Fall 2024 Courses

ACCT 0315 Financial Reporting I (3)

Advances the depth of accounting concepts pursued in the accounting principles courses. The course begins with an overall review of basic financial concepts and the essentials of the accounting process. It continues with a more indepth view of income recognition and measurement, accounting changes and errors, and a detailed look at various asset accounts and their relationship to the income statement. Balance sheet accounts covered include cash, receivables, and inventory.

ART 0106 Art Survey: Prehistoric to Middle Ages (3)

Major representative works of western art and architecture from prehistoric times through the middle ages will be presented from a critical and historical viewpoint. The student will be introduced to the aesthetic and philosophical principles that underlie all art as well as to the relationship between the visual arts and the culture and society which produced them.

ART 0108 Computer Graphics for Art Applications I (3)

This introductory computer graphics course allows the student to explore the creative, visual and artistic possibilities which the microcomputer offers. Class work and lab time on the computer are supplemented with lectures on computer generated art and its potential. Lectures assume no previous knowledge of computers or programming. Students create a variety of projects in the form of slides, animations, and printouts.

BIOL 0102 Environmental Biology (4)

An introduction to general ecological principles, and an examination of human interactions with, and effects upon, the environment.

BIOL 0104 Human Biology (4)

Human Biology introduces the structure and function of the human body. Students will study the major systems of the human body, including reproduction, digestion and nutrition, circulation, respiration, nervous and hormonal control and locomotion through examination of and non-invasive experimentation with their own bodies, computer simulations, reading and attending lecture/discussions.

BIOL 0106 Biology Today (4)

An introduction to the study of cells, cellular reproduction, inheritance and the gene, molecular genetics, and the development of organisms. Concentrates on human genetics and development. Investigates the role of biotechnology in genetics and development.

BIOL 590 Methods of Teaching Secondary School Biology (3)

This graduate course emphasizes inquiry-based instruction in a culturally-diverse secondary biology classroom. Students will be introduced to the Next Generation Science Standards, will design lessons using innovative pedagogical techniques, and will develop a range of informative and summative assessments. Students will be expected to construct a thematic unit that demonstrates their ability to teach biology at the secondary level. Students will practice their planning and implementation skills as a function of proper classroom management and demonstrate those skills during in-class presentations and during field experience. Course activities will emphasize reflective teaching and encourage effective lesson planning for all secondary students. This graduate course is cross-listed with BIOL 0390 and is differentiated by assignments, learning outcomes, and expectations at an advanced level. Thirty hours of pre-practicum experience in secondary biology classroom is required

ACCT 0510 Federal Income Taxation I (3)

A first course in Federal Taxation which provides an overview of past and present Internal Revenue Codes. Emphasis is on personal and business income tax procedures and preparation. Exclusions, deductions and income from proprietorships, partnerships, rental units, trusts and estates, dividends and interest are included.

ACCT 0515 Financial Reporting I (3)

Advances the depth of accounting concepts pursued in the accounting principles courses. The course begins with an overall review of basic financial concepts and the essentials of the accounting process. It continues wih a more indepth view of income recognition and measurement, accounting changes and errors, and a detailed look at various assets are covered to include cash, receivables, and inventory.

ACCT 0515 Financial Reporting I (3)

Advances the depth of accounting concepts pursued in the accounting principles courses. The course begins with an overall review of basic financial concepts and the essentials of the accounting process. It continues wih a more indepth view of income recognition and measurement, accounting changes and errors, and a detailed look at various assets are covered to include cash, receivables, and inventory.

ACCT 0625 Financial Statement Disclosure and Analysis (3)

This course exposes students to the financial reporting and disclosure practices of U.S. companies in the contemporary operating environment. Topics may include current issues in asset valuation, and measurement of liabilities and stockholders� equity including the measurement of comprehensive income. Student�s skills in analyzing accounting information to make investment, credit, solvency, and other management decisions will be developed through the use of actual companies� financial information.

ACCT 0628 Fraud Examination (3)

A basic course introducing the concepts of asset misappropriation, fraudulent financial statements, corruption schemes, and tax fraud. Topics include the motivations behind fraud, methods for detecting and preventing fraud, the CPA�s responsibilities regarding the detection of fraud, and ways accountants and managers can prevent, detect, and report fraudulent schemes. Examines the forensic accountant�s role in the investigation and resolution of various types of fraud. Guest speakers and videos with commentary by those who have perpetrated frauds will be included.

ACCT 0630 Foundations in Ethics: Applications to Business and the CPA Profession (3)

This course covers the basic tenets of ethical and professional conduct including an introduction to the psychology of moral development, judgment and values, and the role of rules of ethics. Focus is on the AICPA Code of Professional Conduct, AICPA and SEC independence rules, as well as current developments in the ethics environment for CPAs. Course provides a basis for aiding business professionals in effectively managing situations involving ethical behavior and in developing corporate policies regarding business ethics. An examination of the ethical dilemmas and conflicts involved in recent corporate scandals will be included.

ACCT 0635 Contemporary Professional Accounting Problems (3)

Examines current professional accountancy problems and current accounting theory with primary topics changing from semester to semester. The course may include review of recent professional standards, ethics, auditor independence, the Sarbanes-Oxley Act, legal liability of the accountant, tax compliance, C.P.A. and C.M.A. examination problems, and the information technology environment of the accountant

ACCT 0636 Federal Income Taxation II (3)

Course emphasizes the federal income taxation of corporations and partnerships with an introduction to the income taxation of estates and trusts. Topics include the implications of tax policy, income determination, deductions and credits, acquisition and disposition of property and resulting implications for gains and losses. Tax planning and tax research will be included. The skills to prepare reasonably complex tax returns are developed.

CRJU 0101 Introduction to Criminal Justice (3)

A survey of the American Criminal Justice System as a socio-political institution. The police, criminal courts, and correctional and rehabilitative endeavors will be analyzed within the framework of empirical research from the perspectives of the social sciences. Required of all first-year students in the Criminal Justice major.

CRJU 0201 Law Enforcement and Society (3)

The structure and function of law enforcement agencies in contemporary society will be analyzed in their sociological context. Particular emphasis will be placed on the role of the police within the framework of the Criminal Justice System.

CRJU 0205 American Judicial System (3)

An examination of the development of law and the American legal system. The problems related to the meaning and uses of law; the organizational hierarchy of the courts; and the role of the courts in the criminal justice system.

CRJU 0304 Prevention and Control (3)

An in-depth examination of the criminal justice system and the efforts it has exerted in an attempt to prevent and control criminal behavior. Course will focus on the traditional methods including probation and parole as well as recent trends in crime control and prevention: the utilization of community based treatment programs and attempts by many criminal justice agencies to avoid the processing of individuals through the system.

CRJU 0323 Religion and Crime in Contemporary America (3)

This course will serve as an introduction to issues related to religion and the criminal justice system. Topics will include the religious origins of the legal and correctional systems, religion and contemporary law, religion in prison and corrections, hate crimes and terrorism.

CRJU 0332 Homicide (3)

An in-depth discussion of the legal definitions of and rationalizations for homicide. The statistical aggregates of those occasions will be considered in terms of demographic and ethno-cultural phenomena. The murder episode is examined within the context of morality.

CRJU 0334 Drugs and Crime (3)

This course will present an overview of the problems of drug-related crime in contemporary society. Specific drug substances are discussed, as well as legal, cultural, and social factors in connection with drug law enforcement.

CRJU 603 Research Methods (3)

Examines the logic of scientific inquiry and the nature and process of social research as applied to criminal justice. Concentrates on theory, concepts, methodological techniques, and demonstration of their reliability and validity. Attention will also be given to methods of sampling design, techniques of data collection, and methodological problems.

CRJU 606 Criminological Theory I (3)

An overview of sociological, psychological, economic, environmental, and biological theories about the etiology of crime. Theories will be examined in terms of the context in which they were presented and their implications for criminal justice practices.

CRJU 606 Criminological Theory I (3)

An overview of sociological, psychological, economic, environmental, and biological theories about the etiology of crime. Theories will be examined in terms of the context in which they were presented and their implications for criminal justice practices.

CRJU 619 Criminal Justice Planning (3)

Focuses on the research and design of new programs in criminal justice. In addition, the course will consider such issues as: consulting relevant agencies, enlisting community support, applying for funding, training staff, and evaluating new and existing programs.

CRJU 642 Terrorism (3)

This course is a study of terrorism and counterterrorism. Students will learn about the history of terrorism, difficulties in defining and understanding terrorism, different types of terrorism, and the causes of terrorism. This course will also analyze various methods and strategies for reducing terrorism including law enforcement, diplomacy, and military.

CRJU 698 Special Topics (3)

This course offers an in-depth study of a limited or specialized area within the criminal justice discipline. Course content will vary according to the area of specialization of the instructor and the interest of the students. This course may be repeated if course content differs.

EDUC 503 Early Literacy and Reading (3)

This graduate course provides the prospective teacher with an introduction to early literacy and reading development . The course emphasizes a foundation in the major components of reading. Content includes beginning theoretical principles and research based strategies for�assessment and diagnostic practices as well as instructional strategies for phonological awareness, phonics and other word recognition strategies, fluency, vocabulary and comprehension.� The interaction between readers and texts of different genre are explored and the needs of English language learners are embedded throughout the curriculum . This graduate course is cross-listed with EDUC 0303 and is differentiated by assignments, learning outcomes and expectations at an advanced level.� Pre�or Co-Requisite: EDUC 0519�or 0554 or equivalent Note: The course is aligned with the objectives of the Massachusetts Test of Educator Licensure (MTEL) in Foundations of Reading, Field 90. Students should take this course prior to taking this MTEL. � � � �

EDUC 505 Literature and Language Arts (3)

Provides the prospective teacher with an introduction to literature/language arts programs. Emphasis is on the communication skills of listening, speaking, reading, and writing. The relationship of children�s literature in the total language arts program in early childhood and elementary education is presented.

EDUC 513 Evaluation Techniques In Education (SAMPLE)

(3) Appraisal of the development and significance of educational measurements. Emphasis is on uses and limitations of standardized tests; construction, validation, and limitations of classroom tests, analysis, interpretation, and utilization of test results.

EDUC 519 Principles Of Teaching And Learning (SAMPLE)

(3) Introduces educational planning procedures including: modes of teaching, classroom interaction strategies, media, grouping for instruction, classroom interaction behaviors, Individual Educational Plans, community resources, and parent-teacher conferencing. The course also emphasizes the selection and development of evaluation measures to assess student learning. The application of methodology, concepts, and skills and the ability to modify teaching strategies will be demonstrated in a required thirty hour (minimum) field experience.

EDUC 521 Software Development for Teachers (3)

This course stresses advanced programming techniques and BASIC, and the writing of programs to assess student needs, diagnose learning difficulties, present instructional material and monitor student progress. The course advocates a systems approach to classroom management and instruction which requires extensive use of menu-driven software, sequential and relative files and job queuing. Some work in microcomputer assembly language will also be included.

EDUC 540 Introduction to Students with Exceptional Learning Needs (3)

This graduate course will focus on students who meet the criteria for categories of disabilities that are identified by education law, as well as students with other exceptional learning needs. An exploration of case studies of individuals in the context of schools will facilitate an understanding of laws, history, litigation, individualized education programs, Response to Intervention (RTI), and Universal Design for Learning (UDL) principles. Course participants will explore strategies for developing differentiated learning experiences that address learner variability while maintaining high expectations for all students. Race, ethnicity, gender, and economic status are examined as they apply to students with exceptional learning needs. Historical and current approaches to the education and inclusion of students with exceptional learning needs will be considered, including topics of identification, referral, evaluation, placement, and the use of assistive technologies. This graduate course is cross-listed with EDUC 0221 and is differentiated by assignments, learning outcomes and expectations at an advanced level. �15 hours field experience required.

EDUC 570 Language and Communication Development and Intervention (3)

This course will examine language and communication with an emphasis on continuity and variation in development. Students will be introduced to the developmental process of acquiring oral and written language and communication skills. In addition students will examine the impact of exceptional learning needs and cultural and linguistic diversity on language and communication development and use. Students will explore strategies for assessing and supporting language and communication skills, including the use of augmentative and alternative communication approaches and other assistive technologies. Students will consider language and communication teaching from a Universal Design for Learning perspective and will be exposed to culturally responsive interventions that support oral and written language proficiency and communicative competence.

EDUC 574 Career Education and Transition for Students with Disabilities (3)

P.L. 98-199 and MA Ch. 688 mandate appropriate transitional planning for adolescents having significant special needs as they prepare to move from educational systems to the adult service systems. This has been a particular concern to parents of developmentally disabled adolescents and youth. Inclusion in the established educational process (as mandated by P.L. 94-142) of additional professionals from vocational rehabilitation, counseling, social work and related areas will be studied. Specific focus will be placed on state-of-the-art approaches to transition and its impact upon curriculum.

EDUC 576 Developmental Disabilities and Self-Determination (3)

The purpose of this course is to explore educational, social and legal issues that affect the opportunities of individuals with developmental disabilities. A developmental disability is a delay or failure to progress through the milestones of childhood at a typical rate. Educational assessment and programming will focus on the developmental domains of motor, psycho-social, communication, and cognitive functioning. A key aspect of working effectively with students with developmental disabilities is collaboration with families. This course will explore the realities of having a child with a disability and what schools, specifically teachers, can do to support the child and the family. A continuum of educational and community services will be described in order to acquaint the student with the least restrictive options needed to promote and enhance learning. Educational assessment and programming will focus on the developmental domains of motor, psycho-social, communication and cognitive functioning.

EDUC 577 Learning Disabilities and Instructional Strategies (3)

This graduate course introduces teacher candidates to the history and current practices in the diagnosis and remediation of learning difficulties, including the identification of specific learning disabilities and major theories of etiology.� The discrepancy model and Response to Intervention (RTI) approach to the identification of students with learning disabilities will be examined. A variety of informal and formal methods of assessment and instructional strategies will also be explored. � Participants will be introduced to the legal requirements, purpose, format and content of an Individualized Education Program (IEP) and how to utilize assessment information in the development of goals and objectives. The course will take a whole-child approach to the development of learning strategies, in which the impact of learning difficulties on a student's social and emotional development will be emphasized along with cultural and contextual considerations. This graduate course is cross-listed with EDUC 0377 and is differentiated by assignments, learning outcomes and expectations at an advanced level.� �Prerequisite: EDUC 0540

EDUC 578 Behavior Support for Students with Emotional/Behavioral Disorders (3)

This graduate course focuses on the importance of creating and maintaining a safe and collaborative learning environment that values diversity and empowers students with emotional and behavioral challenges to be problem-solvers.� Case studies and materials require candidates to explore a variety of tiered approaches as they learn to assess through observation and the analysis of data to determine skills that are lacking in the social emotional competencies. Behavior support plans that honor family background and consider the home, the school, and the community are developed. Philosophies, expectations, and practices of retributive versus restorative justice are examined to determine effects on relationships, the overrepresentation of males and people of color in this population, and the criminalization of school populations. The identification process and the use of behavior management principles for students with emotional and behavioral disorders are addressed.� This graduate course is cross-listed with EDUC 0378 and is differentiated by assignments, learning outcomes and expectations at an advanced level.Pre-requisites EDUC 0633 or equivalent and EDUC 0540 or equivalent or permission of the instructor.

EDUC 580 Multicultural Education (3)

This graduate course provides a foundation in the theory and practice of Multicultural Education. Students are guided in an examination of the ways in which socially constructed categories of difference shape the perspectives and opportunities of groups in the United States. These categories include but are not limited to, race, class, gender, ability status and sexual orientation. The course explores the role that education plays in the relationships between social groups and institutional power. Students will be introduced to critical theories and practices such as culturally relevant teaching. This graduate course is cross-listed with EDUC 0380 and is differentiated by assignments, learning outcomes and expectations at an advanced level.

EDUC 595 Professional Development: Special Topics in Education (3)

A graduate special topics course designed to meet the professional development needs of an external educational partner, such as a school or school district. This course may be included in a Westfield State University graduate degree program only if it meets the requirements of that degree, the review and approval of a program advisor based on a final project or portfolio related to the course, and the program advisor's inclusion of the course on an approved program of study.

EDUC 596 Seminar: Recent Developments for Computers in Education (3)

An introductory course requiring no previous knowledge of computers, this seminar is comprised of three major components: (a) an introduction to software tools for teachers, (b) exposure to and analysis of commercially available educational software and hardware, and (c) an analysis of both practical and theoretical issues related to the use of microcomputers in education. Graduate level projects and applications are central to the course concerns.

EDUC 598 Special Topics in Education (3)

An in-depth examination of current issues and concerns in education. Advisor�s permission is required in order to include a special topics course in a graduate program of study.

EDUC 601 School Oral and Written Literary Practices (3)

This course provides K-12 teachers with knowledge and skills to improve speaking and writing instruction within their classrooms using an integrated language arts approach. At the primary grade level, the course includes theory and best practices for teaching interactive writing and a process approach to writing. At the intermediate, middle and high school levels, the course emphasizes the reading-writing-speaking-listening connection; speaking and writing in response to literature and exposition; writing in the narrative, expository, and poetic styles; and writing and speaking across the curriculum. Emphases also include assessment of writing using holistic writing rubrics at all levels. Students are expected to write in a variety of styles and to critique their own writing.

EDUC 623 Practicum II: Reading Teacher: Literacy Leader and Coach (3)

Practicum II is a semester long commitment designed to meet the needs of the Reading Specialist in his/her role as school literacy leader and coach within the literacy program of a school or school system. Candidates engage in an array of supervised professional tasks intended to move them from the role of teacher to the roles of literacy leader and coach. Additional requirements involve attending and reflecting on local reading council professional meetings and a regional or national literacy conference. A practicum of 100 hours is required.

EDUC 631 Sheltered English Immersion (3)

This graduate course will provide the knowledge, skills and dispositions essential to effectively shelter content instruction to ensure that the English language learners (ELLs) will successfully access curriculum and achieve academic success. This course will also explore the relevant policies and laws as well as the social and cultural issues that contribute to the schooling of ELLs and the diversity of ELL populations. Knowledge of how language functions within academic content teaching and learning, and how children and adolescents acquire a second language will also be addressed. Course participants will plan instructionally diverse lessons based on assessment data within the context of a standards-based curriculum. The course will examine research-based protocols, methods and strategies to integrate subject area content with language and literacy development. Course participants will apply the MA English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards necessary to support ELL students' success with all Massachusetts curriculum standards for Pre-K-12 learners. This course also requires the completion of a critical inquiry research project further exploring one of the strategies covered. A field experience is required and might be shared with another field experience course. Prerequisites: EDUC 0519, 0554 or the equivalent or experience in teaching.

EDUC 632 Research in Education (3)

Stresses the use of appropriate research and evaluation methodology in education. Structured to aid school personnel in the preparation and understanding of educational research. Points of emphasis will include the nature of research, selection and delimitation problems, appraisal of educational literature, necessary statistical concepts as well as participant observer approaches and research design.

EDUC 633 Social Cultural Theories: Foundations of Education (3)

A comprehensive survey and critical analysis of the philosophical, sociological, historical and economic foundations of current major views regarding the nature and aims of education, curriculum design and validation, school organization and policy, and teaching-learning. The foundations of current proposals for school reform will be examined in depth. Documented 10 hour field experience is required.

EDUC 645 Practicum I: Clinical Experiences in Reading Elementary (3)

Practicum I is designed to guide initial licensure candidates enrolled in the Reading Specialist Program to diagnose and develop interventions fro PreK-12 pupils experiencing literacy difficulties. Candidates are supervised as the assess (using multiple assessments) and teach two individual case study students considered at-risk for literacy success at two different levels using� a clinical model. They are also required to teach small and large groups of students at different grade and proficiency levels. Practicum I is supervised by both an on-site Massachusetts licensed Reading Specialist (the Supervising Practitioner) and a University Program Supervisor in candidates' schools or in summer school setting. Eligible candidates may choose to enroll in either Practicum I Elementary (EDUC 0645) or Secondary (EDUC 0646). Practicum I requires 150 hours. Candidates are not required to take any time away from full time teaching positions.

EDUC 648 Diagnosis of and Intervention for Literacy Difficulties: Grades Prek-2 (3)

This course is designed to support literacy teachers' knowledge of best literacy assessments and instructional practices for struggling readers in grades PreK-2. Participants will apply this knowledge and skill by administrating appropriate assessments to diagnose strengths and needs of a grade PreK-2 student and by designing and implementing a literacy program to meet needs. The field-hours requirement will allow participants to practice tiered intervention practices. The final course outcome is a written case study.� Thirty (30) field-hours are required. Prerequisites: An undergraduate or graduate level foundation course in teaching reading.

ENGL 0101 English Composition I (3)

A writing course that provides instruction in the process of composing academic essays. Students strengthen techniques in three stages - pre-writing, drafting and revising - in order to compose well-structured papers written in proficient American English. While responding to the first-year read and other texts, students learn and practice the fundamentals of rhetoric, ways to incorporate texts into their writing, critical reading of texts, and sentence and paragraph development.� In addition to writing informally throughout the semester, writers compose at least 16 pages of formal writing and produce a final portfolio that includes at least one major assignment focused on the first-year read.� All students must take this course the first semester of their freshman year.

ENGL 0392 Business and Technical Writing (3)

How to write more powerfully, persuasively, and successfully in business. Students will learn the strategies of writing clear and effective memos, letters, and reports, and easy techniques for using tables and graphs. By the end of the course the student will have a portfolio of writing samples to demonstrate writing skills.

ENGL 538 Young Adult Literature in the ELA Classroom (3)

This graduate course prepares students for a career as a middle and/or secondary school English teacher, and focuses on the reading and teaching of young adult literature. Topics addressed include ideas about adolescents and their learning practices; analysis of texts from a range of young adult genres; methods for teaching young adult literature; lesson and unit design. This graduate course is cross-listed with ENGL 0338 and is differentiated by assignments, learning outcomes and expectations for the advanced level as indicated in the more-detailed guidelines that are distributed for each assignment.

ENGL 550 Methods of Teaching English in Middle/Secondary Schools (3)

This graduate course prepares students for a career as a middle and/or secindary school English teacher. This course features theories and practice focused on: teaching strategies in speaking, reading, writing and listening; lesson and unit design; incorporating students' diverse backgrounds into the cirruculum design and implementation; differentiating to support and to challenge students' assessment techniques; presentation of lessons; collaborating with peers and colleagues; reflection on practice. This graduate course is cross-listed with ENGL 0350 and is differentiated by assignments, learning outcomes and expectations for the advanced level as indicated in the more-detailed asessment guidelines that are distributed for each assignment. Thirty-hours of field experience in an approved middle or high school are required for this course.

ENGL 618 Studies in Romantic Literature (3)

Extensive reading and discussion of English Romantic writers and of modern critical approaches to their work.

ENGL 630 Special Studies in Literature (3)

Intensive study of significant figures, movements or periods drawn from diverse literatures. Emphasis designated each semester by a course subtitle.

HIST 0290 Problems in World History (3)

These courses are designed to focus the attention of the student on a specific problem within the scope of historical study the fields of Africa, Asia, or Latin America. The problems will be of contemporary interest; and they will include intensive research, readings, class discussions, and the production of a scholarly paper. The field and problem(s) will be designated prior to the semester in which the course is offered. This course may be taken 3 times for credit.

HIST 0370 Problems in African History (3)

Intensive guided research and presentations of written results in a scholarly manner on a major topic of historical interest in African studies. Topics such as nationalism, state formation and colonial institutions may be selected depending on research facilities and student interest. The major topic will be designated in advance of registration. The course may be taken three times for credit.

HIST 610 Readings: America, 1914 to the Present (3)

Through readings, student reports, and discussions based on classic as well as new and important historical works, the historiography of the 20th century will be detailed. The focus will remain on the most significant works by historians and others who have increased our knowledge and understanding of the modern era, from World War I into the 1920's, the Great Depression, World War II, and Cold War, social change, including the cultural revolution of the 1960's, and the return of conservatism in the 1970's and 1980's.

MGMT 0107 Software Applications in Management (3)

Examines software designed for management including spreadsheets, data-base packages, and mainframe communications. Provides practical experience and systems theory necessary for managerial decision-making. Fundamentals of computer literacy and logical thinking, as they relate to management, are emphasized.

MGMT 0220 Production/Operations Management (3)

A state of the art strategic systems approach to the operations functions of manufacturing and service organizations. The course covers designing, acquiring, operating, and maintaining facilities and processes; managing the supply chain; controlling and maintaining inventories; and staffing and scheduling human resources needed to provide goods and services.

MGMT 0221 Business Management: A Survey of Organizational Development and Management Principles (3)

Provides a general probe into the role of management in business, exploring concepts of management used in business, various issues of Business Management structures and the organization of management. Topics to be studied include: an examination of a systems approach to management, human behavior, personality conflict in organizations and techniques of creative management. The course shall touch upon several leadership development strategies, models of executive action in business policy or control, and provide a broad comprehensive overview of current issues concerning women, minorities and social responsibility in the field of Business Management.

MGMT 0241 Business Law I (3)

Develops an understanding of the philosophical and logical development of the law and its relationship to business through the use of text and case analysis. Explores, in-depth, substantive contract law, which forms the basis for business transactions, commencing with the initial negotiation and offer through performance of legally binding obligations and the remedies available if obligations are not performed.

MGMT 0308 Organizational Development and Behavior (3)

Examines the foundations for understanding individual and group behavior and relates these points to the problems faced by managers in organizations. Emphasis is on topics of study relevant to developing managerial effectiveness in interrelationships with other organizational members. Course attempts to develop an understanding of the relationship between individual and organization and to identify management skills that can contribute to effective performance.

MGMT 0314 Human Resource Management (3)

Covers the process of manpower planning and utilization in organizations. Personnel forecasting, employment, training and development, placement, motivation, wage and salary administration, employee benefits, and performance evaluation are covered. Special emphasis is given to problems arising between manager and subordinates, the professional in human services, minority groups, the hard-to-employ worker, and the impact of public policy.

MGMT 0325 Business Policy and Strategy (3)

Emphasizes management planning and control techniques in solving business problems and in determining strategy for sales and profit growth. An integrated case study approach will be used. The course will illustrate the many factors that influence complex business decisions. FOR SENIORS ONLY.

MRKT 0231 Marketing Management (3)

A developmental survey into the field of marketing in business, which will study the roles of marketers in business and society as a whole. Concentration shall be placed on defining marketing, the role of a marketing executive, the various systems of marketing, and the economic factors that affect marketing. In order to probe these questions, the course shall examine consumer behavior, purchase decision making, product pricing, policy and planning, channels of distribution in business, and marketing institutions and organizations. Further dimensions of advertising, marketing research, analysis, forecasting, and marketing information flows, controls, and performance shall be explored.

MRKT 0307 Marketing Research Techniques (3)

Reviews the specialized techniques for conducting marketing research and how they contribute to marketing strategy. Material covered includes quantitative and qualitative research, simulation, forecasting, survey preparation, and secondary source analysis.

MRKT 0354 Fieldwork in Commercial Recreation and Tourism (3-9)

Field work offers students and opportunity to work in a directed environment with professionals in the area. Here they experience the work world first hand before graduation. Students learn new skills, test their academic theories, and explore professional goals while making valuable contributions to their employer. This experience also emphasizes individual development. Only 3 credits may be applied to the Commercial Recreation and Tourism minor.

MATH 0108 Elementary Statistics (3)

An introduction to basic concepts and techniques of statistics for students needing skills for research techniques in education, business, and the physical, life, and social sciences, or simply to understand the mass of statistical information in modern life. Topics include: graphical techniques such as histograms or box plots; measures of location and spread; scatter plots and correlation; sampling and sampling distributions; estimation and statistical inference (confidence intervals and/or hypothesis testing).

MATH 537 Foundations of Secondary and Middle School Mathematics (3)

This graduate course prepares students for teaching the middle and secondary school mathematics curriculum. Mathematical topics to be considered include: geometry, algebra,basic skills, number theory, probability, and statistics and the use of calculators and other forms of technology in the classroom. There is a focus on development of lessons and unit plans, student assessment, and reflective practice. Students practice instructional strategies that set high expectations, make knowledge accessible for all students, and create a safe and collaborative learning environment in which student diversity is respected. A 30 hour field experience is a course requirement. This graduate course is cross-listed with MATH 0337 and is differentiated by assignments and learning outcomes and expectations at an advanced level.

MUSC 0104 World Music (3)

A survey of world music literature focusing on non-Western cultures including: Africa, China, India, Indonesia, Japan, Latin and South America; and lesser known music of the Western world including Native American and Canadian peoples.

NURS 0301 Professional Nursing: Concepts and Issues in Globalized Healthcare (3)

This course integrates the student into baccalaureate education and focuses on trends, issues, and evolution of the nursing profession.� A major focus of this course is for students to critically think about the nursing profession, its historical and theoretical frameworks, moral and legal issues, and standards of nursing practice.� Additionally, the course provides the opportunity to explore the challenge of providing care to an increasingly diverse population and the influence of culture on the role of the professional nurse.

NURS 0301 Professional Nursing: Concepts and Issues in Globalized Healthcare (3)

This course integrates the student into baccalaureate education and focuses on trends, issues, and evolution of the nursing profession.� A major focus of this course is for students to critically think about the nursing profession, its historical and theoretical frameworks, moral and legal issues, and standards of nursing practice.� Additionally, the course provides the opportunity to explore the challenge of providing care to an increasingly diverse population and the influence of culture on the role of the professional nurse.

NURS 0302 Advanced Health Assessment (4)

The course is designed to assist RN-BSN students to refine health history taking, psychosocial assessment, physical assessment skills, and clinical reasoning in the assessment of diverse patients across the life span.� Content builds on basic and experiential knowledge of health assessment.� Emphasis is placed on applying critical thinking and diagnostic reasoning skills in assessing and identifying problem symptoms and abnormal findings, and the linking of finds to underlying pathophysiology.� 3 hours lecture/2 hours lab.

NURS 0303 Quality Improvement and Intra- and Inter-Professional Collaboration (3)

This course focuses on quality and patient safety management in the U.S. health care system using continuous quality improvement.� Topics to be examined include the history of quality, trends in health care quality and patient safety, measurement of quality, analysis of variation and quality practices in different health care environments, administrative responsibilities and structures with respect to production and service quality.� Additionally, this course considers the role of intra- and inter-professional collaboration in quality.

POLS 0101 American National Government (3)

Fundamental course dealing with the Constitution, Congress, President, Supreme Court, and political party systems of the American national government.

PSYC 0101 Introduction to Psychology (3)

Overview of the basic theories and facts of human behavior and mental life. Topics include the scientific method, the physiological bases of behavior, sensation and perception, learning and memory, development, personality, social psychology, and abnormal behavior. Psychological knowledge is related to daily problems and everyday life. This course is a prerequisite to all other psychology courses.

PSYC 0201 Theories of Personality (3)

The major theories of personality, including those of Freud, Jung, Sullivan, Allport, and Rogers, and the evidence used to support them. Comparisons and contrasts of these theories are made and implications drawn will be discussed and applied to counseling, psychotherapy, and education.

PSYC 0203 Adolescent Development (3)

Focuses on the scientific study of the biological, cognitive, social and emotional changes that occur during adolescence, and how development is impacted by sociocultural contexts.� This includes the examination of topics such as puberty, identity formation, self-management, sexuality, family relationships, peer relationships, moral development and decision-making.� This course will also discuss contemporary challenges facing adolescents.� The objective is to deepen students' understanding of adolescence as a developmental period.

PSYC 0206 Educational Psychology (3)

This course explores the application of psychological concepts, theories and methodologies related to educational practices, including the nature and sources of individual differences in school readiness, motivation, self-management, decision making, and emotions.� This course also examines theories of child and adolescent development, the fundamentals of learning theory, principles of classroom management, and theory and application of issues in educational measurement.

PSYC 0219 Research Methods in Psychology I (3)

This content-based course will provide students with theoretical knowledge about scientific methods of research in psychology, focusing on evaluating the validity of claims using evidence, measurement, the strengths and weaknesses of different research designs, and the collection, analysis, and interpretation of data.� In addition, this course will introduce students to the use of references in scientific writing and American psychological Association (APA) style citations.

PSYC 0219 Research Methods in Psychology I (3)

This content-based course will provide students with theoretical knowledge about scientific methods of research in psychology, focusing on evaluating the validity of claims using evidence, measurement, the strengths and weaknesses of different research designs, and the collection, analysis, and interpretation of data.� In addition, this course will introduce students to the use of references in scientific writing and American psychological Association (APA) style citations.

PSYC 0303 Abnormal Psychology (3)

The etiology, development, and therapy of mental disorders. Stress will be on the psychodynamics of pathological behavior. Consideration will be given to various forms of unusual behavior ranging from anxiety states to psychosis. Analyses of pathological behavior will be based on current theories of maturation, emotion, and personality.

PSYC 0306 Learning (3)

An introduction to the terminology, concepts, and methods in the study of learning. An examination of principles in terms of early and contemporary inquiries and experiments. The focus is on classical and instrumental conditioning, generalization, and discrimination processes.

PSYC 0308 Statistics for Psychologists (3)

The application of statistical methods to current research problems in psychology. The selection of procedures appropriate to problems, performance of the procedures, interpretation of outcomes, data tabulation and reduction, measures of central tendency and variability, correlation and prediction, tests of significance, t-test, chi square and analyses of variance.

PSYC 0318 Psychology of Interpersonal Relations and Communications (3)

The major focus is on the nature of interpersonal relationships and how communication influences the formation, destruction and improvement of our relationships. We will bring together the thinking of major theorists and research findings in many areas dealing with interpersonal relations and communications.

PSYC 0336 Psychology of the Family (3)

A presentation of theories of how family interaction and patterns of response influence personality and behavior. An exploration of the characteristics of �healthy� and �unhealthy� families and the types of individuals they produce. A review of family therapy techniques as a means of treating the �identified patient.� Limited to juniors and seniors.

PSYC 0356 Special Topics in Psychology (3)

each offering; students may receive no more than 6 credits for this course number. Offered on an irregular basis. This offering is an in depth study of a limited and/or specialized area within one field of psychology. The exact title will vary according to the specialization of the instructor and the interest of the students.

PSYC 522 Theories Of Counseling (SAMPLE)

(3) A presentation of the philosophies, methods, techniques, and research associated with five or six major contemporary counseling theories such as psychoanalytic, client-centered, rational emotive, and Gestalt. Pre-practicum hours for Licensure are included in the course requirements. In an effort to ensure that school guidance students have experiences working with diverse students in P-12 schools, school guidance students will be required to complete at least 1/3 of their total pre-practicum hours in a diverse school setting.

PSYC 554 Psychology: Special Topics (3)

Current relevant issues in the discipline offered at a graduate level.

PSYC 589 Pre-Internship School Adjustment Counseling (1)

This introductory classroom and field-based experience provides students with an overview of pre-internship related to adjustment and counseling services in schools. Students plan pre-internship field based experiences to be executed with their enrollment in PSYC 0524, PSYC 0613, and/or classes and field planning under advisement to ultimately document a minimum of 75 hours pre-internship in school adjustment counseling. Understanding the roles of school adjustment counselors, developing experimental goals, and planning for a professional portfolio are emphasized. A minimum of 15 contact hours is required for this course, distributed between classroom-based planning and field-based observation.

PSYC 591 Pre-Practicum School Guidance Counseling (PreK-8)

(1) This introductory classroom and field-based experience provides students with an overview of pre-practicum related to guidance and counseling services in schools. Students plan pre-practicum field based experiences to be executed with their enrollment in PSYC 0523, PSYC 0601, and PSYC 0613. Understanding the roles of school guidance counselors, developing experimental goals, and planning for a professional portfolio are emphasized. A minimum of 15 contact hours is required for this course, distributed between classroom-based planning and filed-based observation.

PSYC 592 Pre-Practicum School Guidance Counseling (5 � 12)

(1) This introductory classroom and field-based experience provides students with an overview of pre-practicum related to guidance and counseling services in schools. Students plan pre-practicum field based experiences to be executed with their enrollment in PSYC 0523, PSYC 0601, and PSYC 0613. Understanding the roles of school guidance counselors, developing experimental goals, and planning for a professional portfolio are emphasized. A minimum of 15 contact hours is required for this course, distributed between classroom-based planning and filed-based observation.

PSYC 610 Principles And Practices Of Psychological Testing (SAMPLE)

(3) This course is designed to give students a broad understanding of the theory and application of group and individual psychological testing. Students will examine the theories and rationales of the instruments and will become acquainted with administration, scoring and interpretation of selected group and individual tests. An analysis of the strengths and limitations of each instrument along with administration criteria will be effected. Students will also examine the social implications and ethical considerations of psychological testing. In an effort to ensure that school guidance students have experiences working with diverse students in P-12 schools, school guidance students will be required to complete at least 1/3 of their total pre-practicum hours in diverse school settings.

PSYC 613 Principles and Practices of School Counseling (3)

This is an introductory course which provides students with an overview of the need, meaning, ethics, and scope of counseling services in schools. Students learn how to understand individuals and their needs--racial, sexual, social, developmental, and ethnic; to create essential orientation activities; to explore career goals; to collect, record, use, and evaluate programs; to understand the latest federal and state regulations applying to counseling programs in a school setting; and to develop communications and consultation skills with other professionals, the community at large, and clients and their families. Pre-practicum hours for Licensure are included in the course requirements. In an effort to ensure that school counseling students have experiences working with diverse students in P-12 schools,� students will now be required to complete at least 1/3 of their total pre-practicum hours in diverse school settings.

PSYC 620 Dynamics of Group Counseling (3)

This course is a small group laboratory experience designed to study group process phenomena and group counseling and psychotherapy theory and techniques. The format includes role-playing, simulation games, and practice sessions. The focus is on learning how to conduct groups.

PSYC 621 Basic and Applied Research (3)

Principles of basic and applied research with emphasis on the logic of causal inference, hypothesis testing, and the design of internally valid studies. Correlational, quasiexperimental, and experimental designs will be covered. This course deals with a review of elementary statistical techniques and advances to correlation, regression, and analysis of variance. Application of knowledge in the review of empirical articles is expected.

PSYC 623 Advanced Counseling (3)

Students will further define and refine their theories and styles of counseling developed in Counseling: Theory and Practice. Basic counseling interpretation, confrontation, and self disclosure, will be discussed and practiced. Role plays and the use of audio tapes will be an essential part of this course.

PSYC 623 Advanced Counseling (3)

Students will further define and refine their theories and styles of counseling developed in Counseling: Theory and Practice. Basic counseling interpretation, confrontation, and self disclosure, will be discussed and practiced. Role plays and the use of audio tapes will be an essential part of this course.

PSYC 624 Advanced Counseling with Supervision (4)

Students will further define and refine their theories and styles of counseling developed in Counseling: Theory and Practice. Basic counseling interpretation, confrontation, and self disclosure, will be discussed and practiced. Role plays and the use of audio tapes will be an essential part of this course. Pairs of students will work with assigned individual supervisors. Supervisors will use audiotapes, videotapes, role plays and/or direct observation, and written transcripts to aid students in the development of individual and group counseling.

PSYC 624 Advanced Counseling with Supervision (4)

Students will further define and refine their theories and styles of counseling developed in Counseling: Theory and Practice. Basic counseling interpretation, confrontation, and self disclosure, will be discussed and practiced. Role plays and the use of audio tapes will be an essential part of this course. Pairs of students will work with assigned individual supervisors. Supervisors will use audiotapes, videotapes, role plays and/or direct observation, and written transcripts to aid students in the development of individual and group counseling.

PSYC 632 Psychological Theories of Criminal Behavior (3)

The purpose of this course is to provide students with an advanced review of traditional and current psychological theories of criminal behavior. Theoretical models founded in both the socical sciences and natural sciences will be reviewed and applied to various offender populations, such as juvenile delinquents, violent offenders, sexual offenders, psychopaths, and mentally disordered offenders. Discussions will emphasize the link between theory and counseling practices.

PSYC 641 Ethics and Standards in the Mental Health Profession (3)

The course will review several professional Codes of Ethics and the standards of ethical practice involved in working with clients. With these Codes as guidelines, students will develop: their own ethical awareness; problem solving abilities using case studies; and a knowledge of the use and limitations of the ethical codes.

PSYC 641 Ethics and Standards in the Mental Health Profession (3)

The course will review several professional Codes of Ethics and the standards of ethical practice involved in working with clients. With these Codes as guidelines, students will develop: their own ethical awareness; problem solving abilities using case studies; and a knowledge of the use and limitations of the ethical codes.

PSYC 642 Behavioral Pharmacology (3)

Behavioral pharmacology is a sub-discipline of behavior analysis that extends the research methods used in the analysis of behavior to those related to drugs and drug abuse. This course will familiarize students with the physiological mechanisms of drug abuse and drug action, drug discrimination, how drugs act as reinforces, and drug abuse interventions. Students will also learn how drugs interact with basic behavioral procedures involved in commonly used behavioral intervention strategies.

PSYC 646 Principles of Applied Behavior Analysis (3)

This course presents the principles of behavior change that can be applied to behavioral problems in various settings with differing populations. The philosophy underlying the behavioral approach will be discussed. Strategies will be presented for establishing new behaviors as well as for increasing or decreasing existing behaviors. Behavior analytic methods of data collection and evaluation of change are also covered. Each student will incorporate and apply many of the course principles either at a practicum site or in a self-management project.

PSYC 647 Autism and Developmental Disability (3)

The purpose of this course is to familiarize students with autism and other developmental disabilities, as well as empirically validated treatment of these disabilities. Characteristics of the disabilities, reliable and valid diagnostic instruments, and etiological theories will be discussed. Behavior analytic treatment that address the theories related to these disorders will be a focus of the course. Students will become familiar with research based teaching methodologies that can be used effectively with those diagnosed with autism and other developmental disabilities.

PSYC 648 Behavior Analysis Applications: Ethics, Assessment, and Intervention Decisions (3)

The purpose of this course is to provide students with detail regarding ethical considerations in the practice of behavior analysis, conducting behavioral assessments, and selecting intervention strategies. Additionally, behavioral assessment will be covered through readings, literature review, and an applied research project.

PSYC 651 Single Subject Research Methodology and Design (3)

This course is designed to provide students with knowledge in the theory underlying single subject research methodology and deign as well as the application of single subject designs to problems within educational, clinical and other applied settings. Students will learn how to summarize and critically analyze research articles published in peer�reviewed journals.

PSYC 662 Clinical Behavior Analysis (3)

This course, for graduate students in Applied Behavior Analysis, focuses on utilizing ABA foundational principals in clinical applications for adult psychiatric populations. All evidenced based treatments will be compared and contrasted with ABA with an eye for finding compatible methods of working. Emphasizing applications to adult clinical populations, students will also look at what defines evidence based treatments; necessary understanding of the DSM 5 in clinical settings and basics of neurological understanding of psychiatric disorders. Some treatment approaches that will be considered in addition to ABA are: Behavior Therapy; Cognitive-Behavior Therapy; EMDR; Dialectical Behavior Therapy; Positive Behavior Support; Acceptance and Commitment Therapy, amomg others. �

PSYC 690 Internship (Mental Health and Forensic Mental Health Counseling)

(3-12) These courses are designed to help the student evaluate and improve skills as a counselor. The major emphasis of these courses will be on the practical and applied, rather than the strictly theoretical, and will include a considerable degree of role playing and presentation of counseling tapes. Students work at a practicum site of their choice in addition to class hours. Students seeking Massachusetts Certification as guidance counselors must see their advisor before registering to get the correct number of course and semester hours. It is recommended that the comprehensive examination be completed before taking the practicum. Offered with variable credit for the convenience of the student and supervisor, these courses may be repeated for credit.

PSYC 690 Internship (Mental Health and Forensic Mental Health Counseling)

(3-12) These courses are designed to help the student evaluate and improve skills as a counselor. The major emphasis of these courses will be on the practical and applied, rather than the strictly theoretical, and will include a considerable degree of role playing and presentation of counseling tapes. Students work at a practicum site of their choice in addition to class hours. Students seeking Massachusetts Certification as guidance counselors must see their advisor before registering to get the correct number of course and semester hours. It is recommended that the comprehensive examination be completed before taking the practicum. Offered with variable credit for the convenience of the student and supervisor, these courses may be repeated for credit.

PSYC 690 Internship (Mental Health and Forensic Mental Health Counseling)

(3-12) These courses are designed to help the student evaluate and improve skills as a counselor. The major emphasis of these courses will be on the practical and applied, rather than the strictly theoretical, and will include a considerable degree of role playing and presentation of counseling tapes. Students work at a practicum site of their choice in addition to class hours. Students seeking Massachusetts Certification as guidance counselors must see their advisor before registering to get the correct number of course and semester hours. It is recommended that the comprehensive examination be completed before taking the practicum. Offered with variable credit for the convenience of the student and supervisor, these courses may be repeated for credit.

PSYC 691 Practica (Guidance Pre-K-8)

(2-8) This course is are designed to help the student evaluate and improve skills as a counselor. The major emphasis of these courses will be on the practical and applied, rather than the strictly theoretical, and will include a considerable degree of role playing and presentation of counseling tapes. Students work at a practicum site of their choice in addition to class hours. Students seeking Massachusetts Certification as guidance counselors must see their advisor before registering to get the correct number of course and semester hours. Offered with variable credit for the convenience of the student and supervisor, this course may be repeated for credit.

PSYC 692 Practica (Guidance 5-12)

(2-8) This course is designed to help the student evaluate and improve skills as a counselor. The major emphasis of these courses will be on the practical and applied, rather than the strictly theoretical, and will include a considerable degree of role playing and presentation of counseling tapes. Students work at a practicum site of their choice in addition to class hours. Students seeking Massachusetts Certification as guidance counselors must see their advisor before registering to get the correct number of course and semester hours. Offered with variable credit for the convenience of the student and supervisor, this course may be repeated for credit.

PSYC 693 Practicum I: Applied Behavior Analysis (3)

This course is designed to help the student evaluate and improve skills as an applied behavior analyst. Practicum in Applied Behavior Analysis is designed to give students an intensive applied experience concurrent with courses in the Master�s Program. Students work at a practicum site selected under advisement with the Program Coordinator. The student will have a primary supervisor and will work with all of the individuals in that setting (e.g., adults in a group home, students in a classroom). A faculty supervisor will be assigned prior to commencing in the practicum. Student receives a grade of pass or fail.

PSYC 695 Practicum III: Applied Behavior Analysis (3)

This course is designed to help the student evaluate and improve skills as an applied behavior analyst. Practicum in Applied Behavior Analysis is designed to give students an intensive applied experience concurrent with courses in the Master�s Program. Students work at a practicum site selected under advisement with the Program Coordinator. The student will have a primary supervisor and will work with all of the individuals in that setting (e.g., adults in a group home, students in a classroom). A faculty supervisor will be assigned prior to commencing in the practicum. Student receives a grade of pass or fail.

MGMT 560 Resource Development for the Non-Profit Sector (3)

An experiential course designed to 1) teach the fundamentals of development and fund raising, and 2) teach the fundamentals of grant writing. The course will include guest lecturers from the non-profit sector who have been successful in fundraising, field work with agencies who are in the process of fund raising, as well as hands-on experience writing a grant. The major final project of this course will be either writing a grant for a local non-profit organization or creating a fund-raising activity and following it though to the end.

PADM 600 Foundations of Public Administration I (3)

This course is the introduction to the M.P.A. program and examines the political as well as the administrative context of public service. The foundations of modern administrative theory, as well as the latest in leadership theory and methods, are examined, along with discussion of how these theories apply situationally. The similarities and distinctions of public service and for-profit management are emphasized, and the myths associated with each will be explored.

PADM 608 Organizational Behavior for Non-Profit and Public Organizations (3)

This course looks at human behavior within the context of the formal organization in order to gain a better understanding of the actual human organization and how best to organize, lead, motivate and make decisions in that unique organization. Other topics include effective communication, small group dynamics, and effective human resource management. Students will be asked to observe in a non-profit organization and to write an ethnographic analysis of the human behavior vs. required behavior in that organization.

PADM 622 Information Management (3)

This course examines information management as it relates to the public sector and its constituents. It aims to enhance the public manager�s ability to meet the challenges posed by emerging technologies in the digital age. The course will look first at the context of people who will be entering the workforces who are accustomed to using technology and how to perceive that individual as a contributor to your agency/organization. This course will also explore the public sector�s ability to cope and adapt to the changing needs of technology. We will examine how the public sector uses the Internet and other digital media in order to deliver timely and appropriate information and serve its constituents. Also, we will explore several technology compliance policies in depth and analyze them in order to understand how one would execute the implementation of such in an organizational setting. Also, we study information systems as they apply to the public sector and how those systems relate to technology compliance policies.

LANG 0210 Language Culture and Society (3)

An introduction to the role of language in shaping and reflecting social structures within and among human communities. Topics treated include language issues in relation to social class, ethnicity and gender, language usage and language change, and controversies centering on issues of language and public policy primarily in the U.S.

LLIT 0220 Studies in European Cultures (Varying Topics)

(3) A study of European literature in translation; focuses on writers of selected national or ethnic origin or on selected themes, topics or genres. Class discussions, oral reports, writing assignments and research paper are required. Topic may vary by semester (e.g., The Holocaust, Women in the French Novel, Romanticism). May be taken with different topic more than once.

SOCI 0314 Collective Behavior and Social Movements (3)

Study of crowds, panics and riots, fads and fashions, rumor and propaganda, the formation of publics and social movements. Examines the transition from unorganized to organized group behavior whose intent is to enact or impede social change. Such group behaviors are examined through the prism of various sociological perspectives.

LSPA 517 Intensive Spanish Composition (3)

Review of and continued practice with the more complex aspects of Spanish grammar, and the development of effective writing skills at the advanced/superior levels.� Students will examine models of both informal and formal writing, and will engage both in writing appropriate for the professions and in creative writing.� �

LSPA 540 Topics in Hispanic Studies (3)

This course focuses on the advanced study of selected topics in language, cultural studies, and literature. Topics may vary by literary genres, authors and literary movements, by country or by specific linguistic foci such as translation or comparative grammar. Because course varies according to topic it may be repeated with permission of the instructor.

SOCW 0103 Introduction to Social Work and Social Welfare (3)

Pre-professional course designed to introduce the student to the present profession of social work, present social welfare programs, and the history of social work and social welfare.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 511 Research I (3)

The course will introduce students to the basics of social science research by examining the research process, purposes of research, and the philosophy of research. Students will learn about the basics of measurement, sampling, and causation. Students will review the basic approaches to research, including qualitative research, experiments, surveys, and historical and comparative research.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 521 Human Behavior and the Social Environment (HBSE)

I (3) This is the first course of a two-course sequence that will focus on how aspects of the social environment affect human behavior and on individual development across the life cycle. This course examines human behavior in families, groups, communities, organizations, and cultures, and the biological, psychological, social, and spiritual aspects of human development. The course emphasizes the diversity of human experience, the negative impact of oppression on individuals, families, and groups, and the importance of resilience and empowerment.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 523 Diversity and Social Justice (3)

This course examines the histories of diverse social identity groups in the United States and the differential impacts of past and present attitudes, beliefs, practices, and policies on the lives of individuals, families, groups, and communities. The existence of multiple, intersecting, and interlocking systems of advantage and disadvantage and the centrality of diversity competent practice to the field of social work are emphasized.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 541 Generalist Practice I (3)

This is the first of a two-part course sequence that introduces student to the knowledge, values, and skills that form the core of generalist social work practice. In this course, students examine the roles social workers take with client systems, critical thinking, evidence-based practice, and basic theories of social work, and explore the values and ethics of social work, including managing ethical dilemmas. The course continues with an examination of engaging and assessing systems of different sizes.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 561 Foundation Practicum I (4)

First year MSW students are required to complete a 400 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. This internship may be scheduled as a one-semester block placement or a two-semester part-time placement. Included is a seminar that provides further integration of practice experience with the skills, knowledge, and values and ethics of the field.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 621 Mental Health and Children (3)

This course examines mental health problems in childhood and adolescence from a biopsychosocial developmental perspective. A range of relevant theories will be studied as they shed light on the development of child and adolescent disorders. Specific clinical entities such as pervasive developmental delays, physiological disorders, and personality, cognitive, affective, and behavior disorders are considered in terms of their etiologies and features and in relation to the practice challenges they raise. Theories are critically examined with particular attention given to the influences of gender, race, ethnicity, and other forms of diversity on the development of deviations.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 643 Advanced Practice with Families (3)

This course focuses on the knowledge, skills, and values needed for advanced social work practice with families. The course includes an in-depth look at clinical social work with families through the process of engagement, assessment, planning, intervention, evaluation, and termination. Further, the course examines multiple theories for clinical social work with families and the integration of current evidence into family practice.

SOCW 653 Advanced Practice with Children and Youth (3)

This course examines the knowledge, values, and skills needed to conduct effective interventions with children, adolescents, and significant adults within the context of their specific social environments. Special attention is given to issues of diversity and empowerment as they relate to assessment, building relationships with children and adolescents and their families, treatment planning, intervention, and practice evaluation.

SOCW 653 Advanced Practice with Children and Youth (3)

This course examines the knowledge, values, and skills needed to conduct effective interventions with children, adolescents, and significant adults within the context of their specific social environments. Special attention is given to issues of diversity and empowerment as they relate to assessment, building relationships with children and adolescents and their families, treatment planning, intervention, and practice evaluation.

SOCW 653 Advanced Practice with Children and Youth (3)

This course examines the knowledge, values, and skills needed to conduct effective interventions with children, adolescents, and significant adults within the context of their specific social environments. Special attention is given to issues of diversity and empowerment as they relate to assessment, building relationships with children and adolescents and their families, treatment planning, intervention, and practice evaluation.

SOCW 653 Advanced Practice with Children and Youth (3)

This course examines the knowledge, values, and skills needed to conduct effective interventions with children, adolescents, and significant adults within the context of their specific social environments. Special attention is given to issues of diversity and empowerment as they relate to assessment, building relationships with children and adolescents and their families, treatment planning, intervention, and practice evaluation.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 661 Advanced Practicum I (5)

This is the first of a two-part final year MSW practicum experience. Second year MSW students are required to complete a 500 hour, hands-on social work internship in an approved agency under the supervision of a professional social worker. Each semester the student is expected to complete 250 hours of practicum. Included is a weekly seminar that provides further integration of practice with the skills, knowledge, and values and ethics of the field. In this first semester skills around engagement, assessment and service planning will be the focus.

SOCW 698 Advanced Practice in Social Work Special Topics (3)

This course is an in depth treatment of a limited and/or specialized area within social work practice and has benn designated as an advanced practice elective. This course may be repeated with a different topic.

SOCW 698 Advanced Practice in Social Work Special Topics (3)

This course is an in depth treatment of a limited and/or specialized area within social work practice and has benn designated as an advanced practice elective. This course may be repeated with a different topic.

SOCW 698 Advanced Practice in Social Work Special Topics (3)

This course is an in depth treatment of a limited and/or specialized area within social work practice and has benn designated as an advanced practice elective. This course may be repeated with a different topic.

SOCW 698 Advanced Practice in Social Work Special Topics (3)

This course is an in depth treatment of a limited and/or specialized area within social work practice and has benn designated as an advanced practice elective. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

SOCW 699 Special Topics In Social Work (3)

This course is designed as an in depth treatment of a limited and/or specialized area within social work. This course may be repeated with a different topic.

MOVP 0211 Emergency Medical Technician (4)

This course is designed to provide the student with the theoretical understandings and practical experiences in dealing with medical emergencies. Topics included are rescue breathing, cardiopulmonary resuscitation, airway obstruction, oxygen therapy, soft tissue and internal injuries, ambulance operations, and emergency extrication. Class meets for two (2) hours of lecture and four (4) hours of laboratory. (Upon successful completion of the course students will be able to sit for the EMT-M certification examination conducted by the Massachusetts Department of Public Health Offices of Emergency Services.) Costs associated with required equipment/materials and certification fees are additional and are the responsibility of the student.

MOVP 605 Applied Quantitative Methods (3)

This course is designed to provide an overview of descriptive and inferential statistics, both parametric and non-parametric. Students will be expected to demonstrate competency in : 1) Knowledge of statistical techniques and measurement procedures in order to develop and administer valid testing and evaluation programs in physical education and 2) the application of statistical methods to current research problems in physical education.

MOVP 640 Advanced Motor Learning (3)

This course traces the evolution of those theories and models which have made an impact of the field of motor learning and motor control. Topics will include information processing, impulse-timing, mass-spring models, coordinative structures, and dynamical systems, among others. Emphasis will be on the implications of such concepts in a practical setting.