The following is the TENTATIVE list of courses open to nonmatriculated and undergraduate students as of June 27. Nonmatriculated and undergraduate students may not enroll in individualized studies. The available courses are grouped in the following five general areas:
FIN-650607, International Financial Management, 3cr
The learning objective of this course aims at having the students develop an understanding that with the world having become a global village, the essence of global corporate financial management is producing where it is most cost-effective, selling where it is most profitable, and sourcing capital where it is cheapest, without having to worry about national boundaries. Towards achieving this, the framework for this course emphasizes on learning international financial management tools and techniques that are designed to maximize shareholder wealth over time. The course will help students analyze the foreign exchange market with respect to purchasing power and interest rate parity conditions, foreign currency derivatives, risk management and hedging involving operating, transaction, and translation exposure management, and multinational capital budgeting and portfolio diversification.
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-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-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-650617, Global E-Commerce Strategies, 3cr
This course provides the conceptual foundation for e-commerce and e-business at the global context. The course focuses on analyzing e-commerce, digital markets, and e-business firms using principles and theory from the fields of economics, marketing, finance, philosophy, and information systems; multiple opportunities for application are provided. In addition to concepts from economics and marketing, the course examines transaction costs, network externalities, perfect digital markets, segmentation strategies, price dispersion, targeting, and positioning. The course also addresses the literature on ethics and society, focusing on concepts such as intellectual property, privacy, information rights and rights management, governance, public health, and the welfare.
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-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-651643, Economics for Global Managers, 3cr
The purpose of this course is to engage students with the challenges of international economics in the modern age of technology and globalization. The course seeks to provide procedures and tools to evaluate impact of these forces on markets, prices and the operations for global managers. Topics include comparative advantage, terms of trade, macroeconomic indicators, theories of trade, gains from trade, tariffs and trade regulation, industrial policies, policies for economic development, regional integration, multinational corporations, capital and labor mobility, balance of payments, exchange rate systems, and current events. This course is required for the certificate in Global Finance and Investment.
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 $12 materials fee, which will be charged at the time of registration.
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 $12 fee, which will be charged at the time of registration.
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 $12 fee which will be charged at the time of registration.
MGT-653500, Healthcare Marketing Services, 3cr
Healthcare managers must have an understanding of various marketing concepts and tools to successfully accomplish organizational goals. Decisions involving marketing must be based on a manager’s ability to link marketing strategy to the organization's products, services, and overall direction and work with managers throughout the organization in a highly coordinated manner. This course is designed to provide an understanding of the complex processes involved in marketing strategy. Through readings, lectures, discussions, projects and case analysis, students will learn fundamental principles of marketing planning and how to better utilize planning tools in their own organizations. We will review and analyze branding, consumer behavior, customer loyalty, and marketing segmentation strategies involving the targeting of populations and aligning products and services to meet their needs. This course provides methods to evaluate marketing performance and productivity, analyze internal and external resources, and perform a SWOT analysis; various models and methods for the promotion and positioning of health care services and products are presented. We will then focus on the importance of controlling and monitoring the strategic marketing process to ensure success. The course will also review the importance of marketing research and the analytical tools required to be successful. Students will also learn how to create a marketing plan.
ORG-651638, Women Leaders in Global Organizations, 3cr
Women Leaders in Global Organizations explores the fundamental issues about why women managers are not progressing to senior international management positions at the same rate as men. In the course students examine the barriers that must be overcome in their organizations to be recruited, trained, selected, and developed for consideration in international positions. Students explore the unique challenges and competencies needed by women managers in multinational corporations. The course will also focus on such issues as dual careers, cultural norms, home country management, expatriate development, and standards for foreign assignments. Students will also be exposed to and investigate the career progression and success of women managers in various countries. This course will broaden students’ perspectives, emphasize management competencies in global organizations, and validate student experiences.
ADL-680100, Rethinking Experience and Learning in Adulthood, 3cr
Course readings and assignments bring students' experiential learning and professional practice into dialogue with academic and scholarly approaches to adult learning. Students engage with theories of experiential learning, explore the multiple social locations within which adult education is practiced, and analyze debates concerning the relationship between experiential and formal learning. Students read broadly in the field, hone graduate level skills of academic and digital literacy, and work via cohort learning and e-portfolios.
ADL-680101, Learning and Development in Contemporary Adulthood, 3cr
This course, taken in the first year in the Master of Arts in Adult Learning program, explores the role of adult development in adult learning. Students will consider questions about whether, and how, different stages of the adult life cycle affect learning and whether, and how, learning impacts development. They will also search the library and develop an empirical research proposal that, if implemented, tests a hypothesis about adult learning and development.
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-680105, Adult Literacy and Social Change, 3cr
In this course students will be introduced to the field of adult literacy and explore some of the current themes and issues within the field. We will read, discuss and write about the adult student, our own and society's assumptions about literacy, educational theory, and strategies and philosophies of teaching practice. Students will be encouraged to volunteer in a community based program site as a way to gain some experience about the field. The focus of the course may move between broader issues of literacy, power, privilege and education theory and more specific questions and issues that students are encountering in their sites of practice. This course is intended to be a collaborative project where we will share, question, and explore based on the work and teaching we have each done that week.
ADL-680109, Philosophical Foundations of Adult Learning, 3cr
This course will reflect ways in which practitioners think about their practice as being part of a larger philosophy. Students will look at the six schools of philosophy and place them in a context of their own site of practice and reflect upon the origins and reasons behind the way they do things, meant to bring some clarity and purpose to their everyday activities. The six schools of philosophy are liberal, progressive, humanist, behaviorist, radical and analytical. Students will identify which aspects of their practice are situated in which schools and the implications and worldviews undergirding these schools. Philosophic issues in the field include the definition of adult education, the place of the needs and interests of adults, contrasting views of method and content, the concept and relevance of adult development, programs and objectives, the teaching learning process and education for social change.
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-680115, Activist Learning and Social Movements in Adult Education, 3cr
This course will explore the field's roots and relationship to social and emancipatory movements. The course will also examine the history and context that connects adult education to social justice movements. Finally, the course will unpack contemporary social movements and the important influences of popular education within those movements.
EDU-660511, Middle Childhood and Adolescent Development, 3cr
This course explores theories/research related to middle child and adolescent development and educational psychology within the contexts of families, cultures, communities and schools. The course will focus on physical, cognitive, social and emotional development; theories of learning and teaching; genetic and environmental factors affecting development; individual differences in abilities and developmental patterns; developmental issues and learning needs of students with special needs; and best practices for teaching, assessment, and creating a positive and motivating learning environment. MAT students (who are seeking certification) will be required to complete content specific classroom observation hours with a certified teacher for this course.
EDU-660515, 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 American educational systems. 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. Students complete at least 12.5 hours observing or participating in school and community-based experiences in settings where their schools are located. Individuals registering for this course will do so by location. This course includes online work with some scheduled face-to-face meetings held at Empire State College centers in Western NY (Rochester or Buffalo), Syracuse, Latham ,and New York City (Manhattan).
EDU-660516, Teaching and Curriculum: English, 3cr
This course examines research-based approaches to middle and high school curriculum development in the area of English language arts. Students will consider the relationships between curriculum and classroom management and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their content knowledge to develop instructional objectives and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify, use, and evaluate technologies appropriate to the ELA classroom. The culminating course assignment is to design a four to six week unit plan that aligns with ELA edTPA, and MAT program outcomes. Learning Outcomes: 1. Design and implement units of study grounded in research and standards based instructional practices for the grades 5-12 learner. 2. Demonstrate an understanding of how to create a high quality classroom environment that includes, but is not limited to: a variety of texts and text types, recognition of the importance of spaces for whole group, small group,and independent literacy endeavors, the role environmental print plays in the learning process. 3. Utilize a variety of informal and formal assessment measures that demonstrate: an understanding of content area pedagogy, individual student learning differences, and the teachers ability to use assessment results to inform instruction. 4. Demonstrate an understanding of how to use classroom time to the best advantage for all student learning that includes, but is not limited to: independent reading; writing in a variety of genres for various audiences using a multiplicity of modalities, and student presentations and performances.
EDU-660517, Teaching and Curriculum: Math, 3cr
This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum in this course will be in the certification area of Mathematics. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. Learning Outcomes: 1) Create effective, standards-based lessons and learning segments that are implemented and then reflected upon about their own or classmates' students 2) Develop extended-time curriculum planning that align with NYS Core Curriculum. Common Core learning standards, and NCTM standards, as well as any school district requirements 3) Conduct and assess classroom practices that employee groups of students, that integrate mathematics and 21st century technologies, and that prepare students for both classroom and high-stakes tests using the reporting framework from ed TPA.
EDU-660518, Teaching and Curriculum: Science, 3cr
This advanced science education course builds upon the participant’s prior learning in Teaching and Learning or instructor-approved equivalent. Extending the best-practice science from earlier coursework with science literacy components, inquiry-based laboratory and lecture activities, use of data probes and spreadsheets, and participation in NSTA, the participants now plan and then implement their lessons in their own classroom, reflecting on student learning and achievement. Planning over monthly and yearly time frames, examination of actual classroom activities with groups and with technologies, and preparation for high-stakes tests is addressed as well. Instructional practices are aligned with the NYS Core Curriculum, taking their strategic focus from the Framework for K-12 Science Education. The reporting and commentary requirements for edTPA are integrated into the course . Within this 100% online course, participants will meet both synchronously and asynchronously. Participants not currently in classrooms will sharing learning practices with those teaching. Learning Outcomes: · Create effective, standards-based lessons and learning segments that are implemented and then reflected upon about their own or classmates' students · Develop extended-time curriculum planning that align with NYS Core Curriculum and any district requirements · Conduct and assess classroom practices that employee groups of students, that integrate science and 21st century technologies, and that prepare students for both classroom and high-stakes tests using the reporting framework from ed TPA.
EDU-660519, Teaching and Curriculum: LOTE, 3cr
This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum in this course will be in the certification area of Languages Other Than English. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. Learning Outcomes: 1) Advance their repertoire of LOTE teaching strategies 2) Assess LOTE in multiple ways 3) Utilize technology to enhance 5-12 LOTE learning.
EDU-660531, Literacy, 3cr
This course is designed for classroom teachers working with students in grades 5-12. Various forms of literacy, including, but not limited to reading, writing, speaking, listening , and digital literacy are explored within a NYS learning standards framework . Units include a critical consideration of theoretical perspectives about language acquisition and the wider social context of literacy in U.S. society in the 21st century. Topics include: developmental issues in language acquisition; instruction for literacy in multicultural classrooms; teaching English as a second language; and reading and writing difficulties with a specific focus on content comprehension strategies that classroom teachers can use to differentiate instruction. This course is fully online.
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-661205, Introduction to Critical Pedagogy, 3cr
This course is designed to create a discourse community that questions hegemonic practices, contributing to a larger collective conversation. Through the study of critical ethnographies, students will examine current educational assumptions to develop critically reflective practice and transform thinking. Students will deconstruct dynamics of critical pedagogy through the lenses of diversity including race, gender, and class, developing layered analysis of principles, theorists, and views.
EDU-681100, Learning with Emerging Technologies: Theory and Practice, 3cr
This course examines and applies the research, theory and practice of using innovative technologies for improving teaching, learning, and communications. Educators and communicators from government and industry can explore education, sociology, and instructional-design literature related to technology-supported learning and 21st century skills, developing reports and papers that analyze and then apply this knowledge to their particular interests. Assistive technologies and instructional design considerations for learners with disabilities, as required by the American Disabilities Act, are addressed as well. Participants will also develop various emerging technologies (tutorials provided within the course), practicing and applying learning and design principles in nascent technology efforts geared towards their intended learners. Throughout the course, participants will share their works and ideas with colleagues in a professional, supportive environment; the course concludes with a collaborative project that previews the role of curriculum and assessment using the context of planning for a virtual environment. (Occasional synchrous meetings.)
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. This is a required course for the Teaching and Learning with Emerging Technologies advanced certificate.
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-681112, Emerging Media and the Arts: Theory and Practice, 3cr
This course builds on experience in digital media, human interaction, interface design, learning design, performance theory and practice, or any creative process or expression medium. The course explores ways in which digital media alter the potential of human interaction, learning and performance, from virtual immersion, gaming, to stage design and collaborative improvisation. It draws on theories of communication and mutual engagement from performance studies, some psychology, educational theories and applies them to the analysis of interaction in varying contexts. A core intellectual concern is the nature of human engagement – in all its forms – and the use of technology as a means of enriching or enhancing it. The course has multiple strands. One is for arts students who wish to gain additional skills in computer mediated communication, interaction design, media and electronic arts and associated technologies. The other is for technically literate students who wish to be trained in performance theory and practice. The other is for the educator exploring the potential of learning in digital immersive technologies. The course draws upon multimedia systems and interaction design, performance theory and performance practice, learning theory and technology. Group and collaborative projects will use various software applications, with a focus on ISADORA programming and will typically involve the construction of a performance/learning environment.
EDU-681117, Innovation: Meeting the Challenges of Organization or Systems Integration, 3cr
Despite the need for the adoption of technology interventions in our expanding and global networks, the integration of technology innovations can be a challenge for both those who create the innovations and the organization or systems that could possibly benefit from the adoption. Within this course, students will begin with the study of large-scale, documented organizational and institutional responses to innovation and change and then they will research responses to change within the specific organization for which they have a professional interest. This study will lead to students’ designing and testing an approach to help them gain the entrance and acceptance of an innovation within the environment of their particular interest. (Occasional synchromous meetings.)
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-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.
LAB-630520, Collective Bargaining in the Public Sector, 3cr
This course is designed to provide an overview of bargaining in the public sector. It deals with major policy issues related to public sector bargaining, with the environmental factors influencing public sector bargaining, with bargaining techniques, and with dispute resolution in the public sector. This course is required for the Public Sector Labor & Employment Policy Advanced Certificate program.
LAB-630521, Current Developments in Collective Bargaining, 3cr
This course is designed to help students explore current trends in collective bargaining. Students will be encouraged to explore such issues as concession bargaining, changes in bargaining structure, new bargaining strategies and tactics and such new bargaining issues as two tier wage systems, changes in work rules, job security, quality of work, technological change, women's concerns, and safety and health.
LAB-630522, Globalization, 3cr
This is an elective course which studies the place of labor within the international economy and the history, development, and formation of that economy since 1945. We will examine the historical development and then look at the consequences for labor of economic development especially as this involves the place of manufacturing in national economics and global investing, especially the current expansion of foreign investment within the United States.
LAB-630534, Labor Law, 3cr
This course considers the history and principles of federal labor relations law and its relevance to both private and public sector labor relations. The text is prepared by the Labor Law Section of the American Bar Association and is the standard authority in the field. We will gain an overview of the labor law and the parameters of decision making, as established legislatively, and by the National Labor Relations Board and the Courts, which have guided the course of labor law in the United States.
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-640514, Gender, Race, and Nation, 3cr
This course will examine the interconnected nature of the ideology of the nation state and its reliance on systems of power based on naturalized hierarchies of gender and race. Students will read the work of such theorists and historians as Anne McClintock, Ann Laura Stoler, and Margo Canaday to gain an understanding of the relationship between feminist theory and praxis while engaging topics that include a critical assessment of the concept of "universal sisterhood" in the context of colonial power, the politics of the nation-state, and globalization. This course satisfies one 3-credit elective requirement in the Women’s and Gender Studies advanced certificate.
LIB-640515, American Culture and the Cold War, 3cr
In this course, students will examine the period that brought America the utopian vision of Disneyland and the anxiety of the “duck and cover” campaign, the chaos of rock ’n roll and the conformity of Levittown. Exploring such paradoxes in the films, music and literature of the late 1940s-the early 1960s allows students to gain an understanding of how such events as the nuclear arms race, the black freedom movement and the development of a distinct youth culture shaped the lives of Cold War Americans and left a legacy still felt today. This course satisfies one 3-credit elective requirement in the American Studies advanced certificate.
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-640592, American Modernism, 3cr
This course will examine the rise of modernism in American history with particular attention to issues of art and culture. The student will explore the critical developments of urbanization, technology, political reform, and the expanding role of the United States internationally. Special attention will be given to issues of American identity and aspects of race, gender, and ethnicity, as Americans embraced or reacted against the currents of modernism and modern social transformation. By focusing on specific key issues in American history in the late 19th and early 20th centuries, and engaging a broad variety of primary and secondary sources, the student will gain an understanding of the complexities of US culture and society, achieve a deeper appreciation of art and culture, and develop the skills of a practicing historian. This course satisfies one 3-credit elective requirement of the American Studies advanced certificate.
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-640628, Museums and Public History: Theory and Practices, 3cr
This course takes up historical and cultural theory to examine how museums co-create history and public memory with communities. Through readings, research, discussion, and use of on-line resources, students explore institutional histories and current trends in the thinking and practices of academic and museum professionals, with a focus on identity, authority, and representation. They trace shifts in correspondent communities' and public expectations, with comparative views of venues and performance that represent history outside established institutions, including cross-cultural examples. They also consider how technology has changed certain museum practices and functions, in particular through the appraisal and comparison of on-line virtual museums and live visits to museums. This course is required for the Public History advanced certificate and the Heritage Preservation advanced certificate.
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-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-640671, American Art History, 3cr
In this course, we will consider the major works of American art, looking for common patterns and themes. Through examining paintings, sculptures, prints, drawings, and buildings, we will determine how artists of various time periods understood themselves as artists and as Americans.
POL-611001, 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 given to benefit-cost and cost-effectiveness analysis and concepts of economic efficiency, equity and distribution. Methods will include problem solving, decision making and case studies. Examples will come from human resource, environmental and regulatory policy.
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.
SOC-620513, Race, Class and Gender in US Public Policy, 3cr
This course is designed to develop understanding of the implications of race, class and gender for U.S. public policy. We will consider both social structural and cultural dimensions of this question and examine a range of policy areas from domestic policy and civil rights to international affairs and foreign policy.
SOC-620518, Advocacy in State and Community-level Government, 3cr
The emphasis of this course is on gaining the knowledge and skills required for effective advocacy in state and community-level government. Students will focus on learning activities that promote efficiency in individual and organizational advocacy for social change and meeting the needs of marginalized populations. The course will consist of a mini-study in state and local community government; case studies in community advocacy and experienced-based learning through participation as a volunteer or intern in a service learning project in a community organization. This course is required for the Advanced Certificate in Community Advocacy.
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, decision making and
SOC-620568, Media and Public Policy, 3cr
This course will explore the connections between media and public policy in contemporary American society. The guiding assumption of this study is that the media are an important vehicle by which most Americans make sense of public policies and the politicians who enact these policies. How does the media influence the public about public policy and the way in which policies are created? In order to answer this question, the student will explore theories of the media and society and then focus in on specific areas of public policy, to understand how the media has been able to influence public opinion.
SOC-620603, Quantitative Methods, 3cr
The overwhelming majority of studies that test hypotheses, empirically fit models, produce predictions, or estimate policy impacts are based upon some form of quantitative or statistical analysis. The goal of this course is to prepare students to analyze public policy issues using statistics. The course will provide a solid foundation in descriptive and inferential statistics and computer analysis of data, with an emphasis on practical application of statistical methods and interpretation of statistical results. The goal is to enable students to become competent producers of basic statistical research in the public sector. Students will learn how to identify research problems, define research questions and hypotheses, identify data collection methods, select appropriate statistical methods, conduct quantitative analyses of survey and other data using SPSS, provide interpretation of results of statistical analysis, write a research report, and present results of quantitative research.
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