Jun 22, 2024  
2019-2021 Graduate Catalog 
    
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2019-2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Business Administration
  

  • MBA 502 - Foundations of Business

    0 credits-

    Designed to provide MBA students with a refresher of MBA core concepts. This course will provide students with the tools necessary to succeed in the MBA curriculum. Through MBA Orientation, MS Excel certification, and MBA Math, students will gain a greater understanding of the following areas: business communication, leadership, teamwork, business ethics, Excel, finance, statistics, accounting, economics, etc. (Pass/Fail)


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  • MBA 532 - Introduction to Financial Concepts

    3 credits-

    Introduces an understanding of the functions carried out by the financial manager of an organization. Emphasis on the money and credit forces in an industrialized society and the development of basic financial management skills. Satisfies the foundation requirement in finance and cannot be used as a graduate elective within the MBA Program. Prerequisites: MBA 548 or ACC 203 and 204; MBA 533 or ECN 101 and ECN 102.


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  • MBA 533 - Introduction to Economic Concepts

    3 credits-

    Designed to acquaint the student with the basic forces underlying the economic organization of society. Topics such as national income accounting and theory, monetary policy, income distribution, the price system, and the theory of the firm will be examined. Appropriate for students who have not included economics in their undergraduate curriculum. Satisfies the foundation requirement in economics and cannot be used as a graduate elective within the MBA Program.


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  • MBA 548 - Introduction to Accounting Concepts

    3 credits-

    Enrollment limited to students who have no previous accounting background. Principles and procedures underlying financial statements are introduced. Financial transactions are studied and alternative accounting treatments are also analyzed. The uses and limitations of accounting information are also discussed. Satisfies the six undergraduate credits that normally are taken in two introductory accounting courses and cannot be used as a graduate elective within the MBA Program.


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  • MBA 603 - Accounting and Decision-making in Organizations

    3 credits-

    Focuses on cost accumulation and analysis, accounting aspects of planning, control, and performance evaluation, and other relevant uses of accounting information to assist in the decision-making process within organizations. Prerequisites: MBA 548 or ACC 203 and 204.


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  • MBA 611 - Accounting Ethics

    3 credits-

    Examines accounting ethical standards, concepts, and principles. Students gain an understanding of moral awareness and the moral reasoning ability of accounting professionals. Moral leadership in accounting will also be examined, including actions that leaders can take to promote ethical actions. Priority given to students in the MBA accounting cohort program. Prerequisites: MBA 548 or ACC 203 and 204.


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  • MBA 613 - Accounting Frauds, Scandals, and Scams

    3 credits-

    Examines accounting frauds, scandals, and scams from the 1930s to more current frauds of Enron and WorldCom in the 21st Century. Topics include common themes and fraud prevention. Priority given to students in the MBA accounting cohort program. Prerequisites: MBA 548 or ACC 203 and 204.


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  • MBA 615 - Advanced Taxation

    3 credits-

    Examines advanced topics in taxation including tax practice, taxes on the financial statements, stock redemptions, corporate reorganizations, consolidated tax returns, international taxation, partnership taxation issues, multistate taxation, and deferred compensation. Basic knowledge of federal taxation is required. Priority given to students in the MBA accounting cohort program or account concentration. Prerequisite: ACC 406 or permission of instructor.


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  • MBA 620 - Advanced and IT Auditing

    3 credits-

    Examines current problems and issues in internal and external auditing, IT auditing, and assurance services. Intended for students with previous coursework in auditing and assurance services. Topics include: 1) internal and external auditors’ professional responsibilities (including, but not limited to, ethical responsibilities and legal liability); 2) special topics in substantive testing (such as auditing fair value and applying international auditing standards); 3) auditing internal controls under AS5; 4) IT general and application controls; 5) data management systems; 6) auditing of networks, internet, and e-commerce transactions; 7) introduction to Computer-Assisted Audit Tools (CAATs); and 8) the evaluation of audit evidence and fraud detection using CAATs. Priority given to students in the MBA accounting cohort program or account concentration. Prerequisite: ACC 412 or permission of instructor.


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  • MBA 624 - Accounting for Government and Nonprofit Organizations

    3 credits-

    Designed to acquaint the student with the accounting policies and financial statements of various types of nonprofit organizations. Throughout the course, financial reporting requirements of these institutions will be compared with those of profit-making institutions. Priority given to students in the MBA accounting cohort program or account concentration. Prerequisite: MBA 548 or ACC 203 and 204.


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  • MBA 626 - Financial Management for Corporations

    3 credits-

    Gives an in-depth study of the financial management problems of business in general, but corporations in particular, as they relate to working capital needs, flow of funds, optimum allocation, and the management of current operations. Additionally, problems of capital budgeting, debt management, acquisition or merger, and other long-term financial problems in managing the capital structure of the organization are examined. Prerequisites: FIN 207 and FIN 308 or MBA 532 and ECN 101 and ECN 102 or MBA 533.


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  • MBA 635 - International Finance

    3 credits-

    An in-depth examination of the mechanisms of foreign trade and foreign exchange markets is provided. The theory and practice of managed and freely floating currency systems and the effects of recent international financial developments upon domestic economic activity are emphasized. Prerequisite: MBA 533 or ECN 101 and 102.


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  • MBA 640 - Investment Analysis

    3 credits-

    An intensive study of the overall nature of investing, investment measures, securities analysis, and investment strategy objectives. The basic elements of portfolio theory will also be considered. Prerequisite: FIN 207 & FIN 308 or MBA 532; ECN 101 and 102 or MBA 533.


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  • MBA 642 - Management of Financial Institutions

    3 credits-

    Considers the many decision-making problems encountered by savings and loan institutions, commercial banks, and finance companies. Prerequisite: FIN 207 and FIN 308 or MBA 532.


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  • MBA 645 - Portfolio Management

    3 credits-

    Provides a study of quantitative and qualitative factors in the management of investment portfolios. Techniques and methods in hedging and speculative strategy through the use of derivative instruments will be covered. Prerequisite: FIN 317 or MBA 640.


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  • MBA 651 - Marketing Management in Competitive Environments

    3 credits-

    Examines marketing management with a strategic emphasis. Such controllable variables as product, price, promotion, and distribution are treated as decision-making areas and studied in depth. The interaction of these variables with each other, with other business functions, and external factors that affect the marketing environment are also explored. Prerequisite: MKT 205.


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  • MBA 661 - Brand Marketing

    3 credits-

    Explores brand strategies and the key steps of the analytical process to help grow a brand globally. Students learn to define measurable brand objectives and develop strategies to promote brand usage, while focusing on key areas of management decision-making in today’s international marketplace. Key topics covered include: brand positioning, brand extensions, global product development, and global branding. The concept of “building and maintaining brand equity” will be a unifying theme throughout. Prerequisite: MBA 651.


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  • MBA 662 - Marketing Global Luxury Brands

    3 credits-

    Examines the phenomenal growth of the global market of the luxury industry. Students will develop an understanding of the multi-billion dollar global market for luxury goods and services, with particular emphasis on the “Democratization of Luxury.” Prerequisite: MBA 651.


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  • MBA 669 - International Marketing

    3 credits-

    Highlights the dynamics of international marketing. Explores marketing issues that deal with the processes that involve the identification of overseas markets and placement of appropriate goods and services into those markets. Prerequisite: MBA 651.


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  • MBA 671 - Promotion Strategy

    3 credits-

    Provides an intensive study of the marketing communications system including personal selling, advertising, sales promotion, and public relations. Topics include sales, personnel selection, selling techniques, media selection, social and psychological considerations in advertising, and a myriad of relevant ethical considerations. Prerequisite: MBA 651.


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  • MBA 676 - Organizational Effectiveness through People and Teams

    3 credits-

    Explores the critical process and skills of effectively motivating and managing individual employees and teams to achieve organizational goals. Emphasizes the human resource management processes most frequently used by team leaders and managers in organizations: recruiting; performance feedback, development, and appraisal; employee retention; and managing individual and team performance. Also provides an overview of strategic human resource management processes and systems. Utilizes cases, teams, case analysis and/or problem-based learning, discussions, and lectures.


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  • MBA 677 - Professional Ethics and Responsibility

    3 credits-

    Explores the application of ethical principles to the issues generated within the business world. The use of the case method, handouts, and other publications examine ethical questions within organizations.


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  • MBA 679 - Managing Nonprofit Organizations

    3 credits-

    Examines the core principles and theories of nonprofit management as well as the roles and responsibilities of management and the nonprofit board of directors. The special role of fundraising in nonprofit organizations and the budgeting process will also be covered.


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  • MBA 680 - Leaders on Leadership

    3 credits-

    Designed to facilitate your development as leaders, individually and as a community, with the assistance and guidance of your instructor. You will critically and reflexively think about yourself, relationships, organization, and leading. We will utilize theoretical, philosophical, and practical concepts and ideas as frameworks through which you will make sense of yourself, relationships, organization, and leadership to determine how to become a more authentic and effective leader in the future. To facilitate this learning, you will engage in reading, writing, research, dialogue, self-reflection, and self-reflexivity.


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  • MBA 681 - Self Leadership

    3 credits-

    Students will explore self, identity, values, beliefs, faith, emotions, embodiment, spirituality, authenticity, integrity, resilience, self-discipline, truth-experiments, social intelligence, motivation, being, becoming, relationships, and leadership. Through self-assessments, self-reflection, and practical reflexivity, students will deepen their self-understanding, create their ideal of who they wish to become and a personal developmental plan and self-disciplines to lead them to become authentic and effective leaders.


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  • MBA 682 - Social Entrepreneurship

    3 credits-

    Through assigned readings, class discussions, written assignments, interactions with social entrepreneurs, and an experiential learning project developed in cooperation with Social Venture Partners Rhode Island, students will be introduced to the field of social entrepreneurship, models of social enterprise, current trends and debates in the field of social entrepreneurship, and concepts employed and abilities possessed by effective social entrepreneurs.


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  • MBA 683 - Social Enterprise Development

    3 credits-

    Student teams will develop a business plan for a social enterprise facilitated through their participation in the Rhode Island Business Plan Competition and application to Social Venture Partners Rhode Island’s Change Accelerator, a local social enterprise incubator. Students will engage in self-reflection to capture their learning about social enterprises, themselves, and create a personal social entrepreneur developmental plan. Prerequisite: MBA 682.


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  • MBA 684 - Leadership Coaching

    3 credits-

    Provides an introduction to the discipline of coaching in the business community. Explores the nature of the coaching relationship and effective ways of being and communicating as a business coach. Students will engage in readings, discussions, assignments and experiential activities to develop their mindfulness, presence, self-awareness and coaching knowledge.


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  • MBA 685 - Digital and Social Media in the Business Environment

    3 credits-

    The explosion of social media and devices has had an impact on how businesses function, the hiring and firing of personnel, marketing of their products/services, and engaging in the economy. Businesses are struggling to leverage the power of social media and digital devices while minimizing their legal, financial, and reputational risk. Examines social media and technological devices in the contemporary business environment, with an emphasis on legal issues.


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  • MBA 687 - Statistics for Business Analytics

    3 credits-

    This course provides students an opportunity to enhance their knowledge of statistical techniques commonly used in business analytics. This course will be practice- and data-driven with the primary objective of increasing students’ ability to solve business problems with data using a variety of statistical techniques. This course will provide the foundational knowledge needed for MBA 690 and other MBA courses. Prerequisites: FIN 217 or MTH 217.


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  • MBA 688 - Predictive Analytics and Data Mining

    3 credits-

    Business analytics provides techniques for collecting and examining data, as well as the methods for turning that data into actionable knowledge. The course will explore analytical techniques to describe what has happened (descriptive data mining), use the past to predict the future (predictive analytics), and identify what is the best action to take (predictive data mining). The course examines data visualizations and querying database sources Prerequisite: MBA 687 and Director Permission.


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  • MBA 689 - Managing Information Resources

    3 credits-

    Provides coverage in the use of conceptual computer applications in advanced management systems and management information systems. Topics include evaluation and selection of computer systems, project planning and control, programming languages, organizational aspects of computer systems, and the use of computer-generated information for management decision-making.


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  • MBA 690 - Analytics in Operations Management

    3 credits-

    Operations management is the process by which an organization converts inputs (e.g., labor material, knowledge, equipment) into outputs (goods and services) for its external and internal markets. This course will enhance students’ decision-making analysis and introduce them to the various analytical modeling techniques. Managerial decisions are based on analysis using quantitative models from operations management and business analytics disciplines. Prerequisites: MTH 108 and MBA 687.


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  • MBA 691 - Business Analytics Consulting Project

    3 credits-

    Many managerial decisions-regardless of their functional orientation-are increasingly relying on data and business analytics. The abundance of available data has dramatically changed the way businesses operate in manufacturing, service operations, marketing, and finance. This course provides an opportunity for students to integrate and apply the analytical skills and knowledge learned in previous courses to a real-world analytics project. Prerequisite: MBA 688 and Director Permission.


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  • MBA 695 - Global Business Management

    3 credits-

    Encompasses selected problems encountered by the international manager in the areas of financial management, marketing, community and labor relations, organization and operating policies, and the ways in which these problems may be approached. Prerequisites: ACC 203 or MBA 548; MBA 651; MBA 533 or ECN 101 and ECN 102.


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  • MBA 699 - Real-Time/Real-World Experience: Business Internships

    3 credits-

    The student is provided the opportunity to further develop skills and knowledge about a particular business function through direct association with a firm. Supervision is provided by both the firm and a graduate faculty member.


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  • MBA 700 - Strategic Management in a Global Business Environment

    3 credits-

    This capstone course integrates the functional areas of business including accounting, quantitative methods, computer systems, marketing, finance, and management into the development of a strategic planning approach to the practice of business. Prerequisites: MBA 603, 626, 651, and 690.


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  • MBA 702 - Second Semester Thesis

    3 credits-

    The thesis is written under the direction of a thesis advisor. Prerequisite: 18 credits completed, MBA 701. Permission of the MBA Program director.


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  • MBA 703 - Independent Study

    3 credits-

    An Independent Study is under the direction of a Providence College School of Business faculty member. Students must complete an Independent Study Learning Agreement and gain prior approval from the MBA Program Director.


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  • MBA 770 - Special Topics

    3 credits-

    Focuses on selective emerging issues in the fields of Accounting, Finance, Marketing, or Management. Topics will be determined by the instructor each time the course is offered. Each course topic will be noted in the extended course title in CyberFriar. Can be taken multiple times provided topics differ. Prerequisite: specific to each course offering.


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  • MBA 804 - Thesis Continuation

    0 credits-

    Allows for continued access to the faculty, facilities, and service supports regularly available to all registered students. The fee for this course will be the equivalent of 1-graduate credit.


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Business Analytics
  

  • MSA 680 - Data Exploration, Visualization and Data Management

    3 credits-

    Provides the student with three valuable introductory data analysis skills: exploring data, visualizing data, and data management. Students will learn how to perform exploratory analyses on data sets, and how to preprocess and cleanse data. Students will create compelling data visualizations, how to use those visualizations to analyze a data source, and learn about data management. Prerequisites: MTH 217 and Microsoft Excel Certification.


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  • MSA 681 - Visual Storytelling with Data

    3 credits-

    Visual storytelling with data is among the most valuable skills for any data analyst. In this course, we will identify key design principles that make effective visualizations, create interactive visualizations to provide insight into a situation and master the art of crafting an impactful story with data. Prerequisite: Microsoft Excel Certification.


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  • MSA 682 - Python for Analytics

    3 credits-

    Python programming has become an indispensable aid in data analytics, allowing an analyst to utilize the full power of a computer to manage business situation. This course introduces the basics of how to program in Python as well as the Python libraries most useful for analytics tasks. This course builds fundamental skills used in other courses in the MSBA curriculum.


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  • MSA 683 - Unstructured Data Analytics and Advanced Data Mining

    3 credits-

    This course provides the student with the experience of working with unstructured data and the challenges that this type of data poses during analyses. Different methodologies for storing and querying advanced data types will be explored. Advanced Data Mining techniques will be studied that allow the student to further analyze complex data sets. Prerequisites: MSA 680, MSA 682, MBA 687, and MBA 690.


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  • MSA 684 - Machine Learning

    3 credits-

    Analytics is about taking action based on data and machine learning builds computational models to accomplish the same goal. This course aims to provide a foundation in the basics of model building using machine-learning techniques with an eye towards applications to data analytics. Python programming will be used and appropriate Python libraries will be leveraged. Prerequisite: MSA 682.


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  • MSA 685 - Business Analytics Consulting Project

    3 credits-

    Many managerial decisions-regardless of their functional orientation-are increasingly relying on data and business analytics. Provides an opportunity for students to apply the analytical skills and knowledge learned in previous courses to a real-world analytics project.

    This will be a largely self-directed course, where the role of the instructor is to provide guidance and suggestions to each team. There will be a high expectation for work done outside of the designated meeting times. Prerequisites: MSA 680, MSA 681, MSA 682, MSA 683, and MSA 684.


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Education
  

  • EDU 501 - Fundamentals of Research

    3 credits-

    Explores the methods of scientific inquiry, including analysis of educational research methods in formulation of problems, observation, case study, sampling, questionnaire, and statistical applications. Required for all graduate students in education.


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  • EDU 504 - Supervision/Personnel Problems in Education

    3 credits-

    Problems involved in selecting teachers, clerical, and maintenance staffs, as well as recruiting, selecting, training, and retaining are explored. Relations between administrators and school committees to various policy-making bodies are also covered.


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  • EDU 505 - School Law

    3 credits-

    Selected principles of constitutional, statutory, and common law affecting schools will be studied. Cases will be used to trace the foundations of school law, the implementation of court decisions, as well as the emergence of key legal concepts that are a basis for legal decisions rendered today. Additionally, students will analyze current legal issues and situations which administrators face throughout the school year.


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  • EDU 508 - Program Evaluation-Systems Approach to School Improvement

    3 credits-

    Focuses on how principals and administrators can assess programs to improve teaching and learning within their schools. Attention given to academic research published in the field, project evaluations conducted by outside evaluators and visiting teams, and practitioner research performed by instructional and administrative staff in a school using self-reflective inquiry strategies. Students explore system methods that transform the traditional school into a learning community by fostering a cycle of continuous growth as part of the school culture.


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  • EDU 512 - Family and Community Engagement: Promoting Culturally Responsive Schools

    3 credits-

    Focuses on how leaders engage shareholders (parents, businesses, politicians, family support agencies, etc.) as allies in the academic and social/emotional development of students. Challenges to equity and diversity are confronted. Participants explore implicit bias and its impacts on leading culturally responsive schools that support an asset-based view of students who are multi-lingual or have varying learning abilities.


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  • EDU 513 - Supervision of Instruction

    3 credits-

    An exploration of social and psychological theories as they relate to supervision and evaluation systems. Emphasis on the analysis, planning, and feedback in management of objective context. The role of the instructional leader, techniques of supervision, methods to evaluate instruction, and strategies to initiate change will be addressed.


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  • EDU 514 - Program Evaluation: Research for Continuous School Improvement

    3 credits-

    Explores research methods: formulating questions, data collection, statistical methods and interpreting findings. Accessing, reviewing, applying, and communicating research on issues of practice are critical skills for principals. Candidates develop action research through an equity lens to improve student academic success or social/emotional well-being. Developing a research mindset that is continuous and applicable in school settings is a primary focus.


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  • EDU 516 - School and District Finance: Maximizing Resources for Effective Schools

    3 credits-

    Explores business management practices affecting school/district budgeting (i.e., state funding formula, federal and grant funding, taxation, facilities, enrollment forecasting, staffing, contract negotiations, salary scales, purchasing policies, uniform chart of accounts, legislation, etc.). Legal matters related to business ethics, diversity, and equity in budget allocations are a priority. Field experiences include district business managers, principals, school committees, and town councils.


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  • EDU 522 - Operations and Management: Organizing Schools for Success

    3 credits-

    Explores how principals manage resources of time, space and personnel to maximize student learning. Other topics include developing a school improvement plan, engaging the school improvement team, and organizing the operations of a school to promote a safe, efficient, and effective learning environment. Students analyze policies and procedures, such as classroom management, emergency protocols, scheduling, facilities, and time management.


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  • EDU 527 - School Plant Planning

    3 credits-

    Discusses the process of constructing a new school facility. Topics include developing population projections, developing educational specifications, evaluation of existing facilities, selection of an architect, monitoring of construction, determining the attendance areas, school closings, and the impact of all the preceding on the politics of the community.


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  • EDU 530 - Education Administration Internship I

    3 credits-

    Field experience in a school where the intern develops the proficiencies of a beginning school principal. The intern participates in and documents administrative experiences. The intern works under the supervision of both a school principal and college supervisor. Participation in seminars held at the College allow for peer reflection and sharing of experiences. Portfolios document the intern’s authentic performances. Prerequisite: Permission of instructor.


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  • EDU 532 - Curriculum Design and Construction

    3 credits-

    Focuses on the improvement of curriculum, teaching, and learning. Emphasis given to the major phases of curriculum improvement: planning, development, implementation, and evaluation in the K-12 educational setting. Students employ action-research and problem-based learning strategies to conduct research on current curriculum, instruction, and assessment-related problems and issues.


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  • EDU 536 - Education Administration Internship II

    3 credits-

    Field experience in a school where the intern develops the proficiencies of a beginning school principal. The intern participates in and documents administrative experiences to meet the Rhode Island Standards for Educational Leaders (RISEL) 2018. The intern works under the supervision of both a school principal and college supervisor. Participation in seminars held at the college allows for peer reflection and sharing of experiences. Portfolios document the intern’s authentic performances.


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  • EDU 538 - Developmental and Cross-Cultural Theories in Counseling

    3 credits-

    Examines major themes of individual and family development across the life cycle from a biopsychosocial approach. An examination of development, personality, systems, and diversity theories will be highlighted, as will models examining the dynamic interaction between human development and cultural and environmental factors.


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  • EDU 539 - Counseling Victims of Abuse

    3 credits-

    An introduction to the assessment skills necessary for understanding the problems and symptoms of adolescent and adult survivors of physical and sexual abuse. Strategies of the treatment of trauma including post-traumatic stress disorder (PTSD) and complex PTSD will also be featured.


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  • EDU 540 - Principles of Guidance

    3 credits-

    Designed for students who are planning to enter the field of school counseling. Emphasis on the American School Counselor Association (ASCA) National Model: a Framework for School Counseling Programs. Examines K-12 developmental guidance and counseling programs.


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  • EDU 541 - Theories of Counseling

    3 credits-

    Offers a systematic review of the theories of counseling and psychotherapy. Designed to provide students with a basic foundation in counseling theories, initial skills to integrate theory into practice and prepare students for further study in the field of counseling. Students will reflect upon theories as they relate to their personal growth and development, and their human development and why people change.


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  • EDU 542 - Career Information

    3 credits-

    Focus is on career development throughout the life span with particular attention on the needs of diverse individuals. Emphasis is placed on the forces that influence career choice including technology, a changing population, and the emergence of a truly global economy. Career development theories, models, and assessments are examined to provide an understanding of the complex processes involved in career choice.


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  • EDU 544 - Counseling Pre-Practicum

    3 credits-

    Facilitates the development of a professional perspective on helping relationships and the counseling process. Emphasis is given to the microskill approach and intentional interviewing techniques. Other areas of focus include goal development, reluctant and resistant clients, and working with parents and children. Students will integrate the microskill hierarchy with interviewing and counseling techniques during weekly role play. Prerequisites EDU 541.


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  • EDU 546 - Group Counseling

    3 credits-

    Designed to give students critical information on professional issues and organizational skills needed to conduct successful school counseling groups. Topics include ethical guidelines, the group process, leadership skills, teaching skills, and specific interaction techniques. Students will also have hands-on experience with writing and teaching group lessons. 


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  • EDU 548 - Counseling Practicum

    3 credits-

    Provides practice of counseling and consulting skills under supervision, peer review of counseling sessions, an opportunity for students to review and critique counseling programs, and discussion of internship and professional development opportunities in the counseling field.


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  • EDU 551 - Counseling the Alcohol and Chemical Dependent

    3 credits-

    Introduces students to the psychological changes induced by various drugs. The developmental model of drug and alcohol counseling will also be presented.


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  • EDU 558 - Ethical & Legal Issues in Counseling

    3 credits-

    Offers an examination of the leading ethical and legal issues that arise in professional counseling and psychotherapy, and of the principles and presuppositions on which change and responsibility in the counseling relations are based. Topics requiring analysis and discussion include confidentiality, privileged communication, right of privacy, criminal liability, confrontation, professional behavior, and a review of ASCA and ACA ethical codes as well as updated ASCA Position Statements.


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  • EDU 561 - Counseling Internship I

    3 credits-

    Involves an internship placement to employ skills learned in school counseling coursework. Seminars are held throughout the semester to provide feedback from interns to ensure compliance with all applicable Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards/Indicators and to share individual learning experiences with the group. Two workshops are added to the five seminars for the purpose of addressing additional topics such as elementary school counseling and the college application process.


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  • EDU 562 - Assessment, Measurement, and Data in Counseling

    3 credits-

    Instruments and mechanisms schools use to assess students and the types of measurements reported are studied. Emphasis on the collection, analysis, understanding, and reporting of data. By using data, the new mission of counselors as leaders, collaborators, and advocates is explored as a crucial element in addressing the social and institutional barriers that prevent access and equity for some.


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  • EDU 567 - Administration & Supervision of Special Education Services

    3 credits-

    A study of federal, state, and local programs in special education. Problems of organizing, financing, staffing, programming, and implementing of special services for exceptional children and youth will be explored.


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  • EDU 568 - Counseling Internship II

    3 credits-

    Involves an internship placement to employ skills learned in school counseling coursework. Seminars are held throughout the semester to provide feedback from interns to ensure compliance with all applicable Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards/Indicators and to share individual learning experiences with the group. Two workshops are added to the five seminars for the purpose of addressing additional topics including mental health issues. A distinguishing feature of this course is the 40-hour project. Mutually agreed upon by the intern and supervisor, the intent of the Project is to enhance counseling services at the educational site of internship. Permission of the director of the Counseling Program is required.


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  • EDU 571 - Introduction to Communication Disorders

    3 credits-

    Examines communication disorders starting with an overview of typical communication development. This developmental information serves as a foundation for understanding developmental deviations in communication skills as well as neurological differences, which interfere with normal communication and learning.


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  • EDU 573 - Mental Health Counseling

    3 credits-

    Integrates the principles and skills necessary to provide evidence-based counseling to diverse populations in agency and mental health facilities. Through multiple methods, students will learn the fundamentals of culturally sensitive mental health assessment and intervention, the use of DSM V and treatment of co-occurring disorders, including trauma and addiction, and strategies to refer and collaborate with allied mental health professionals.


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  • EDU 599 - Teaching Students with Autism Spectrum Disorders

    3 credits-

    Provides a foundation and an overview of the Autism Spectrum Disorders. Content will include the history, current criteria, as well as core and related strength and deficit areas of this diagnosis. Students will learn the difference between the medical diagnosis and special education eligibility. The learning differences of those on the spectrum will be covered, as well as Evidence Based Practices to support them.


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  • EDU 606 - Teaching Reading to Students with Special Needs

    3 credits-

    Developmental or corrective programs at all levels of instruction will be stressed. Major emphasis on the use of teacher-made and published instruments to appraise school record analysis, vocabulary and comprehension skills, and study skills in other areas. Other topics include: information systems, alternative reading programs/systems, and methods of helping students with disabilities succeed.


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  • EDU 608 - Assessment of Individual Differences

    3 credits-

    Designed as a beginning course in psychoeducational assessment for teachers in special education and provides a general overview of assessment in achievement, intelligence, perceptual-motor skills, written language, spelling, reading, mathematics and functional assessments. Data will be integrated in the interdisciplinary team process to determine the presence of a disability and the initial development of the Individualized Education Plan. Prerequisite: EDU 823.


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  • EDU 610 - Applying Research to the Teaching of Mathematics

    3 credits-

    Designed to provide candidates with an opportunity to read research, extract the proper methods of teaching math to all students, and apply these methods within the classroom. Links research to practice as a recursive activity, in which one informs and feeds upon the other.


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  • EDU 612 - Assistive Technology in Special Education

    3 credits-

    With an emphasis on academic and vocational development, participants develop abilities to match features of AT products (low, medium and high tech), devices and services with the individual skills, needs and goals of K-12 students with mild/moderate disabilities; create AT solutions; and develop knowledge about how AT is defined and addressed in state and federal laws.


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  • EDU 613 - Vocational Programming

    3 credits-

    Designed to assist students in understanding the impact and importance of school to work/career, career education and to other career and technical and vocationally related programs for students with exceptional learning needs. The requirement for and the importance of transition programs and services for adolescents with disabilities will be emphasized. (Required for secondary special education certification.)


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  • EDU 615 - Medical Aspects of Children with Disabilities

    3 credits-

    Presents medical diagnoses and conditions that could be encountered in the classroom. Presentation of each diagnosis will include scientific origin, clinical appearance, treatments and interventions. The role of the teacher, TA, SNT, classroom RN and supportive service personnel in the care and managements of students with these diagnoses will be discussed. Parent perspective will also be considered.


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  • EDU 616 - Advanced Assessment

    3 credits-

    Designed to enhance the special educator’s knowledge and skill base in assessment and evaluation so that she/he can better meet her/his responsibilities as a member of a special education team and to the children with disabilities that she/he serves.


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  • EDU 617 - Behavior Strategies

    3 credits-

    Examines basic classroom management theories, methods, and techniques which are appropriate for utilization with individuals who have exceptional learning needs. Applicable laws, rules, regulations, and procedural safeguards regarding the planning and implementation of the management of behavior will be addressed.


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  • EDU 623 - Introduction to Family Counseling

    3 credits-

    Provides an overview of the foundational assumptions and concepts of family theory and treatment and introduces fundamental family counseling techniques. Through a developmental lens, relevant family treatment theories are explored and applied to live case materials. Frank’s somatic developmental model, Bowen’s core systems concepts, Minuchin’s structural approach, Madanes’ strategic intervention paradigm, and Satir’s communication theory form the theoretical cornerstone. Techniques and interventions are related to a broad range of mental health issues with emphasis on developing generic practice skills, and the differential uses of specific interventions for particular problems.


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  • EDU 630 - Student Teaching

    6 credits-

    For those who are not certified in special education, a minimum of 6 semester hours must be served under the supervision of a certified cooperating teacher. Prerequisites: Strands 1, 2 & 3.


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  • EDU 631 - Student Teaching

    6 credits-

    For those who are not certified in special education, a minimum of 6 semester hours must be served under the supervision of a certified cooperating teacher. Prerequisites: Strands 1, 2 & 3.


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  • EDU 636 - Assessment/Curriculum for the Student with Mild/Moderate Disabilities in K-12 Settings

    3 credits-

    Designed to acquaint the student with the critical task of developing and implementing educational programs which give children and adolescents with mild and moderate disabilities, regardless of their unique limitations, the opportunity to participate in the activities of the daily environment to the greatest possible extent.


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  • EDU 645 - Families in Crisis

    3 credits-

    Participants will examine in depth the experience of non-developmental family crises, such as divorce, illness, substance abuse, child abuse, and suicide. Emphasis on the impact of these occurrences on the family system as well as intervention strategies for helping professionals.


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  • EDU 649 - Collaboration: Home, School, and Community

    3 credits-

    Designed to promote healthy and productive relationships between families, schools, and local communities to support students with special needs. Students will explore various means of collaborating and communicating as they work as special education professionals to carry out the process of developing an Individualized Education Plan. Students will explore techniques, strategies, and resources that form the foundations of the educational experience for students with special needs.


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  • EDU 661 - Culturally Competent Teaching

    3 credits-

    To level the playing fields for our students, our classrooms must be built upon a culture of achievement - where students are inspired to exceed expectations and are committed to changing the trajectory of their lives. This course addresses these goals by fostering a deeper understanding of the sociocultural contexts of students and developing appropriate strategies for motivating them toward high achievement.

     


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  • EDU 662 - Differentiating Instruction for Diverse Urban Learners

    3 credits-

    The task of differentiating instruction is challenging but essential in accelerating learning for all students. Despite the varying levels of our students, educators have the responsibility to not only reach all students, but uphold the highest expectations for learning.  This course explores key questions related to teaching all students well and focusing on high achievement for all.


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  • EDU 663 - Diversity Seminar

    3 credits-

    Research on urban teaching has identified traits of effective urban teachers as well as approaches to teaching that are linked to increases in urban student success, both academically and socially. This course focuses in detail on these traits and teaching methods and how they can best be implemented in the participants’ own classrooms.


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  • EDU 664 - Capstone: Successful Urban Education

    3 credits-

    Students will synthesize their prior coursework in the program with their work in urban school settings. This assists them in their further professional development as problem identifiers and problem solvers- teacher leaders as well as teacher researchers. Each student completes an action research project and presents his or her work in the Capstone Colloquium.


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  • EDU 665 - English Applied Linguistics

    3 credits-

    Exposes students to various components of English for the purposes of developing greater comprehension of how languages work and for developing skills of linguistic analysis to support the development of English Language Learners (ELLs). Holistically examines the process of language learning, exploring the contrastive Analysis and Error Analysis methodologies. 


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  • EDU 667 - English Language Teaching Methods

    3 credits-

    Seminar explores theoretical and applied perspectives relevant to Teaching English to Speakers of Other Languages (TESOL) and examines effective teaching practices in developing listening, speaking, reading, and writing skills with students with Limited English Proficiency (LEP). Students are exposed to various methodological approaches to literacy development as well as various assessment issues as they affect ELLs.

     


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  • EDU 668 - Language, Literacy, and Culture

    3 credits-

    Explores how collective and individual cultural identities, social positioning, and educational policies impact language learning and teaching. Students examine the components of a culturally sensitive curriculum and develop strategies and materials that foster a culturally respectful learning environment. Topics addressed include language and community, power and solidarity, impact of home culture on ELL development, cultural relativism, and cultural universalism.


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