emerging tools to assess learning, students will consider ways to value, document, capture, analyze, and evaluate the complex formal and informal ways that learners are making meaning within technology-mediated learning-and-communications environments.
EDU-681108, Practicum: Virtual Worlds I: Learn, Create, Plan, 3cr
This course provides participants with opportunities to understand the breath, depth, and applications now available for virtual environments, studying work being done by others and by organizations that are providing software and support to virtual developers. With explicit guidance by tutorials within the course, participants will also develop their own virtual environments using materials of their own creation and materials gathered from the work of other virtual developers (many now available at no cost). Participants will articulate a design framework for the work that they are creating and will consider the activities, curricula, and evaluations, that could suit the purposes for their intended audiences. At the conclusion of the course, participants will determine what they would need to create a pilot of their environment and will consider how they might continue and extend the development work that begun within this course. (Periodic synchronous meetings.)
EDU-681109, Digital Games, Simulations and Learning, 3cr
Games, simulations, game elements and playful learning provide different ways to think about how, when and what we learn. Students will explore the research and theory in game and simulation based learning as well as the related fields of game design, psychology, instructional design and education. This will include the analysis and evaluation of when games and simulations are most effective for learning and the associated recommended supportive practices. The theory and practice of game design will be introduced and applied in the development and creation of digital game and simulation prototypes for instruction and learning. Students will have the opportunity to pursue individual areas of interest in digital game or simulation development.
EDU-681110, Evaluation, Assessment and Data Driven Learning Design, 3cr
Due to shifting and emerging professional standards, educators and administrators will need to use tools that will better allow them to gauge the effectiveness of instruction at the student, course, program and institutional level. This often requires the use of data collection or mathematical models and measures to assess effectiveness an educational activities. This course will address the tools instructors and educational assessment professionals use to assess learning, processes for evaluating educational programs, and resources to help make data driven educational decisions with particular emphasis on technology mediated learning environments and tools. This course will also provide an overview the “big data” driven field of learning analytics and how this may shape the field of educational assessment.
EDU-681113, Assistive Technologies and Learning, 3cr
This course is an introduction to the study of Assistive Technology. Students will examine the use of Assistive Technology as it relates to education, communication, vocation, recreation, and mobility for individuals with disabilities. Students will investigate types of assistive technologies, functional assessments, resources, ADA compliance, legal issues, and school and workplace responsibilities. Students will discover the latest technologies to help individuals who struggle with communication, literacy, and learning. The course will feature tools that improve and compensate for challenges relating to speaking, understanding, reading, writing, and thinking and remembering, as well as an examination of strategies to help individuals become more organized and efficient. It will present an overview of the uses of technologies to help students explore specific resources they can use to enhance success in the classroom or workplace. The use of tablets and cloud-based products will be highlighted. Online resources and social networking tools are presented to enable students to learn about innovative products as they become available. Students complete a research project demonstrating their understanding of assistive technology.
EDU-681118, STEM Tools, Devices and Simulations: Measuring, Representing and Understanding the World, 3cr
Within this course, participants will explore the ways to use digital tools, devices, applications, and simulations (called “devices” herein) to engage diverse learners in the varied applications of science, technology, engineering, and mathematics (STEM). Within a common course framework, participants will study the devices of their particular interest, considering the educational needs of the intended audience or learners, finding educational and psychological solutions for challenges learners may have with these devices, and constructing instructional supports and assessment approaches to help their learners work productively with these devices. Throughout the course, participants will share their emerging ideas about effective instructional approaches, gaining insights from these peer interactions. Synchronous meetings occur periodically within this online environment. Participants are welcome from all STEM and healthcare areas if they need to ensure their intended audience is understanding and using these devices appropriately. Participants must supply their own device.
EDU-681120, Digital Tools for Education and Training, 3cr
Educators and training Professionals have access to an overwhelming number of technologies that offer powerful capabilities for creating high-quality digital learning tools. This course will examine and identify effective digital tools to impact participant engagement, meaning-making and improve learner outcomes for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning context. The experience will be hands-on and might include areas such as improving presentations and instructional materials, simplifying record-keeping, performing data analysis and graphic presentation, creating digital stories, use of communications and presentation technology in the classroom or training environment. In addition, digital tools and strategies selected will be assessed in relation to their alignment with standards for teachers and trainers. The students will research, evaluate and analyze digital tools, internet based applications, social media, mobile applications and other technologies that may be adopted for teaching and learning with diverse groups of learners in face-to-face, blended or online learning environments. Students prepare independent projects and share research.
EDU-681124, Socially-networked Learning: Understanding, Designing and Evaluating, 3cr
The rapid advances in communication and learning technologies have opened new arenas for educators and communicators, however, a conceptual framework about the value and design of these new and rich type of interaction needs to be developed. Plus, for effective educational uses, one needs to assess what happens to the learners and learning and to evaluate the overall productivity of the socially networked environment itself. In this course, participants will study the research about various aspects of these emerging social networks, considering the sociology and the psychology of the individuals and interactions. Working then with their own needs, they will frame and design a social network to meet a learning or communication goal for their students or clientele, developing an implementation, assessment and evaluation plan and articulating a theoretical/conceptual framework to validate their design. (Participants can also choose to work on a project with the instructor.) Learning Outcomes: during this course participants will have an opportunity to: · examine the psychology, sociology, and assessment aspects of socially-networked learning as it is emerging in the world today; · locate social learning within scenarios relevant to their interest, researching ways these environments could be serving actual or emerging needs within these environments; · develop and conceptually-frame a socially-networked learning project for their own (or instructor) needs that determines ways to network, assess, and evaluate student or client learning.
EDU-681128, Advanced Instructional Design, 3cr
This course focuses on the advanced instructional design techniques and related practices necessary to complete an independent online project in collaboration with a subject-matter-expert. The course will also consider approaches to organizing, scaling and administering instructional design with content developers. The culminating project will demonstrate capacities to work with a subject- matter- expert and to provide potential learners with a collaborative learning environment. Instructional design, project planning, accessibility and universal design principles will be covered and applied in the development of a pilot version of the project. In addition, the project will be contextualized within a larger environment of managing multiple instructional design projects. For students without a connection to a subject-matter-expert, opportunities will be provided for projects. Learning Outcomes At the conclusion of this course the student will be able to: · Compare and contrast instructional system design methodologies including: Learning by Design (Backward design), ADDIE, Rapid Instructional Design, AGILE Instructional Design, and Learner Experience Design and select the most appropriate methodology (or combination of methodologies) for use in the course pilot project. · Research, select and apply appropriate technologies, tools and practices relevant for course development including: accessible and universal design; web and mobile applications, game-based learning; augmented, mixed and virtual reality. · With a subject- matter- expert, design and complete development of a pilot version of the project in an appropriate environment for peer review, including the evaluation structure.
EDU-681129, Media Literacies in Emerging Technologies, 3cr
This course is designed to explore emerging technologies and implications of new media and new literacies in social, political, economic and personal spheres. Students will investigate theories and research related to meaning- making in and around the contexts of contemporary social media. In addition, students will work collaboratively and collectively to build their knowledge in how these media are created, used, interpreted and re-used by themselves and others. They will explore how affinities for these media enable us to think differently about what it means to read, write, listen, speak, view and participate in often over lapping, and at times juxtaposed, communities of practice using emerging technologies. This course will explore the impact new media and the resulting new literacies have on membership in emerging communities of practice.
No labor (LAB) courses offered for summer 2018.
LIB-640511, Community Performance, 3cr
To engage in this individualized graduate study, the learner should enter having identified a social, cultural, or community topic, issue, or stakeholder constituency’s point of view that she will explore through an embodied performance genre. Learners may enter with the intention of furthering their development and background in the literature from the perspective of organizers, writers/designers, or leaders/performers, whether in the performance disciplines of theater, dance, parades, demonstrations, live installations, or other genres. Each learner will first complete a combination of directed and self-directed reading selections and participate in discussions or written short commentaries on theory, concepts, and previous work in this area, building to two short essays and then developing a final study project. The project could be a proposal and method design, a realization, or a reflective or comparative commentary as a spectator, participant, or witness. The nature of a second essay and final project depends upon the particular interests, choices, and the competencies that the learner brings to the study. The course cannot be taken as a studio practicum only; critical writing is a required part of the learning activities.
LIB-640512, Performance History: The Twentieth Century, 3cr
This course investigates key figures and movements in twentieth-century performance, aesthetics, and culture. The course develops chronologically beginning in the late nineteenth-century, addressing alternative strategies to realism including Symbolism, Expressionism, Futurism, Surrealism, and Constructivism. Our exploration of modernist and postmodernist performance through the twentieth-century includes topics such as the evolution of avant-garde theater, Happenings, Fluxus, body art, and performance art. Throughout, we will consider contested definitions and theories of performance.
LIB-640551, Culture and Disease, 3cr
What is the role of cultural beliefs and practices in human beings’ understandings of themselves and their worlds of illness and health? How do cultural/subcultural understandings effect individuals’ experience of illnesses, and others’ view of these? Where do these converge and diverge? Finally, what are the effects of such interactions on those who suffer and those who view and/or care for them? The study begins with students’ self-analysis of their own orientation to the study and identification of learning goals. Then students become oriented to the influences of socio-cultural interpretations of self and others’ understandings of dis-ease by close reading, analysis and synthesis of texts selected and chosen. Engagement with the subject matter will be demonstrated through written, possible discussions, and research project/paper. The study culminates in a reflective analysis of students’ own learning, focusing on personal, educational and lifelong learning goals. This guided independent study is conducted at a distance with email and phone communication.
LIB-640576, Women and Humor, 3cr
What is women’s humor? Why has humor by women been largely resisted or overlooked? This course will examine women’s use of humor as a form of social protest. In particular, we will look at the movement away from domestic humor of 19th-century writers like Fanny Fern and Francis Miriam Whitcher toward the use of satire by such 20th-century women of wit as Dorothy Parker, Mary McCarthy, Edna St. Vincent Millay, Alice Childress, Betty MacDonald, Jean Kerr and Erma Bombeck. Students will gain knowledge of theories of humor and satire, as well as an understanding of the changing role of women in America from the 1850s to the 1960s. This course satisfies one 3-credit elective requirement of the American Studies and the Women and Gender Studies advanced certificates.
LIB-640583, American Women Writers, 3cr
This course will look at the emergence of women writers in late 19th- and 20th-century American literature and the conflicts confronting the figure of women in literature. How do women reconcile traditional social roles of wife and mother with their personal desires as women, as intellectuals and as individuals? How do women resolve issues of class, gender and sexuality, race and ethnicity in the formation of identity? We will explore themes of identity and difference, resistance and transformation, silence and voice, self-definition and social identity in works by Charlotte Perkins Gilman, Kate Chopin, Edith Wharton, Zora Neale Hurston, Maxine Hong Kingston, Sandra Cisneros, Audre Lorde and Toni Morrison. We will also consider the critical context of such theorists as Elaine Showalter, Sandra Gilbert and Susan Gubar, Nina Baym, Annette Kolodny, Judith Butler, Nancy Miller, Hazel Carby and Barbara Smith, among others.
LIB-640597, Diagnosing Desire: Gender and Medicine in US History, 3cr
From the 19th century on in the U.S., the profession of medicinehas played an increasingly important role in naturalizing the social constructions of gender and sexuality. From the development of mid- 19th century gynecological surgeries and treatments to curb female sexual drives which were perceived as socially dangerous, through the forced sterilizations of the eugenics movement, to the involuntary treatment of intersex infants in the present, medicine has had an important role in regulating gender and reinforcing social gender roles. At the same time, medicine has had potentially liberatory effects on social sexual restraints and provided a public arena to contest repressive social practices. From the development of birth control to the women’s health movement, medicine has been used to reframe social debates on acceptable sexual beliefs and practices. This course satisfies one 3-credit elective requirement of the American Studies or the Women’s and Gender Studies advanced certificates.
LIB-640629, Culture of the Jazz Age, 3cr
This course will look at the culture of America in the 1920s known as the “Jazz Age.” We will look at the emergence of what Gertrude Stein termed the “lost generation” writers after World War I such as Ernest Hemingway, F.Scott Fitzgerald, and T.S. Eliot; the flowering of African-American literature and culture known as the “Harlem Renaissance” with such writers as Zora Neale Hurston, Langston Hughes, and Countee Cullen; and the artistic contributions of such jazz legends as Duke Ellington, Louis Armstrong, and Dizzy Gillespie and blues singers Bessie Smith, Josephine Baker, and Billie Holiday.
LIB-640630, Readings in Material and Visual Culture Studies, 3cr
What does a wooden bowl say about a particular society? How can a photograph be read? In this course, students will examine the manner in which objects and images are used as cultural creations and primary source materials. The theoretical and methodological underpinnings of Material and Visual Culture Studies will be considered, as will the traditions of Culture Studies more generally. Among the texts to be considered are those by John Berger, Arjun Appadurai, Mihaly Csikszentmihalyi and Eugene Rochberg-Halton, Marianne Hirsch, Kristin Hass, Mike Wallace, and Jules Prown. Students will be expected to submit a paper reviewing the research and scholarship of the field midway through the term and a final paper analyzing a particular object or image.
LIB-640636, Public History Internship, 3cr
In line with recommendations of the National Council on Public History, the mission of the internships are as follows: “Internships are an important part of public history education that allow students to gain new insights into the nature of public history practice by engaging in meaningful work under the mentorship of experienced and knowledgeable public history professionals. Successful internships provide students with work experience combined with structured opportunities to reflect on their activities and connect their practical experience with the skills and knowledge gained in their public history training.” NCPH Curriculum and Training Committee, May 2008. Students will participate in a one-semester internship of 150 hours with a public history institution such as a museum, historical society, archives or library. The purpose of the internship is to provide students with an opportunity to observe and reflect on public history as practiced and apply skills learned in the certificate program. Students will work with the instructor to identify an appropriate institution, field supervisor, and specific responsibilities for the internship. This course has prerequisites.
LIB-640641, Social Science Research Methodology, 3cr
This course will assist students in designing a research strategy appropriate for a variety of social science questions. The student will examine issues of social inquiry, operationalization of social theory, as well as procedures for gathering and organizing data including surveys, interviewing, focus groups and participant observation. The student will then examine procedures to analyze their data such as hypothesis testing, analysis of data, techniques for generalizing from samples to populations and finally pursue strategies for reporting their results.
LIB-640663, Immigrant Literature, 3cr
This course will look at the development of immigrant literature in 20th-century America. We will consider themes of assimilation and identity, difference and otherness, ethnic, racial and gender identity and American national identity. We will consider various genres, including the novel, short story and memoir, and representative works from different ethnic groups, including Jewish, Irish, Italian, Asian, African, Latino and Dominican immigrants. Writers may include Anzia Yezierska, Sandra Cisneros, Julia Alvarez, Maxine Hong Kingston, Amy Tan, Frank McCourt and Toni Morrison.
LIB-640685, Race and Representation in US History, 3cr
This course is a historical and cultural examination of race and how it came to be codified and organized through cultural representation in U.S. culture, politics, and society. We will start in the 19th century with issues of cultural representation of African Americans through minstrelsy. We will move on to investigate representations of Asian Americans and Native Americans in the 19th and 20th centuries. We will end with the movement of immigrant groups toward mainstream white identity. This study will look at history, and approach literature and art as cultural artifacts and historical evidence in the model of scholars in the field of American Studies. Learning Outcomes: demonstrate close/critical reading of the assigned academic literature analyze primary resources in the context of secondary sources make and support an argument related to the intersections of race and the politics of representation in US history.
CAED-611003, Principles of Community and Economic Development, 3cr
This course will incorporate the subjects of two distinct, yet related bodies of literature. One addresses community development and the other economic development. The study will highlight the importance of linking these two concepts in a model that integrates the development of social capital and community capacity and functioning with the economic development of that community. Students will examine theoretical concepts in these two domains as well as real-world economic development models that attempt to move beyond the traditional approaches and examine ways in which real communities have tried to produce positive economic outcomes through community development.
POL-623000, Veteran Services and Public Policy, 3cr
This course provides a holistic overview of the policy framework within which federal, state, community-based and other veteran services are offered. Following an exploration of the figure of the warrior in society and culture, students will examine the evolution of public policy concerning veterans, critique current gaps and problems in the system and develop an understanding of how policy frameworks and service delivery interface. The course includes a historical perspective of veterans’ issues and public policy, as well as addressing the need for continued advocacy regarding new policies, benefits and technologies.
POL-623001, Veteran Outreach, Services and Advocacy, 3cr
This course provides grounding in the psychosocial landscape within which veteran services are offered and puts veterans' services within the broad context of the experience of war and the challenge of coming home. It identifies the challenges facing returning veterans, including reintegrating into the community, reconnecting with family, reorienting to the less-structured character of civilian life and, in some cases, adjusting to life with a disability. Special attention is also paid to the family system and the challenges facing the families of veterans, the effects of multiple and extended deployments, specific issues facing women veterans, generational differences among veterans and veterans as they age. Finally, the course identifies strategies for reaching out to veterans, explores existing models for such outreach and service delivery and addresses the question of how to advocate for veterans across multiple communities and multiple political and social perspectives.
POL-623002, Veteran Programs and Benefits, 3cr
This course provides students with broad knowledge of specific veteran benefits and programs, including health care, education, employment, criminal justice and housing. Topics include needs assessment, the mesh of services and service providers and case and claims management, review and appeal. Students will gain practice in identifying the benefits available to specific veterans and groups of veterans, explore issues concerning access and eligibility and consider both the functional and the challenging aspects of the system of benefits. Following a broad overview of these topics, students have the opportunity to do further work on a topic of particular interest.
POL-623004, Military and Veteran Culture: Developing Cultural Competency, 3cr
This course is highly recommended for students, such as social workers, with prior background and/or training in human services, but with no previous experience working with military or veteran populations. Topics include the reasons for enlisting in the military, the effects of military training, formal and informal military structures, military hierarchy, military terminology, active-duty military and veterans in work and educational environments and the effects of military service on later life.
RAM-620591, Research Methods, 3cr
Research in the public sector serves to inform new policies and evaluate existing ones. Conducting meaningful research is truly a process. This course will provide a framework for initiating, developing, and implementing research methodologies to answer context-appropriate policy questions. The course will focus on the fundamentals of quantitative and qualitative analysis and the elements of research design necessary to conduct policy-relevant public sector research. Quantitative and qualitative research approaches will be examined through the lenses of formulating a research question, research design, the identification of key variables, establishing appropriate measurement devices, and carrying out appropriate methods of data collection. The course will also discuss research ethics and help students identify and comply with ethical concerns in conducting research with human subjects.
SOC-620540, Ethical Issues in Social Policy, 3cr
This course is designed to introduce students to the ethical principles underlying our social policies and social institutions. Students will read both classical and contemporary works in ethics and social policy and examine how these theoretical models are applied to specific, real-life problems. Students are encouraged to select specific topics of interest related to their own careers or educational goals. Students will locate and read additional texts appropriate to their area of interest.
SOC-620565, Public Policy Analysis, 3cr
The purpose of this course is to provide students with an understanding of the methods and techniques of analyzing, developing and evaluating public policies and programs. Emphasis will be on benefit-cost and cost-effectiveness analysis and concepts of economic efficiency, equity and distribution. Methods will include problem solving and decision making.
SOC-620604, Family Policy, 3cr
In this course, students examine the institution of the family through the lens of cultural values and as an area for policy decisions. More generally, this course will explore the recriprocal linkages between family functioning and public and private policies in this country. Topics raised in the course consider how the family unit has evolved over time, the cultural values that shape not only how family is viewed but also how that view shapes policy decisions that affect the family and the impact that these policy decisions have upon both families and the larger society.
SOC-622536, Health, Aging and Disability Policy, 3cr
This course examines social policy regarding several groups in American society which are labelled by and which receive service from various health care systems. These include the aged, the “disabled” (deaf blind, mentally and emotionally disabled, and even addicted). Students examine the social construction of such labels and current policies applying to these groups at both the federal and local levels. Among specific policies considered are those related to employment and retirement, income maintenance, health insurance, health care, institutionalization and family support systems. Cross-cultural national and historical variations in social policy are also considered. The study also examines intersectionality—how belonging to two or more such labelled groups changes identity and service.