Summer Session

CEB 554: Curnt Topic Imunolgy

Graduate 3 credits

Prerequisite: Matriculation in either MAT biology (TBIMT) or MALS graduate programs (SPDMA).

DEC: NSLS

This is a comprehensive course in Immunology designed to be taught to secondary school teachers and it will address the new living environment curriculum standards for Immunology. The proposed course will combine lectures in Immunology with practical laboratory exercises. Laboratory activities will be provided that can be modified for secondary school education. Emphasis will be made on recent developments in Immunology and the essential role of the immune system in protection from infections and cancer. Concepts to be covered include how the immune system distinguishes self from non-self, how it handles various pathogens and why it sometimes fails.

CED 595: Capstone Seminar

Graduate 3 credits

Pre-Requisite: Matriculation in MALS program; prior completion of 24 graduate level credits towards the degree.

The goal of the Capstone Seminar is to teach students to understand and conduct graduate level research. Research may be either original or applied. Prior approval of topic by faculty required; methodology and resources will be reviewed throughout writing process. Effective Fall 2014, this course will be GRADED (A, B, C, F). Effective Summer 2015, successful completion of the Capstone Seminar requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions. May not be used to meet 12 credit content requirement for professional teaching license (MA in Liberal Studies).

CEE 505: Education: Theory and Practice

Graduate 3 credits

Schools are fundamental institutions in every society. While they reflect the existing social order with all of its hierarchies and inequalities, they can also act as engines of social mobility, democratic opportunity, and social change. The purpose of the class is to help prospective teachers acquire the conceptual tools needed to analyze these processes in a sustained, in-depth manner in order to make informed judgments about their future goals as teaching professionals. Advisory Pre-requisite: Open to prospective (pre-service) teachers, and current teachers.

CEE 565: Human Development

Graduate 3 credits

An examination of the biological and psychological development of children and adolescents and its relationship to teaching and curriculum development for diverse learners. The course will focus on special education programs, childhood and adolescent psychiatric disorders, and societal issues. Note: Preservice course for those not yet initially certified. Offered: Fall, Spring. 3 credits. Letter graded. Previously listed as PSY 595.

CEE 594: Language Acquisition & Lit Dev

Graduate 3 credits

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills. 3 credits, Letter graded (A, A-, B+, etc.)

CEE 601: Early Adolescent Development

Graduate 3 credits

This course will address the unique social, emotional, physical and intellectual challenges faced by 10-14 year old children, known as the period of early adolescence. Critical understanding of these characteristics and transformations will be an essential part of the course, along with a review of the important work of Piaget, Erickson and others who have made significant contributions toward our understanding and ability to effectively teach this age group. The vital elements of parental involvement and responsiveness to diversity will also be emphasized. Teachers will be prepared to transition to the middle school classroom through deep appreciation for and understanding of the children they will teach in grades 5-8.

CEE 602: Middle Child Educ:Instruction

Graduate 3 credits

Based on a four corner framework for quality teaching, this course examines how to set the climate, teach the content, facilitate the interactions and foster reflection in the middle school classroom. The course focuses on using brain based instruction as the basis for learning and processes for making data-driven instructional decisions and for designing curriculum to address the standards. In addition, emphasis is given to three critical instructional strategies: cooperative group instruction, a multiple intelligences approach and a higher order thinking skills. Woven throughout the course content is the concept of differentiating instruction and assessment of individual learners.

CEF 501: Instr of For Lang Elementary

Graduate 3 credits

The focus of the course is applying theories of second language learning to instruction at the elementary school level, understanding of developmental issues for teaching young children, designing effective curriculum, and engaging in effective instructional practice and assessment appropriate for world languages at the elementary school level. This course enables certified secondary teachers of foreign languages, 7-12, to extend their certification to include the instruction of foreign languages at grades 1-6. It is open only to certified Foreign Language teachers and those currently matriculated in a Foreign Language teacher certification program.

CEF 547: Prin/Prac Special Education

Graduate 3 credits

An overview of special education principles and practices that will include an understanding of the categories of disabilities; identification and remediation of disabilities; the special education process and state and federal special education laws and regulations; effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student and classroom management needs. As of Fall 2011, this course meets the NYS special education requirement for all pre-service candidates for teacher certification.

CEF 559: Curriculum Design/UBD Method

Graduate 3 credits

This course is designed for teachers who would like to enhance student understanding by designing more effective curricula and assessments. Based on the Understanding by Design model created by Grant Wiggins and Jay McTighe, the course presents the theory of the six facets of understanding. Teachers will learn a set of design standards that will enable them to create more thoughtful lessons, units and authentic performance tasks. Participants will delve into a thorough discussion of what is meant by "understanding," and will utilize the "backward design" process to achieve it. (Formerly Understanding by Design)

CEG 517: Modern Lat Amer Hist Seminar

Graduate 3 credits

Prerequisite: matriculation in graduate History program or MAT Social Studies

DEC: SBLS

Field seminar in modern Latin American history. Surveys major historical problems and debates from the post-independence period to the present. This course is offered as both CEG 517 and HIS 542. Note: Basic background in Latin American history and culture recommended.

CEG 532: US History to the Civil War

Graduate 3 credits

Prerequisite: matriculation in graduate History program or MAT Social Studies

DEC: SBLS

This field seminar in United States history will survey the major topics and interpretations, beginning with the founding of the British colonies to the start of the Civil War.

CEG 561: Human Geography in History

Graduate 3 credits

How has human geography impacted the events of history? In this course, we will examine the interrelationships between people, places and environment and their role in history, using events from global history to inform our analysis. This examination will involve two interrelated goals. The first, a more conventional approach to geography, will center on how geography has influenced human history as well as how humans have impacted the Earth's ecosystems, especially since industrialization. This study will enhance our knowledge of the current physical and political configuration of the earth. Our second goal will be to consider new approaches to conceiving space and depicting the Earth's surface and populations. As part of this more conceptual project, we will study the history of mapping and examine new modes of representing the Earth based on twenty-first century global needs.

CEI 565: Music in Society

Graduate 3 credits

DEC: AHLS

Topics in the study of music in relation to its cultural context. This interdisciplinary course studies music as a manifestation of a particular geographical region (e.g., Music in Turn-of-the Century Vienna), of a particular historical era (e.g., Music of the 1960s), and of a particular genre in relation to society. This course may only be repeat twice for a total of 6 credits towards the MA/LS degree.

CSM 640: Directed Study in STEM Educ

Graduate 3 credits

In their fifth semester students will individually complete a directed study with a faculty advisor. The intent of this course is to prepare the students for the doctoral qualifying examination and assist them in refining their research topics. Offered Fall and Spring, 3 Credits, ABCF Grading

EDL 501: Educational Leadership Thry I

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This is the first introductory course for the Educational Leadership Program. This course encompasses a study of some of the theories, methods, and applications dealing with educational leadership.  Working individually and collaboratively, you will expand your knowledge of the principles of effective schools and effective school leadership in order to act with cultural competence and responsiveness. This will require that you can effectively develop and demonstrate the skills needed to work in collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success. Experiences will be drawn largely from the behavioral and applied sciences, and applied to the practice of educational administration at all levels and in all settings in order to effectively institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school taking into account school culture as well as leadership theory and practice. This course will also help you develop the dispositions to be effectively approachable, accessible, and welcoming to families and members of the community. (PSEL Standards 3g, 1b, 9a, 3b, and 8a)

EDL 502: Educational Leadership Thry II

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

The focus of this course will be on instructional leadership, communication, decision-making, conflict, and change. Working individually and collaboratively, you will learn how to foster continuous improvement of individual and collective instructional capacity to achieve culturally responsive outcomes envisioned for each student. This will include being able to effectively use assessment data appropriately and within technical limitations to monitor student progress and improve instruction. To augment these topics, you will learn how to effectively develop and maintain data and communication systems to deliver actionable information for classroom and school improvement. Adopting a systems perspective will help you effectively manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts. (PSEL Standards 3a, 4a, 6d, 4g, 9g, 10h, and 10i)

EDL 503: Education Leadership Practice

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This course helps to articulate the interrelationship between theory and practice and promotes the philosophy that future school leaders should be life-long learners and pro-active about using data for innovation and change. This especially true when learning how to This course effectively ensures instructional practice is intellectually challenging, culturally responsive, authentic to student experiences, recognizes student strengths, and is differentiated and personalized. This will occur when you can effectively assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement. Fundamentally, this course will teach you how to effectively empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school. This course also deals with administrative decision-making in the context of the school, district, and community. Participants will be confronted with problems in instructional leadership using data driven decision-making to create a climate for change by effectively reviewing the schools mission and vision and adjusting them to changing expectations and opportunities for the school and changing needs and situations of students. (PSEL Standards 3f, 3h, 4d, 10f, 7b, and 1e)

EDL 515: School District Leadership

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This course is an examination of theories and practices related to school district administration, supervision and evaluation. The course will teach you how to effectively align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self. This will be accomplished by learning how to effectively promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. This will be followed by learning how to effectively foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. This will be supported by learning how to engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments. Finally, the course will explore how to effectively engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement, while acting with cultural competence and responsiveness in their interactions, decision making, and practice. (PSEL Standards 4b, 5d, 6d, 8c, 10d, and 3g)

EDL 525: Managerial Accounting:NYS-SDBL

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

An overview for school district business administrators in advanced accounting, financial reporting and internal control concepts for New York State School Districts. Knowledge of advanced concepts in order to properly manage the district's finances, protect its assets and ensure compliance with Federal and State financial related laws and regulations, will assist the student in establishing credibility and respect with his or her future superintendents, School Boards and the general public. Topics in the course will be presented from both a building and district level perspective. (formerly CEQ 525)

EDL 528: School Law

Graduate 3 credits

This course is a study of the legal framework within which public education operates, beginning with an analysis of how to safeguard and promote the values of democracy, individual freedom and responsibility, equity, cultural responsiveness, social justice, community, and diversity. This analysis will then explain how to confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. Besides addressing specific topics, such as, church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students, you will learn how to effectively know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success. Finally, the course will show how you can effectively manage governance processes and internal and external politics toward achieving the schools mission and vision. (PSEL Standards 2d, 3h, 3e, and 9h)

EDL 541: School Building Leadership

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

The design of this course will be focused around the concept of Leadership for Change. Providing leadership, through what can be a massive potential for school restructuring, will be the challenge of tomorrow's school principals. You will be shown how to implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive. Followed by providing coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student, ensuring that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. The course will focus attention on the needs of the school community by demonstrating the importance to empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement, which will lead to the collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school. This will culminate with showing you how to create the means for the school community to partner with families to support student learning in and out of school, all the while using methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school. (PSEL Standards 3g, 4a, 5c, 3c, 6f, 7b, 8e, and 10b)

EDL 555: Supervision of Instruction

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This course covers the basic aspects of the supervisory process including an overview of supervision, theory and research, organization and function, roles of various personnel in the supervisory process, factors influencing change, improving instruction through individuals and groups, curriculum development, effective use of learning resources, and evaluating supervisory programs to address matters of equity and cultural responsiveness. At the core of this course is Standard #6: Professional Capacity of School Personnel, which begins with developing teachers and staff members, professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development, moving to fostering continuous improvement of individual and collective instructional capacity, being able to deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation, which ultimately will empower and motivate teachers and staff, with the goal of developing the capacity, opportunities, and support for teacher leadership. This course will also examine the issues of change within the school classroom that face supervisors today, enabling them to effectively manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts, in order to promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society. (PSEL Standards 3h, 6c, 6d, 6e, 6f, 6g, 10i, and 3f)

EDL 571: School Business Administration

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team. Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school's resources, and all aspects of school leadership, while being able to effectively establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. The major goal of this role is for you to be an effective, responsible, ethical, and accountable steward of the school's monetary and non-monetary resources, engaging in effective budgeting and accounting practices. (PSEL Standards 2a, 3g, 7c, 3e, and 9d)

EDL 572: School Personnel Management

Graduate 3 credits

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

This course examines the nature, scope, and organization of the personnel function and will look at the planning process, collective bargaining (negotiations and contract administration), personnel recruitment (selection, induction, and development), and effective work performance (appraisal, compensation, and job security, issues). An examination of the federal and state laws and regulations that govern district personnel operations will be included. To accomplish these tasks it will require that you can effectively ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success, while establishing and sustaining a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. At the heart of this position is for you to effectively recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty that will act with cultural competence and responsiveness in their interactions, decision making, and practice. (PSEL Standards 3c, 7c, 6a, and 3g)

EDL 595: Educational Leader Project Sem

Graduate 3 credits

Pre-requisite: Matriculation in one of the Educational Leadership programs: prior completion of 24 g raduate credits in the program.

Project Seminar is an advanced graduate course designed to teach students to understand and conduct graduate level research for the purpose of effectively assessing and developing the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement, which will help in developing an educational mission for the school to promote the academic success and well-being of each student. This course presents a study of the concepts, theories, methods, and findings dealing with how to acquire the extensive knowledge of learning, creative thinking, teaching, assessment, and the principles of effective schools. Supporting this acquisition is for you to effectively act with cultural competence and responsiveness in interactions, decision making, and practice. (PSEL Standards 10f, 1a, and 3g) This course will be GRADED (A, B, C, F). Successful completion requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions permitted.

EGL 584: Topics in Genre Studies

Graduate 3 credits

Prerequisite: enrollment in the English MA, Ph.D. or MAT programs.

Changing issues in the historical study of particular genres, such as the novel, lyric poetry, film, drama, etc. Fall, Spring, Summer,

EGL 585: Topics in Cultural Studies

Graduate 3 credits

Prerequisite: enrollment in the English MA, Ph.D. or MAT programs.

Changing issues in the interdisciplinary study of culture, including literature, popular culture, discourse studies, media studies, etc. Focus is on the analysis of historical contexts and on methods derived from contemporary cultural theory. Fall, Spring,

EGL 587: Topics in Race, Ethnic Studies

Graduate 3 credits

Prerequisite: enrollment in the English MA, Ph.D. or MAT programs.

Changing historical or theoretical focus on issues of race or ethnicity, on U.S., British, or global ethnic literatures, or on experiences, histories, or theories of colonization, decolonization, empire, globalism, or diaspora. Fall, Spring, Summer,

EMP 504: Quantitative Methods Managemen

Graduate 3 credits

This course is a rapid introduction to the application of modern mathematical concepts and techniques in management science. Algebraic operations, mathematical functions and their graphical representation, and model formulation are reviewed. Topics covered include the following: algebraic and graphic methods of linear programming; PERT, CPM, and other network models; and inventory theory. Simple management-oriented examples are used to introduce mathematical formulations and extensions to more general problems. The computer laboratory may be used to give students experience with PC software packages that solve problems in all course topics. Interpretation of computer outputs is also stressed. We will also discuss several quantitative methods for analyzing and controlling cost, lead time, and quality of the goods or services being produced.

EST 574: Distance Learning and Virtual

Graduate 3 credits

Web-based distance learning applications are quickly growing within higher education institutions, K-12 schools, and corporate environments. The focus of this course is on the underlying theories, design, and implementation of effective modes of elearning. Students will explore virtual schools, virtual learning, virtual environments and other forms of distance education. The social differences between face-to-face and virtual learning will also be examined and discussed throughout the course. Students will explore virtual learning resources and design their own virtual learning lesson. The culminating project for this course will be the demonstration and write up of the experience.

FIN 536: Financial Management

Graduate 3 credits

MBA 502 or FINMS or FNBMB

How managers should interface with accounting and finance departments and how firms meet their financial objectives. Financial tools and techniques, which can be used to help firms maximize value by improving decisions relating to capital budgeting, capital structure, and working capital management are explained. Related topics include multinational financial management, risk management, and mergers and aquisitions. Prerequisite: MBA 502 or FIN MS or 36 credit MBA in Finance Student

FLA 520: Pedagogy in Practice

Graduate 3 credits

FLA 505 OR permission of instructor

An exploration of the application of pedagogical techniques for the World Language classroom. Supported by educational theory, this course will deepen knowledge of classroom management strategies, curation of authentic resources for various proficiency levels, use of Comprehensible Input (CI), creation of integrated performance assessments (IPAs) and other formative assessments across grade levels (K-12). This course will highlight World Language Literacy Skills and Literacy for Heritage Language Learners. The course will culminate with the creation of a unit plan to be added into a teaching portfolio.

FRN 571: Free Seminars

Graduate 3 credits

Courses given in the past have covered a single author, genre, and other topics. Fall or Spring, This course will be co-scheduled with ITL571, PHI508, and EGL603

FRN 592: Language Acquisition II

Graduate 1-4 credits

FRN 591

Elementary French II intended for graduate students from other programs.

FRN 593: Language Acquisition III

Graduate 3 credits

Intermediate French I intended for graduate students from other programs. The requirements for the course will include a graduate-level component to be determined by the instructor.

GEO 513: GIS Fundamentals I

Graduate 3 credits

This course provides the basic concepts underlying modern geographic information science and technology. Emphasis is placed on the principles of GIS for collecting, storing, characterizing, and maintaining data and computer-based techniques for processing and analyzing spatial data. The course includes three hours of lecture, in class exercises and homework projects each week. This is a computer based class with the majority of students work involving GIS computer software. Prerequisite: working knowledge of spreadsheet software

GER 592: Language Acquisition II

Graduate 1-4 credits

GER 591

Elementary German II intended for graduate students from other programs.

GRD 510: Career Exploration with ECLP

Graduate 0-1 credits

GRD 510 engages Master's and doctoral students in the Exploring Career Ladders Program (ECLP), a peer-led framework for career exploration and preparation. Graduate students follow career development steps which correspond to the essential components of an Individual Development Plan (IDP). The steps include: self-assessment, career research, informational interviewing, skill identification and building, networking, CV/resume crafting, and goal setting. Each section is led by a graduate student peer leader. Students will cultivate their career preparedness and gain a framework that they can apply to any career goal, academic and non-academic, now and in the future. By the end of the course, students will have gained increased confidence in and preparation for seeking a career of interest and will have a set of actionable goals for next steps. This course cannot be used to fulfill graduate degree requirements.

GSS 513: GIS Fundamentals I

Graduate 3 credits

This course provides the basic concepts underlying modern geographic information science and technology. Emphasis is placed on the principles of GIS for collecting, storing, characterizing, and maintaining data and computer-based techniques for processing and analyzing spatial data. The course includes three hours of lecture, in class exercises and homework projects each week. This is a computer based class with the majority of students work involving GIS computer software. Prerequisite: working knowledge of spreadsheet software

GSS 525: GIS Fundamentals II

Graduate 3 credits

Prerequisite: GSS513 or GEO513

GIS Fundamentals II will introduce the applied use of Geographic Information Systems (GIS) which is now used extensively in analytical studies. The course emphasizes the applications of GIS in solving real-world problems. Students are expected to gain an understanding of GIS theory, methodology and most importantly application. Students are also expected to demonstrate abilities of spatial thinking, spatial analysis, and be able to solve practical spatial problems utilizing a GIS. Prerequisite: GSS513 or equivalent

HEA 502: College Stdnt Development Thry

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

This course examines the major theoretical constructs that inform practitioners who work with college students. Topics will include moral and ethical development, emotional maturation and identity formation, as well as the link between student persistence and involvement. Students will gain an understanding of psychosocial/affective, cognitive, typological and person/ environment interaction theories. Formerly CEK 502.

HEA 503: Leadership in Higher Education

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

Colleges and universities are unique institutions. Although they seem to increasingly resemble the complex organizations typically found in business and public administration, their special missions of teaching, research and service put them in a singular category where ¿collegiality¿ and university traditions of academic freedom introduce powerful cross-currents of equality. This course explores collegiate leadership, from the lofty heights of the presidency to the more mundane challenges faced by managers at all levels, be they in academic or administrative units. Students will become familiar with the myths and realities of leadership, as presented in the literature, and conduct their own leadership studies. Formerly CEK 503.

HEA 520: Advising/Counseling Higher Ed

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

This course is an introduction to advising and counseling in higher education. Course topics include advising and student development theory; advising structures for effective learning, teaching, and mentoring; legal issues in advising; advising methods and best practices; key stakeholders in advising; and articulating a personal advising philosophy. Formerly CEK 520

HEA 521: Diversity and Higher Education

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

This course examines diversity in institutions of higher education from both a theoretical and historical framework. It will provide a foundation for examining policy and practice by the study of key concepts in human diversity, legislation and case studies. Best practice assessment methods are explored within the context of multicultural pedagogy. Formerly CEK 521.

HEA 523: Student Affairs Administration

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

An overview of the history of the Student Affairs field, as well as a more in-depth examination of the changing context in which student affairs professionals practice. This will include the philosophies, ethics, and theories that guide the practice of student affairs work. Review of the development of the field, legal and ethical foundations of practice, learning, retention and development theories, changing campus environment (including diversity, economic considerations and access issues), organizational structure, strategic planning and finance, information technology, learning outcomes and assessment and human resources as they relate to student affairs. Consideration of the practical application of such topics in specific student affairs units i.e., housing/residence life, student activities, career services, counseling, Student health centers and judicial affairs. Formerly CEK 523.

HEA 524: Enrollment Management

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

This course covers marketing the university, programs to attract applicants, the application process, generating and applying models for predicting enrollment, and assessing outcomes, including ratios such as applicant-to-accept, accept-to-enrollment, and enrollment-to-retention, and graduation rates. Issues of selectivity, financial aid leveraging (merit and need-based scholarships and aid programs), and linkages between academic and student affairs are covered. The prime focus is undergraduate enrollment, but the course also examines graduate and professional school enrollment. Learn roles of admissions officers and counselors, information technology and data processing professionals, and institutional research analysts. Ways to attract and retain students, increase selectivity and enrollment, and improve students' academic and social integration and success are highlighted. Formerly CEK 524.

HEA 525: The Contemporary Undergraduate

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

An in-depth examination of lifestyle, attitudes, characteristics and demographics of the contemporary undergraduate college student in the United States. This course offers an overview of the theoretical and research literature on college students in the U.S. from a variety of perspectives, and considers the educational, social, and environmental needs of different student subgroups. Students will explore traditional and non-traditional college populations at two-and four-year institutions. Formerly CEK 525.

HEA 530: Legal Issues in Higher Educ

Graduate 3 credits

Prerequisite: matriculation in Higher Education Administration programs

This course, designed for college and university administrators, presents an overview of key issues and problem areas in the fast developing law of higher education. Topics include student and faculty rights and responsibilities, academic freedom, governance, affirmative action, campus security, collective bargaining and labor relations, to name just a few. Students will review important court cases that establish a framework for decision-making and will also participate in problem-solving exercises. Former title: Higher Education Law Formerly CEK 530.

HEA 595: HEA Project Seminar

Graduate 3 credits

Prerequisite: Matriculation in MA Higher Education Admin degree program; completion of 24 graduate level credits in the degree program; pre/co-req HEA 504

The goal of the Project Seminar is to teach students to understand and conduct graduate level research. Research may be either original or applied. Prior approval of topic by faculty required; methodology and resources will be reviewed throughout writing process. Effective Fall 2014, this course will be GRADED (A, B, C, F). Effective Summer 2015, successful completion of the Project Seminar requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions. Formerly CEK 595.

HRM 532: Foundations of Human Resources

Graduate 3 credits

Pre-requisite: matriculated in Human Resource Management Programs or Concentrations

Foundations of Human Resources offers a comprehensive overview of key human resources (HR) functions essential for organizational success. This course explores strategic HR management, covering crucial areas such as recruitment, selection, performance management, employee relations, and workplace safety. Students will examine legal compliance, employment laws, and policy implementation in both union and non-union settings. The curriculum emphasizes HR's role as a strategic partner in today's competitive business environment, preparing practitioners to align HR practices with organizational goals and navigate contemporary workplace challenges. Through case studies and practical examples, students will gain insights into effective HR strategies that drive employee engagement, productivity, and overall organizational effectiveness. Prerequisites: None. This course must be taken first.

HRM 533: Employee Relations/Labor Mgt

Graduate 3 credits

Pre-requisite: matriculated in Human Resource Management Programs or Concentrations

Employee Relations and Labor Management explores the complex dynamics of workplace relationships in today's global economy. Students examine the historical evolution of labor unions in the United States and the legal framework governing modern labor relations. Key topics include collective bargaining processes, dispute resolution techniques, and contract administration in both private and public sectors. Through real-world case studies, students gain practical knowledge of labor relations practices, management strategies, and relevant government regulations. The curriculum emphasizes balancing employer and employee interests to foster adaptive work relationships in competitive environments. Discussions on current trends and future challenges in organized labor provide a forward-looking perspective, preparing human resources practitioners for the evolving employee relations landscape. Prerequisites: none

HRM 538: Organizational Devel & Change

Graduate 3 credits

Pre-requisite: HRM 532; Matriculation MS/AGC in HRM or concentration

Organizational Development and Change Management prepares human resources (HR) professionals to lead transformative initiatives in today's dynamic business landscape. The curriculum explores modern theories, competencies, and evaluation methods essential for driving innovative change across individual, team, and organizational levels. Students master change management tactics, organizational behavior strategies, and psychological aspects of change leadership. Key topics include managing resistance, leveraging organizational culture and politics, and implementing effective change strategies such as job redesign, downsizing, and structural reforms. The course emphasizes the HR practitioner's evolving role as an internal consultant and trusted business advisor, equipping students with practical tools to facilitate change, improve organizational performance, and foster employee engagement in various sectors of the global economy. Prerequisites: HRM 532

HRM 541: Human Relations/Workforce Plan

Graduate 3 credits

Pre-requisite: HRM 532; Matriculation MS/AGC in HRM or concentration

Human Relations and Workforce Planning explores the vital role of human resources (HR) in modern organizations, focusing on strategic talent management and organizational behavior principles. The course examines evolving workplace dynamics, including diversity, team interactions, and responses to unforeseen challenges. Students will learn to enhance work-life quality through effective communication strategies, career development planning, and employee assistance programs. The curriculum covers job enrichment techniques, flexible work arrangements, and recreational initiatives that foster employee engagement. By emphasizing the importance of joint employee-management participation, this course prepares HR leaders to make impactful decisions, improve productivity, and reduce turnover in various organizational settings. Prerequisites: HRM532

HRM 545: Employment Law and Policy

Graduate 3 credits

Prerequisite: HRM 532 and HRM 533, and Matriculation in HRM program

Employment Law and Policy explores the legal landscape shaping modern workplace dynamics in this comprehensive course. Students gain practical knowledge of employment laws, government regulations, and management practices essential for human resources professionals. The course will focus on key topics including workplace safety, ethics, diversity management, hiring practices, employment contracts, and risk reduction strategies. Students will examine the evolution of employment laws and their application in private and public sectors. Finally, the course helps students build a strong foundation in employment law and policy to effectively navigate the complexities of today's employer-employee relationships. Prerequisites: HRM532 and HRM533

HRM 546: JobEvaluation/CompSys/Benefits

Graduate 3 credits

Pre-requisite: HRM 532; Matriculation MS/AGC in HRM or concentration

The Job Evaluation, Compensation Systems, and Benefits course provides an in-depth exploration of advanced concepts crucial for HR practitioners. The course covers theoretical foundations and practical applications of job evaluation, compensation design, and benefits administration. Students examine legal requirements, comparable worth, and the impact of compensation systems on employee satisfaction and morale. Key topics include developing wage and salary surveys, creating equitable pay scales, implementing performance-based systems, and managing salary administration. The curriculum also analyzes various incentive structures, including bonuses, stock options, and special benefits. This comprehensive approach prepares HR professionals to design and manage effective compensation strategies that align with organizational goals and legal requirements. Prerequisites: HRM532

HRM 548: Diversity/Global Issues @ Work

Graduate 3 credits

Pre-requisite: HRM 532; Matriculation MS/AGC in HRM or concentration

Diversity and Global Issues in the Workplace explores the complexities of managing human resources (HR) in an increasingly interconnected world. The course examines how immigration, global business expansion, and various dimensions of diversity shape contemporary workplaces. Students will investigate effective strategies for managing diverse, global workforces beyond mere legal compliance, recognizing diversity as a business necessity. Key topics include globalization of HR practices, DEI, expatriation and repatriation, industrial relations in different regions, and navigating cultural differences. The curriculum also covers multinational corporate structures, regulatory environments, and strategic alliances. This comprehensive approach equips HR professionals with the knowledge and tools to effectively manage global organizations while maintaining competitive advantage in diverse markets. Prerequisites: HRM532

HRM 551: HR BusinessAcumen/DataAnalytic

Graduate 3 credits

Prerequisite: HRM 532 and HRM 533, and Matriculation in HRM program

Business Acumen and Data Analytics for Effective HR Leadership equips human resources (HR) professionals with essential skills to align HR strategies with organizational goals. Students gain a deep understanding of business operations, functions, and competitive landscapes crucial for strategic HR decision-making. The course emphasizes HR data analytics, teaching students to leverage data-driven insights for project justification and strategic initiatives. Through practical applications, students learn to interpret and present HR metrics effectively, enhancing their ability to influence organizational decisions. The culmination of the course involves developing a comprehensive HR business case, allowing students to synthesize their learning and demonstrate the value of HR initiatives in driving business success. Prerequisites: HRM532 and HRM533

HRM 595: Strategic Human Resources Proj

Graduate 3 credits

Prerequisite: Matriculation in the MS or AGC in HRM; prior completion of 24 graduate HRM credits.

The Strategic Human Resources Master's Project serves as a capstone experience for HR professionals pursuing advanced education. This intensive course examines current developments and critical issues in human resource management. Students explore diverse topics such as strategic HRM, productivity enhancement, workplace learning, diversity, data analytics, and talent management. Students synthesize their knowledge to produce a comprehensive applied research project by engaging in guided research and professionally oriented activities. This culminating experience allows students to demonstrate their mastery of complex HR concepts and ability to apply strategic thinking to real-world challenges, preparing them for leadership roles in today's dynamic business environment. A grade of B or better is required to complete your degree. Prerequisites: Completion of 24 credits before registering.

ITL 592: Language Acquisition II

Graduate 1-4 credits

ITL 591

Elementary Italian II intended for graduate students from other programs.

LIN 522: Phonetics

Graduate 3 credits

Enrollment in TESOL, CML, or LIN program, or permission of instructor, and co- or pre-requisite of L IN 530

A study of articulatory phonetics and the international phonetic alphabet, with intensive practice in phonetic transcription from a wide variety of languages. Acoustic phonetics, speech perception, and the applications of phonetics to foreign language teaching. Prerequisite: Enrollment in TESOL or LIN program or permission of instructor

LIN 527: Structure of English

Graduate 3 credits

Enrollment in TESOL, CML, or LIN program, or permission of instructor, and co- or pre-requisite of L IN 530

A description of the major sentence elements, subsystems, and productive grammatical processes of English. The justification of grammatical categories, interaction between systems and processes, and notions of standard and correctness are discussed with a view to their application in the ESL classroom. Prerequisite: Enrollment in TESOL or LIN program or permission of instructor

LIN 530: Intro to General Linguistics

Graduate 3 credits

Enrollment in TESOL, CML, or LIN program or permission of instructor

An introduction to modern theoretical and applied linguistics, including phonology, morphology, syntax, language acquisition, historical linguistics, and sociolinguistics. Prerequisite: Enrollment in TESOL or LIN program or permission of instructor

LIN 541: Bilingualism

Graduate 3 credits

Enrollment in TESOL, CML, or LIN program, or permission of instructor, and co- or pre-requisite of L IN 530

Study of the social, linguistic, educational, and psychological aspects of bilingualism. Prerequisite: Enrollment in TESOL or LIN program or permission of instructor, and, LIN 530, or LIN 521 and LIN 523

LIN 542: Sociolinguistics

Graduate 3 credits

Enrollment in TESOL, CML, or LIN program, or permission of instructor, and co- or pre-requisite of L IN 530

An introduction to major topics in sociolinguistics, including variation theory, language attitudes, language planning, language change, and pidgins and creoles. Prerequisite: Enrollment in TESOL or LIN program or permission of instructor

LIN 544: Lang Acquisition and Liter Dev

Graduate 3 credits

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills. Prerequisite: Enrollment in a teacher preparation program

LIN 578: Field Experience in Educationa

Graduate 1 credit

Enrollment in MA TESOL Program

Exploration, inquiry, and practice of English language instruction strategies and approaches. Prerequisite: Admission to MA TESOL Teacher Education Program

LSF 502: Effective Prof Thinking

Graduate 3 credits

DEC: AHSB

Examines how to use, synthesize and analyze the vast amount of data professionals are exposed to daily. The course will be infused with how to utilize technologies in decision making processes. Competencies include using inductive versus deductive reasoning, learning how to effectively schedule, create and analyze spreadsheets and budgets, problem solving, thinking creatively, and using critical thinking skills.

MAT 511: Fundamental Concepts of Math

Graduate 3 credits

Fundamental Concepts of Mathematics. Brief history of mathematics; sets, functions and logic; constructions of number systems, including their historical development; mathematical induction. The main focus of the course will be on the construction and writing of mathematical proofs. Fall, Spring, or Summer,

MAT 517: Calcul & Computers for Teacher

Graduate 3 credits

Calculators and Computers for teachers. Graphing calculators, programming, computing and curve sketching; Geometers Sketchpad or other computer based classroom tools; educational use of the world wide web. Fall, Spring, or Summer,

MBA 502: Finance

Graduate 3 credits

FINMS or Student in 48 Credit MBA Programs

The goal of the course is to introduce students to modern finance theory and its application to real world financial decision-making. We will use mathematics to develop financial models that address Valuation, Risk and Return, Capital Budgeting, and Capital Structure. Students will work on Excel-based case studies to further their understanding of real-world applications of those models. Prerequisite: Admission to the MS in Finance or 48 credit MBA programs

MBA 503: Data Analysis & Decision Makng

Graduate 3 credits

Prerequisite: Students must be admitted into one of the College of Business Programs.

An introduction to statistical techniques useful in the analysis of management problems. We motivate each topic by managerial applications, and we analyze actual data sets using modern statistical software. Topics include probability estimation, hypothesis testing, and regression analysis. Prerequisite: Students must be admitted into one of the College of Business Programs

MBA 505: Marketing

Graduate 3 credits

Student in 48 credit MBA Program

A survey course covering the foundations of the marketing discipline. The course is designed to give students conceptual frameworks and tools to help firms meet demands of the marketplace in a profitable way. A wide range of marketing strategy topics (e.g., segmentation, positioning) and marketing tactics (the Four P's of Marketing -- Product, Price, Place and Promotions) will be covered, as well as development of the discipline's foundations (definition, philosophy, and the history of marketing). Prerequisite: Student in 48 credit MBA Program

MBA 506: Leaders, Teams, Communications

Graduate 3 credits

Prerequisite: Students must be admitted into one of the College of Business Programs.

The purpose of the course is to introduce you to the multifaceted phenomenon of leadership, teams, and communications. It seeks to answer the following three questions: What do leaders really do? What makes teams effective? How do you create persuasive communications? The course addresses such topics as leadership styles, building motivated teams, and developing strategic communications. It examines these topics with a goal of not only imparting knowledge about evidence-based managerial practices but also assisting students to acquire the skills necessary to become business leaders, team builders and articulate communicators. Prerequisite: Students must be admitted into one of the College of Business Programs

MBA 507: Ethics in Management

Graduate 3 credits

Prerequisite: Students must be admitted into one of the College of Business Programs.

This course examines the main ethical problems facing the modern manager. Emphasis is placed on the moral and ethical responsibilities that relate to investors, employees, customers, and the community. Students will learn the basic vocabulary of business ethics. Prerequisite: Students must be admitted into one of the College of Business Programs

MBA 509: Continuous Quality Improvement

Graduate 3 credits

This course provides students with understanding of concepts of TQM and quality improvement methods to attain world-class performance in business operations. Topics include policy deployment, process improvement methodology, daily work management, quality story methodology, six sigma, poka-yoke, ISO, Deming and Baldridge Awards criteria.

MBA 511: Technological Innovations

Graduate 3 credits

Prerequisite: Students must be admitted into one of the College of Business Programs.

Innovation drives the modern firm by the interaction of technical invention and managerial entrepreneurship. This course explores the variety of sources of new products, processes, and services, such as inventors, universities, research and development departments in industry, and government labs. In addition, the course explores the variety of ways of bringing new products, processes, and services to market, including startup firms, acquisitions, mergers, and entrepreneurship within the firm. Case studies showing the interaction of invention and entrepreneurship are analyzed. A term project is required in which the student either analyzes the history of invention and entrepreneurship in a major firm or writes a business plan for high technology startup firm. Prerequisite: Students must be admitted into one of the College of Business Programs

MBA 512: Business Strategy

Graduate 3 credits

Students in COB graduate programs; 15 credits for 36 credit programs, G2 standing for 48 credit prog rams.

The focus of this course is on the strategic issues and challenges facing companies in today's competitive landscape. As a capstone, this course integrates and builds upon your experiences in the functional areas of business and provides an opportunity for students to evaluate and apply knowledge from their core business courses. The study of strategic management will help students improve their understanding and expertise in the functional areas of business, focusing on how managers work together to develop a strategy that will capture market share and increase shareholder wealth. A fundamental question of strategy is: Why are some firms more successful than others? This course should be taken in the last semester of your degree program.

MBA 589: Operations Management

Graduate 3 credits

MBA 503; 48 credit MBA Program

A managerial approach to the concepts, issues, and techniques used to convert an organization's resources into products and services. Through the course, students will develop an ability to understand key concepts in operations management, analyze the performance of systems quantitatively, gain insights into performance characteristics, recognize various trade-offs in operations management decisions, and apply concepts and analytical methods to help improve organization's operational performance. Prerequisite: MBA 503, working knowledge of probability, and statistics is necessary. Student in 48 credit MBA program

MBA 592: Organizational Behavior

Graduate 3 credits

Student in 48 credit MBA Program

An approach to understanding the behavior of individuals in organizations is developed, with emphasis on implications for effective management. This approach is used to analyze decision problems encountered in managing human resources. Topics include individual and group decision-making skills, recruitment and selection, employee ability, motivation and incentive systems, job satisfaction, performance assessment and management, retention, training, and employee development. Prerequisite: Student in 48 credit MBA program

MEC 519: Electric/Hybrid Vehicle Tech

Graduate 3 credits

Students will be taught the physics, chemistry, electrical engineering, and mechanical engineering principles that govern the operation of electric and hybrid vehicles, and the systems that are contained within. Topics include IPM SynRM motors, hybrid transmissions, traction inverters, battery chargers, battery modules, and current, voltage, speed, torque and temperature sensors. Additional material on principles of measurement science that govern all sensor design will also be included.

MKT 565: Consumer Insights

Graduate 3 credits

MBA 505 or MKBMB Student

Marketing is the business function that deals with customers' needs and wants. Thus, an essential component of marketing is understanding consumers and to develop a deep understanding of consumers' needs and wants, you need to conduct marketing research. Psychological and social science research has produced numerous theoretical and technological advances that offer access to the inner workings of the mind, providing marketers with research tools to more effectively discover and fulfill consumer needs. This course provides an overview of the marketing, psychological, and social science knowledge relevant to consumer behavior and also provides an introduction to research methods for marketers to utilize when pursuing organizational goals. In this course, students will learn about qualitative and quantitative marketing techniques such as how to conduct a focus group, how to conduct high-quality survey research, how to conduct conjoint analysis, and how to use the IAT to develop a deeper understanding of consumers' implicit beliefs. Prerequisite: MBA 505 or 36 credit MBA in Marketing Student

POL 501: Introductory Statistics

Graduate 3 credits

Prereq: PPLMA, PSPMA, PPLMA/HPHMP, PPLMA/MBXMB, or permission of instructor. Advisory Prerequisite: Some elementary mathematics/statistics background helpful

This course acquaints students with statistics. It begins with the basics of applied statistical analysis, including probability and hypothesis testing, and builds to simple regression analysis. Requires use of computer packages.

POL 539: Intro to International Law

Graduate 3 credits

Prerequisite: PPLMA, PPLMA/HPHMP, PPLMA/MBXMB, or permission of instructor.

This course is designed to offer a broad overview of international law and its various areas, its relations to politics, and current challenges of the international legal environment. The focus will be on the theoretical background of international law as well as its practical implications in our globalized world. POL 539 will not count towards the fulfillment of the PPLMA degree requirements if you have taken POL 311.

SPN 505: Hispanic Dialectology and Soci

Graduate 3 credits

Major theoretical issues involved in analysis of geographical and social variation and with the principal methods used in its investigation, as applied to varieties of Spanish, Portuguese, Catalan, and Galician. Fall or Spring,

SPN 573: Studies in Modern Latin Americ

Graduate 3 credits

Prerequisite: Enrollment in the Spanish MA, MAT, or PHD programs or permission of instructor.

Major literary works of the 19th and 20th centuries will be read and analyzed in depth in relation to their broader cultural and historical context. Offered in Fall and Spring, Every year, 3 Credits, ABCF Grading

SPN 591: Spanish Language Acquisition I

Graduate 4 credits

Elementary Spanish I Intended for graduate students of other programs

SPN 592: Spanish Language AcquisitionII

Graduate 4 credits

Elementary Spanish II intended for graduate students from other programs.

VIP 595: Grad Multidisc Proj

Graduate 1 credit

Prerequisites: VIP Program Participant

Students participate in a multi-term, multidisciplinary project, working with team members ranging from first-year through seniors and graduate students. Projects are advised by one or more faculty on topics of research, design, innovation and entrepreneurship. While a project is framed within a faculty member's area of expertise, contributions are needed from a diverse array of disciplines. This course is intended for master's students who can take a leadership role in a project subtask. Students are expected to maintain involvement with the same project team for multiple terms. Students may add up to 2-credits towards their effort by co-registering for VIP 596. Prerequisites: VIP Program participant.