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Human Services |
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HMS G 609 Supervision of Human Service Workers
Students will be able to explain the interrelationship between organizational behavior and the supervisory role in organizations and to use theoretical constructs int he area of organizational behavior to distinguish good supervision practice from poor supervision practice. The ultimate outcome of this course is that students will be able to identify, diagnose, and resolve critical issues that arise in facilitating the work of others.
3 Credit(s)
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HMS G 610 Theories-Development
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3 Credit(s)
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HMS G 616 The Foundations of Evaluation Research
This is the first course in a series of four courses designed to prepare students to be responsible practitioners and consumers of evaluation. The course focuses on the historical evolution of the evaluation field and profession; the core principles and standards that define and guide practice; evaluation theory and practice models; types of evaluation and the role of social science research in addressing evaluation questions. The knowledge and skills acquired in this course provide the foundation for more in-depth study of cultural competence, and qualitative and quantitative methods.
3 Credit(s)
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HMS G 620 Leadership and Organizational Development
Students will analyze a variety of theories, issues and models of leadership and to select those that are appropriate for application in human services organizations.
3 Credit(s)
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HMS G 622 Marketing Human Services
Students will be able to develop appropriate marketing strategies for public and non-profit human service organizations.
3 Credit(s)
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HMS G 623 Financial Management of Non-Profit Organizations
Students will learn to perform the basic financial tasks of a non-profit organization. These tasks include recording financial transactions, preparing financial statements, retrospective evaluation ratio analysis, prospective planning including budgeting, cost analysis, and revenue generation, budget execution, and preserving the integrity of the financial operation.
3 Credit(s)
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HMS G 626 Strategic Planning for Public and Nonprofit Organizations
Students will be able to identify strategic planning needs, to develop and implement a strategic planning process, and to develop an operational plan for short-term implementation. In addition to recognizing the value of strategic planning, managers and planners will also be able to determine when strategic planning is not practical or desirable. In such situations, students will be able to take appropriate action to prepare the organization for strategic planning.
3 Credit(s)
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HMS G 627 Performance Monitoring and Evaluation
Students will be able to use performance monitoring as a results-oriented management tool. They will be able to conduct periodic measurement of progress toward explicit short- and long-term objectives and report the results to decision makers. Students will understand how performance monitoring can help managers make better decisions. They will also know the kinds of problems that arise in developing and implementing performance monitoring systems, and how to address these challenges. The ultimate goal is that students will be able to oversee the design and implementation of effective performance monitoring systems.
3 Credit(s)
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HMS G 628 Legal Issues in Human Services
Students will acquire a theoretical legal framework, develop experience in applying these principles to real situations, and acquire skill in finding and using law important to their work or area of interest. This knowledge will help students develop strategies to comply with and also change the law, and to advocate for their agency and its consumers.
3 Credit(s)
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HMS G 633 Fund Raising and Grant Seeking
Students will describe and analyze the range of funding options available to human service organizations and be able to develop a plan for implementing a fund-raising strategy for a particular human service program or organization.
3 Credit(s)
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HMS G 634 Information Technology for Management and Planning
Students will be able to use information technology to leverage existing data systems and to create new ones. Students will be able to ensure the appropriate selection and deployment of technology to meet the organization’s specific needs. They will be able to apply the data-information-knowledge-action transformation process to managing and planning human services. The ultimate goal is that as managers and planners, students will use information technology to improve management and overall organizational functioning.
3 Credit(s)
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HMS G 635 Cultural competence in Evaluation Research
This course is designed to prepare students to become thoughtful, responsive evaluators who understand the impact their own cultural identity has on understanding other cultures. It focuses on cultural competence as an essential skill to conduct culturally valid evaluations. Case studies and field exercises are used to demonstrate why it is important that evaluators are qualified to understand the nuances of culture in order to draw valid conclusions about program effectiveness and outcomes. Students in this course learn, think through, and reflect about issues raised in this class that will remain significant throughout their professional careers.
3 Credit(s)
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HMS G 649 Program Development
Students will develop an implementation plan for a human service program, based on a needs assessment and current research and theory, which utilizes appropriate resources and anticipates barriers to implementation.
3 Credit(s)
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HMS G 655 Capstone Project
Students will integrate the content of their learning through a research or action project focused on management or planning. Students will participate in a seminar as part of the capstone experience.
3 Credit(s)
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HMS G 696 Independent Study
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1 - 6 Credit(s)
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Interdisciplinary Studies |
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INTR-D 601 Integrative Biosciences Graduate Program Seminar
This course is required for first-year PhD students admitted to the Integrative Biosciences Graduate Program (IBGP). The goal of this course is to introduce the students to the theory and practice of interdisciplinary research in the areas of biochemistry, biophysics, and bioinformatics. The course will consist of two main components; in the first half of the course, participating IBGP faculty will describe their research projects. IBGP faculty laboratories can also be represented by postdoctoral fellows or advanced graduate students. Each faculty presentation will be followed by a class discussion of a paper from that laboratory that includes an interdisciplinary approach and/or a collaboration between laboratories working in different disciplines. In the second half of the course, each student will present a paper on an interdisciplinary topic. Thr5oughout the course, emphasis will be on the collaborative and interdisciplinary nature of research in the biosciences.
2 Credit(s)
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Instructional Design |
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INSDSG 601 Foundations in Instructional Design and Learning Technology
this course provides an introduction to the filed of instructional design. Various instructional design models are analyzed theories are introduced, and learning technologies are explored. As a final project, students are expected to complete an instructional design plan for a learning or training event.
3 Credit(s)
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INSDSG 602 The Adult as Learner
In this course students research the practices and theoretical underpinnings of adult learning. An experiential process will allow students to increase their understanding and ability to apply theories of adult learning, to set appropriate learning climates conducive to the characteristics of adult learners, and to become familiar with a variety of existing and emerging tools and techniques for facilitation the adult learning process.
3 Credit(s)
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INSDSG 603 Selection and Evaluation of Instructional Materials
This course analyzes the factors that determine the selection, evaluation, and utilization of materials used in instructional design. It studies the comparative instructional value of a wide range of electronic and print materials. At the end of the course, students will be able to choose materials on the basis of cost effectiveness, technical quality, teaching-learning mode, physical facilities, and availability of technologies.
Prerequisite(s): INSDSG 601 or permission of instructor
3 Credit(s)
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INSDSG 604 Communication Theory and Practice
This course is based on communications strategies and practices as supported by current communications theory. Learners apply theory and strategies to their organizational environments and learning contexts. The course addresses theories of media communication and the study of communication as applied to instructional design.
Prerequisite(s): INSDSG 601 or permission of instructor
3 Credit(s)
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INSDSG 605 Production of Media Materials
This course provides a systematic survey of a variety of media formats including visual displays, audio and visual presentations. Aspects of theory include psychological principles and research on media as a teaching mode. Students have the opportunity of applying knowledge and skills to selected areas of media production, especially as they provide solutions to instructional problems.
Prerequisite(s): INSDSG Student
3 Credit(s)
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INSDSG 607 Using Primary Research for Evidence-Based Practice
This course examines how understanding data, research methodology and research reports can contribute to informed evidence-based practice. The course emphasizes research relevant to the field of instructional design. Students will be introduced to the processes and vocabulary of research designs, including the questions, methodologies and standards of validity and reliability. Students learn to formulate a unique research question and look to academic sources to answer that question. Students will learn to locate, critically read and evaluate research reports, and synthesize research findings to inform design practice.
Prerequisite(s): INSDSG 607
3 Credit(s)
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INSDSG 608 Information Design and Visual Literacy
In this course, students explore the principles of visual literacy and apply them to a variety of instances in instructional design, instructional technology, and information presentation. Topics include the theoretical foundations of visual learning, the role of perception in communication and learning, verbal and visual communication, and visual and information design.
Prerequisite(s): INSDSG 601 or permission of instructor
3 Credit(s)
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INSDSG 610 Video Principles for Instructional Design
This course provides a comprehensive introduction to video production theory and technique, including the study of principles for analyzing and synthesizing information, and of some basic video instructional formats. The goal is to equip those responsible for developing instructional materials with the skills they need in order to work with video professionals in creating, designing, and producing instructional video programs.
Prerequisite(s): INSDSG 601 or permission of instructor
3 Credit(s)
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INSDSG 612 Instructional Strategies and the Adult Learner
This course is designed to assist participants in making classroom training more effective. Emphasis is on instructor roles and tasks, determining learning styles, and selecting appropriate techniques. Techniques focus on stand-up teaching skills, including lecture, question-and-answer, discussion and facilitation, as well as common media formats, role-playing, games and simulations, and case studies.
Prerequisite(s): INSDSG 602 and Graduate Degree Student
3 Credit(s)
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INSDSG 614 Writing Learning Events
This course is designed to help participants develop effective writing. It provides both analysis of written documents and a theoretical review of professional writing techniques. Assignments emphasize the writing tasks typically required of training and development specialists in any organization. They include the design, assessment, marketing, and evaluation of instruction. Participants develop the skills for effective communication with those outside the organization, and those at all levels within it.
Prerequisite(s): INSDSG 601 Masters in Instructional Design student or permission.
3 Credit(s)
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INSDSG 616 Production of Computer-Based Training
This is a basic course in developing eLearning programs with an emphasis on Web-based Training (WBT). The course addresses user interface design, the execution of common instructional strategies employed in training products, and techniques of graphics production. The course is project based; students work in teams to design, create prototypes, and produce CBT/WBT/multi-media programs.
Prerequisite(s): 601 & matric
3 Credit(s)
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INSDSG 617 Advanced Computer-Based Training
This course builds on the students’ basic knowledge of creating courseware and multimedia. They learn techniques of advanced scripting (HyperTalk) and multimedia presentation; ways to integrate text, graphics, animation, sound and motion video into CBT and multimedia products; and methods of developing student tests and student tracking systems. The course is project-based: students work in teams to design, make prototypes, and produce simple CBT or multimedia programs.
Prerequisite(s): INSDSG 616
3 Credit(s)
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INSDSG 618 Assessment in the Instructional Design Process
This course examines assessment in all phases of the instructional design process, including needs analysis and the various stages of formative and summative evaluation. Topics include various types of data, techniques for data gathering, the construction of questionnaires, a hands-on review of computer programs, and characteristic issues in the analysis and interpretation of assessment. The course also offers practical experience in the use of representative measures and applications.
Prerequisite(s): 601 & matric
3 Credit(s)
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INSDSG 620 Interpersonal Skills and Group Dynamics
This course introduces the students to the body of knowledge governing interpersonal, intrapersonal, and public communication. Through readings and the laboratory method, students learn human relations skills for effectiveness in personal and career situations. Topics include perception, listening, conflict resolution, and group dynamics.
Prerequisite(s): ISDSG 620
3 Credit(s)
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INSDSG 622 Curriculum Development for Organizations
In this course, students learn to develop curriculum used in organizations according to principles of instructional design. Students research and write a complete instructor manual/lesson plan and accompanying student folder/manual on a selected training topic. Curriculum development topics include: writing course goals and performance objectives; testing mechanism; complete lesson plan content; instructional methodologies and strategies such as role plays, group activities, case studies; creating original materials such as student handouts, prepared flipcharts, PowerPoint slide presentations, or other media as needed; equipment and technology; curriculum standards; and evaluation strategy.
Prerequisite(s): INSDSG 601 and 602
3 Credit(s)
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INSDSG 624 Evaluation in the Instructional Design Process
This course focuses on the exploration and application of evaluation theory and practice in the instructional design process. After conducting a needs analysis to determine performance gaps, instructional designers use evaluation during the development and implementation phases in an iterative process. This course will ground student sin traditional evaluation models, including Kirkpatrick’s four levels and Phillips’ ROI, and will move beyond to the why and how of continually improving designs and individual practice. We will touch on the evaluation of interface for online support and learning, ethical issues in evaluation, and usability. Students will develop an evaluation plan for a performance problem and will carry out key types of evaluation, report results, and offer recommendations for continual improvement.
Prerequisite(s): INSDSG 601 Masters in Instructional Design student or permission.
3 Credit(s)
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INSDSG 630 Managing The Training Function
This course focuses on the requirements for successfully managing an organization’s training function. Areas of concentration include building a training department; managing change and stress; delegating; communicating performance expectations; winning management support; and long-range planning. Classes include small and large group instruction, video, participatory exercises, and case studies.
Prerequisite(s): INSDSG 601 Masters in Instructional Design student or permission.
3 Credit(s)
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INSDSG 632 Organizational Development (for Graduate Students) in all Organizations
In this course students will discover the dynamics of organizational development in the workplace. Students will explore change interventions and strategies in order to create an environment in which learning can flourish. Students will have opportunity to examine and diagnose problems in order to implement appropriate solutions that will help organizations to achieve the results they want. The program will present both theory and practical application through experiential exercises. Students will explore structural, psychosocial, technical, managerial systems with organizations to apply training and administrative solutions. Students will learn how to be a positive change agent, develop human potential, and support organizational vision, mission and goals.
Prerequisite(s): INSDSG 601 Masters in Instructional Design student or permission.
3 Credit(s)
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INSDSG 634 Project Management in Instructional Design
Project management is an essential tool for instructional designers. rarely will you be the only person on a project. The success or failure of the intervention depends on the work of many people and you will often be in charge of managing the process. Traditional project management methods can be used for building anything from buildings to software. In this course, we will explore strategic project management, including goal setting, diffusion of innovations, the interaction of social and technical interventions and the arc of project implementation. NOTE: There will be three REQUIRED synchronous online course meetings, at this point scheduled for Sunday early evening East Coast time.
Prerequisite(s): INSDSG 646
3 Credit(s)
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INSDSG 640 Planning, Design and Development of eLearning
This course provides an overview of the process of designing and developing eLearning. Students define the characteristics of effective eLearning, and look at the implementation of sound instructional design principles in designing and developing digital learning experiences. Students will explore various activity types and their learning contexts. The course emphasizes development strategies, visual design and navigation. Throughout this course, students will examine the role of the instructional designer working in multidisciplinary teams involving diverse stakeholders.
Prerequisite(s): INSDSG 601 or permission of instructor
3 Credit(s)
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INSDSG 646 Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
This online elective course will investigate the principles and theories of Universal Course Design for Learning. The focus will be primarily on access tools for diverse learners with particular emphasis on learners with disabilities. The practical application of Universal Design principles to the discipline of Instructional Design will be explored. Some examples of instructional design tools that can be re-purposed to support universally designed learning are reusable learning objects and gaming. Reusable learning objects can be embedded into learning environments to support divers learning styles and gameification is a useful resource for educating learners with learning and cognitive disabilities. The development of accessible multi-media and the use of on-line for the establishment of inclusive teaching practices will also be presented.
Prerequisite(s): INSDSG 646
3 Credit(s)
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INSDSG 653 Theory, Design, and Practice of Online Synchronous Learning
In this course students will explore instructional design theory and review current research trends to uncover best practices and strategies in the development and delivery of effective synchronous learning sessions. Students will focus on common tools available in synchronous learning environments, cultivate facilitation skills, and gain practical experience in the design and delivery of effective synchronous learning sessions.
3 Credit(s)
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INSDSG 655 Project in Multimedia
Students work with UMass Boston faculty, teachers in cooperating schools, or sponsoring corporations to make a prototype multimedia application or to produce a planning document for multimedia implementation in the client organization. Students may participate in projects pre-arranged by the instructional technology staff or may generate their own, working individually or in a team.
Prerequisite(s): INSDSG 601and 617 & Graduate Degree Student
3 Credit(s)
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INSDSG 684 Design and Instruction of Online Courses
This course is for instructional designers, instructors, teachers, or trainers who want to explore the critical success factors in designing and delivering online instruction. Through readings, discussion, and various activities, students will examine the pedagogical implications of technology-mediated learning, the dynamics of the virtual classroom, the elements of effective online course design, as well as some of the tools and technologies available to create and deliver online instruction. Through group-based and individual project work, students will design and create online modules. This course will use a range of interactive and collaborative instructional methods.
Prerequisite(s): INSDSG 684
3 Credit(s)
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INSDSG 690 Capstone Seminar
The capstone project is the culminating activity for the Instructional Design Master’s program. In completing the capstone, students identify performance or educational problems and demonstrate expertise in design practice to address those problems. Under the guidance of a capstone advisor, students construct a formal proposal that outlines a complete plan for their capstone work. Once approved, the student designs, develops, and implements the project. The outcome of this coursework will be a learning intervention.
3 Credit(s)
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INSDSG 696 Independent Study
The comprehensive study of a particular topic or area in instructional design, as determined by the needs of the individual student. The student works under the guidance and supervision of the instructor.
1 - 6 Credit(s)
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INSDSG 697 Special Topics in Instructional Design
An advanced course offering intensive study of selected topics in instructional design. Course content varies according to the topic and will be announced prior to registration.
1 - 6 Credit(s)
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INSDSG 698 Internship
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3 Credit(s)
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INSDSG 9000 Departmental Transfer
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.25 - 12 Credit(s)
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International Development |
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INTDEV 501 International Development: Theory and History
This course will present an overview of the theoretical and historical background of the major themes, topics, ideas, and issues that drive the activity known as international development. It will encompass views from economists, political scientists, humanitarian and human rights activists, journalists, and from practitioners in the field. Students will read assigned materials, review websites and other online materials, engage in online discussions with their cohort and complete writing assignments.
3 Credit(s)
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INTDEV 502 International Institutions and Development
This course will provide an in-depth exploration of the role that various types of international organizations play in international development. The course will look at the major development organizations such as the United Nations and World Bank, the International Monetary Fund, and regional development banks, as well as bi-lateral aid agencies (USAID, DFID, JICA), international NGO’s (Soros, Clinton, Gates) as well as the increasing role of international corporations and militaries in development efforts. Students will read assigned materials, review websites and other online materials, engage in online discussion with their cohort and complete writing assignments.
3 Credit(s)
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INTDEV 503 Program Monitoring and Evaluation for International Development
This applied research methods course provides students with intensive knowledge of theory and practice of program monitoring and evaluation research with an emphasis on its practical relevance for development organizations, national and international agencies, funders from the public, private, third sectors, and other policymakers. Readings, assignments and interactive class sessions focus on: the strengths, limitations and differences between monitoring and evaluation through the eyes of different stakeholders; state-of-the art evaluation approaches at program, organizational, state, and international levels; criteria for developing a good fit between evaluation approaches and specific organizations and programs, and in particular cultural and cross-cultural contexts; criteria and design principles for developing effective evaluation designs and selecting appropriate quantitative and qualitative data collection strategies; and the political and ethical dimensions of evaluation research, especially in terms of international development initiatives. Students will become familiar with the use of participatory processes in every stage of an evaluation implementation, from the design through the reporting phases.
3 Credit(s)
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INTDEV 504 Grant Writing for International Development
This course will introduce students in the field of international development to the essential elements of grant writing for development. It will give practical advice on how to uncover grant opportunities in a variety of development fields as well as best practices for preparing grant applications and doing the necessary follow-up.
1.5 Credit(s)
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INTDEV 505 Project Management in International Development
This course will introduce students in the field of international development to the essential elements of project management, paying particular attention to the specific challenges faced by project managers in the field where human resource and environmental issues play a much more challenging role.
1.5 Credit(s)
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INTDEV 506 Internship/Practicum in International Development
This component will allow the student to have actual field experience with an international NGO, agency, or with organizations in a developing country. The students will be assigned to a particular unit for no less than 6 weeks and will be expected to fulfill all the responsibilities asked for in the agreement. The nature and location of the internship will be worked out individually with each student. In the event that a student is already employed in a development organization, the student will have the option of completing a Practicum which will be a significant employment related project that will be constructed by the student, his or her employee, as well as the Program coordinator.
3 Credit(s)
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Latin |
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LATIN 601 Cicero
The focus of this course is on Cicero’s orations, with special attention to the Catilinarians and the Pro Caelio. The course will emphasize careful analysis of Cicero’s Latin style and the political, legal, and literary issues that arise from these works. Students will be introduced to relevant scholarly literature.
3 Credit(s)
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LATIN 602 Caesar
This course will focus on selections from Julius Caesar¿s Commentarii, including selections from De Bello Gallico and De Bello Civile, interspersed with selections from the letters and works of Caesar¿s contemporaries and the later Roman historians. Examination of maps, photographs, and brief topical essays will provide the background necessary to understand Caesar¿s works and campaigns. Some emphasis will be laid on modern scholarship devoted to Caesar. Course goals include not only reading a significant portion of Caesar¿s extant works, but also gaining an appreciation of his style as a writer, along with a understanding of his place in Roman history. Teachers enrolled in the course should expect to gain a good background for teaching Caesar in the AP curriculum.
3 Credit(s)
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LATIN 603 Roman Comedy
This course focuses on readings in the comedies of Plautus and Terence. The course will entail intensive study of one representative play by each playwright; other plays will be read in English translation. Topics to be covered include: the influence of Menander and Greek New Comedy; the rise of a literary culture in second-century-BC Rome; and analysis of character, language, and plot.
Prerequisite(s): Graduate degree student
3 Credit(s)
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LATIN 609 Lucretius
This course will be devoted Lucretius¿ De rerum natura, the great didactic epic of Epicureanism. We will examine the philosophical doctrines that Lucretius espoused, the poetic and literary qualities of his poem, his influence on successors, and the way he manipulated the Latin language and the dactylic hexameter to serve his ends.
3 Credit(s)
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LATIN 610 Virgil
This course focuses on readings in the works of Virgil, with primary emphasis on the Aeneid. Significant attention is paid to historical and cultural context, literary history and epic genre, Virgil’s poetic and patriotic programmes and poetic diction, as well as to secondary, scholarly literature.
Prerequisite(s): Graduate degree student
3 Credit(s)
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LATIN 612 Horace
An in-depth study of the poetry of Horace, with emphasis on his patriotic programme, the place in his poetry in Roman literary history, and the cultural context within which he lived and wrote.
Prerequisite(s): a 300 level course in LATIN
3 Credit(s)
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LATIN 614 Catullus and Horace
In this course students will read extensively from the lyric poetry of Catullus and Horace, with particular attention to developing their reading fluency and familiarity with poetic language. The class will also consider modern scholarship on such topics as: ancient verse collections; allusion to and the influence of Greek and Roman predecessors; lyric, elegiac, and dactylic meters; and themes such as love, friendship, invective, social mores, and patriotism.
3 Credit(s)
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LATIN 615 Methods of Teaching in the Latin Language
This course focuses on the theory and practice of teaching Latin in the schools. Special emphasis is given to assessing the pedagogical approaches that have emerged in recent decades and the textbooks that they have produced. We will also discuss specific ways to integrate these approaches into the contemporary classroom.
3 Credit(s)
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LATIN 620 Latin Letters
This course offers a survey of the epistolary genre in Latin literature. Readings will focus on Cicero, Seneca and Pliny; short examples from Horace, Ovid, Fronto and Petrarch will also be included. Letters will be considered in their historical, social and literary contexts. Students will evaluate the structure, content and evolution of the genre.
3 Credit(s)
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LATIN 630 Latin Love Poetry
This course focuses on readings in the amatory poetry of Catullus, Horace, Virgil, and the Roman elegists. Significant attention is paid to historical, philosophical, and cultural context, literary history and genre distinctions, and the love poets’ use of poetry to reflect their constructions of self and society. Students are introduced to relevant secondary, scholarly literature.
Prerequisite(s): Graduate degree student
3 Credit(s)
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LATIN 635 Latin Historians
This course surveys the Latin historians, focusing primarily on Sallust, Livy, and Tacitus. Earlier writers, such as Cato the Elder, and later ones, such as Ammianus Marcellinus, are briefly considered. These historians will be read in Latin and studied in their historical, social and literary contexts.
3 Credit(s)
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LATIN 660 History of Latin Literature
This course is a survey of Latin literature by genre and chronology from the earliest Latin writing through the reign of Hadrian. Students will read selections of Latin prose and poetry from the works of all major authors and will evaluate the structure and content of each work within historical and literary contexts. The goals of this course are to give students a strong foundation in the development and evolution of Latin literature and to prepare them for subject area examinations for prospective teachers of Latin such as Praxis and MTEL.
3 Credit(s)
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LATIN 670 Active Learning methodologies for Teachers of Latin
Two phenomena of recent decades - the emergence of a new body of research on second language acquisition and the re-emergence of conversational Latin as a pedagogical tool - have dramatic implications for the teaching of Latin. The purpose of this course is twofold: first, to introduce teachers of Latin to theories of second language acquisition, through which they may assess the effectiveness of various methods used in the Latin classroom; and, second, to engage them intensively with two major active methodologies for language learning; oral/aural communication and written composition. The course, designed as the first-year experience for attendees at the summer Conventiculum Bostoniense, provides a seven-day, full-immersion living-Latin experience, with full-time residence required of all participants. With the exception of nine hours of instruction in second language acquisition theory, students are required to communicate 24-7 in Latin.
2 - 3 Credit(s)
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LATIN 675 Living Text
Designed for repeat attendees at the summer Conventiculum Bostoniense, this course engages students in intensive study of a single classical or medieval Latin text, incorporating both traditional pedagogical approaches (grammar-translation method, study of relevant scholarship) and active learning methodologies (especially those that build competence in oral and written production of Latin, such as oral paraphrase, contextual discussion, Socratic questioning, written response and rephrasing). For a significant portion of class time, students work in small groups to compose and perform a play whose content accurately reflects the style, themes and literary, historical, and cultural contexts of the text studied in the course. This text varies each summer. Each student also completes an individual final paper, due six weeks after the last course session. The course provides a seven-day full-immersion living-Latin experience, with full-time residence required of all participants with the exception of some direct instruction in the text and relevant scholarship, students are required to communicate 24-7 in Latin.
2 - 3 Credit(s)
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LATIN 676 Latin Prose Composition
This course provides an intensive introduction to written composition in the Latin language. Stress will be laid on writing as an active methodology, on the premise that fluency in Latin is achieved more effectively through Latin-on-Latin composition, rather than through a traditional English-to-Latin translation approach. The normal starting point for activities will be a Latin text; assignments will progress in complexity from rephrasing or restructuring of parts of the text to free composition.
3 Credit(s)
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LATIN 677 Latin conversation
This course will help students acquire a basic communicative competency in Latin, familiarize themselves with Second Language Acquisition theory, and experiment with active classroom strategies.
Prerequisite(s): a 300 level course in LATIN
3 Credit(s)
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LATIN 680 Topics in Latin Literature
This course focuses on readings in important authors and genres of Latin literature. Significant attention is paid to historical, cultural, and literary contexts, as well as to relevant secondary literature. Topics may vary.
Prerequisite(s): Must have taken a 300-level Latin course OR have permission of instructor300 Level Latin
1 - 2 Credit(s)
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LATIN 688 Initial Licensure Practicum: Student Teaching
The Initial Licensure Practicum provides students with the opportunity to put theory and methodology into practice. Students demonstrate their teaching skills in a school, with supervision by both a certified cooperating reacher and a member of the University faculty. During the semester, students will meet bi-weekly with the latter to discuss their experiences, to try out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application to do a practicum must be filled with the GPD by October 1 for a spring practicum or by March 1 for a fall practicum.
3 - 6 Credit(s)
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LATIN 690 Master of Arts Final Paper
Upon invitation of the faculty, M.A. candidates may complete a three-credit final paper in lieu of one required course. The paper will be of approximately 30 pages and demonstrate extensive original research/scholarship in Latin or Greek literature or culture. A final-paper proposal must be approved by a faculty advisor and the Graduate Program Director in the semester prior to that in which the paper will be completed. The paper will be prepared under the direction of the faculty advisor and defended before a committee of three faculty members. During the semester, drafts of the paper will be critiqued in regular conferences with the faculty advisor.
Prerequisite(s): LATIN 690
3 Credit(s)
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LATIN 696 Independent Study
Independent study in Latin
1 - 6 Credit(s)
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LATIN 697 Special Topics
This course offers intensive study of a selected topic in Latin language and/or literature. Course content varies according to the topic, which will be announced prior to the advance pre-registration period.
1 - 6 Credit(s)
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Management Science and Information Systems |
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MSIS 610 Innovation in Information Technology Management
¿The most successful firms are those that have been able to systematically exploit innovation 1.¿ Institution innovation to create value is not an easy task rather; it is complex, cross-functional, and results-oriented endeavor. Traditionally, investment in research and development, implementing change, or enhancing creativity were considered necessary ingredients for innovation. Today, technological breakthroughs are the primary drivers of innovation. A new category of technology has emerged that when used effectively makes the innovation process more economical and ameliorates some of its uncertainties. The course starts with addressing five basic questions on innovation: what, when, where, who, and how. We describe innovation models, the importance of timing in innovation, the globalization aspect of innovation, People and innovation, and what it takes to be innovative. In addressing these questions, we consider the impact and role of technology. Real world case studies are used to illustrate the practical implication of innovation in IT management.
3 Credit(s)
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MSIS 611 Knowledge Management and Business Intelligence: Competing in the Knowledge Economy
Enterprises are investing in information technology in an effort to manage the information glut and to glean knowledge that can be leveraged for a competitive advantage. Two technologies in particular have shown good return on investment in some applications and are benefiting from a large concentration of research and development. The technologies are Business Intelligence (BI) and Knowledge Management (KM). Catering to the ever-increasing interests in these fields in all kinds of organizations, this course introduces graduate students to the concepts and practice of Knowledge Management and Business Intelligence. The focus of the course is on the issues that concern the design and execution of knowledge management strategies. We discuss popular underlying technologies with reference to their organizational and political implications. The format of the classes includes lectures, discussions, and case analyses.
3 Credit(s)
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MSIS 612 Information Technology Controls and Auditing
This course will enable the students to learn key concepts and methods for managing information technology controls and audits. It will examine the foundations of IT audits and control, discussing what IT auditing involves and the guidance provided by organizations in dealing with control and auditability issues. It then analyzes the process of audit and review, explores IT governance and control, and discusses the COBIT framework and steps that align IT decisions with business strategy. The course will survey project management processes that ensure that projects are controlled from inception through integration. It continues by addressing auditing IT acquisition and implementation, describing risks and controls as related to the life cycle of application systems. It highlights the purchase and installation of new systems, as well as change management. It examines the auditing of IT operations in stand-alone and global environments, covering types of IT operations, issues related to specific platforms, risk and control assessment, audit methods and support tools. The students will learn how to tactically scope and plan information technology audits, identify key information technology risk areas within the enterprise, and gain perspective on leading practices for information technology management tasks.
3 Credit(s)
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MSIS 613 Information Security, Privacy, and Regulatory Compliance
This course provides a broad overview of the threats to the security of information systems, the responsibilities and basic tools for information security, and the levels of training and expertise needed in organizations to reach and maintain a state of acceptable security. Topics include an introduction to confidentiality, integrity, and availability; authentication models and protection models; intrusion detection and response; operational security issues physical security issues; and personnel security. Additional topics include policy formation and enforcement; access controls and information flow; legal and social issues; identification and authentication in local and distributed system; classification and trust modeling; and risk assessment.
3 Credit(s)
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MSIS 614 Business Data Communications & Computer Networks
This course develops a managerial level of technical knowledge and terminology for data, voice, image, and video communications and computer networks to effectively communicate with technical, operational and management personnel in telecommunications. Students are expected to understand the concepts, models, architectures, protocols, standards, and security for the design, implementation, and management of digital networks and apply data communications concepts to situations encountered in industry; learn general concepts and techniques of loc area networks (LAN), wireless local area networks (WLAN), and wide area networks (WAN); and understand the technology of the Internet and the regulatory environment. Other topics introduced include network operating systems, e-commerce and associated web sites and practices, as well as middleware for wireless systems, multimedia, and conferencing.
Prerequisite(s): MBAMS 640 or MSIS 640 or MS 640 BUSADM students only
3 Credit(s)
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MSIS 615 Object Oriented Information Systems
Reviews systems development principles with an object orientation as they relate to the analysis and design of database applications, knowledge base systems, and object-oriented programming. Object-Oriented Programming languages is used to illustrate such characteristic properties of current object oriented programming techniques as encapsulation, inheritance, and polymorphism. Use Cases and UML are used for modeling business systems.
Prerequisite(s): MBAMS 640 BUSADM graduate degree students only
3 Credit(s)
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MSIS 616 Information Technology for Quality and Competitive Management
This course exposes students to the concepts and frameworks required to manage information technology (IT) towards strategic goals. Discussions include the characteristics of new technologies such as groupware, client/server, Internet, intranets, and high band width communication networks. The course develops linkages between strategic goals and technology characteristics and considers the impact of these technologies on organizations, ranging from small, entrepreneurial companies to large corporations. Topics include developing a technology strategy for a firm, creating technology-based alliances, managing a technology portfolio, and exploiting the potential of electronic commerce to re-engineer the value chain in an industry. Cases focus on companies that have succeeded as a result of imaginative use of IT and those that have failed as a result of inability to exploit IT. No IT background is presumed.
3 Credit(s)
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MSIS 617 Management of the Supply Chain
This course examines how to create opportunities for revolutionizing manufacturing and logistics, with increased efficiencies in designing, operating, and managing supply chains. This course will present state-of-the-art models and practical tools for supply chain management and multi-plant coordination. Sessions focus on effective logistics strategies for companies operating in several countries and on the integration of supply chain components and their associated information workflows into a coordinated system to increase service levels and to reduce costs. The effective use of the Internet and developments in information systems and communication technologies are presented with real-world case studies that illustrate and analyze important concepts, such as strategic partnering and outsourcing.
3 Credit(s)
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MSIS 618 Database Management
This course introduces the fundamental concepts necessary for the design, use, and implementation of database systems. The course stresses the fundamentals of database modeling and design, the languages and facilities provided by database management systems, and the techniques for implementing relational database systems. Upon completion of the course, the students will be able to use Entity-Relationship Diagrams as a tool to assist in logical database design, be able to design logical databases in third normal form, be able to identify current issues in the uses of database management systems, be able to identify issues in physical database implementation, and gain familiarity with industrial-strength database management systems.
3 Credit(s)
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MSIS 619 Systems Analysis and Design
The basic premise of the course is the analysis and logical design of information systems development to support business process. Object-oriented software development is now mature. The technology and the acceptance of the object-oriented development have moved far faster in the marketplace than in the classroom. The theory has been tempered and enriches by experience and by experiments. From modeling to analysis and from design to programming, object-oriented methods and tools have proven to be winners. This course provides a firm grounding in the theory of object orientation and a balance between theory and practice; It covers Unified Modeling Language (UML), the de facto standard for object-oriented business systems analysis and design and offers hands-on experience by using Computer Aided Software Engineering (CASE) tools for real-world problem-solving.
Prerequisite(s): MBAMS 640 or MSIS 640 or MS 640 BUSADM students only
3 Credit(s)
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MSIS 620 Customer Relations Managment and Technology
The course will provide students with insight into the dynamic discipline of Customer Relationship Management (CRM) and information technologies that can support CRM. Customer Relationship Management (CRM), is a strategic methodology currently being adopted by many organizations in an effort to enhance their competitive advantages. It recognizes customers as the core of the business and argues that a good relationship between the customer and the organization, if sustained over time, can lead to growing customer satisfaction and organization profitability. More and more businesses have adopted various information technologies to support and enhance CRM strategies. This course will review CRM theory, its impact on sales and marketing strategies, and the roles played by information technologies in CRM. Microsoft Dynamics¿ CRM 3.0 will be used in the course to demonstrate CRM technologies.
Prerequisite(s): MBAMS 640
3 Credit(s)
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MSIS 621 Information Technology Services and Operations
This course is designed to teach the best practices in IT operations management, particularly in organizational IT service creation, IT service quality improvement, and effective IT cost management. The course topics will also include emerging trends and issues relating to today¿s IT operational environments, such as service-oriented architecture and cloud computing. Through this course, students will achieve practical knowledge and management skills regarding IT components in contemporary firms and their deployment and utilization to optimize organizational IT value. This course will provide students a unique learning experience on those vital, yet unexplored topics and thus make them more successful as a current or future IT manager.
3 Credit(s)
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MSIS 623 Network and Mobile Forensics
This course deals with the collection, preservation, and analysis of network generated digital evidence such that this evidence can be successfully presented in a court of law (both civil and criminal). The course provides a comprehensive understanding of network forensic analysis principles as well as an introduction to mobile (i.e. Cell-phone/PDA) forensics. Within the context of forensics security network infrastructures, topologies, and protocols are introduced. Students will understand, learn, and experience the relationship between network forensic analysis and network security technologies.
3 Credit(s)
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MSIS 624 Digital Forensics/Malware Analysis
This course provides an introduction to advanced digital forensics topics relating to malicious software (malware) and its analysis. Malware (virus, worms, rootkits, spam…) represents an increasing information security threat to computer systems and networks. Students will review software engineering design fundamentals and reverse engineering techniques utilized to conduct static and dynamic forensic analysis on computer systems and networks on multiple platforms (e.g.Windows, Linux..). Students will learn about the importance of forensic principles, legal considerations, digital evidence controls, and documentation of forensic procedures in the context of malware. In addition, students will study remediation measures for malware infection.
3 Credit(s)
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MSIS 627 Business Computer Forensics and Incident Response
This course provides a strategic exploration into the prevention and response to intentional abuse of business information systems. This abuse frequently leads to diversion of resources, interruptions of service and corruption of data and develop into a variety of losses that can seriously impair an organization’s performance. Students will be prepared to plan and manage organizational incident and forensics preparedness, including information security policies, information controls, information practices, incident response plans, forensic readiness, and preservation of evidence in the form of electronically stored information. The course includes experiments in the use of forensics tools for investigation of organizational policy violations.
3 Credit(s)
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MSIS 630 Project & Change Management
This course provides an understanding on how to manage projects in the context of change. The course discusses concepts and techniques in project management such as planning, scheduling and implementation. It also provides students with an understanding of change management as relevant to project management in a dynamic organizational environment. The course also develops an understanding of the software tools employed for project management. It applies the concepts and software to hypothetical and real world cases.
3 Credit(s)
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MSIS 631 Operational Risk Management
This course discusses the role of `operational risk management¿ in different aspect of business. The course starts with a session of definitions and preliminary discussions to show the big picture of the risk management discipline. The course then shows how different risks that an organization faces can be categorized according to their natures, probabilities and impacts. This is followed by describing how the probability of these risks can be reduced and how the impacts can be mitigated. The course finally focuses on how an organization can recover faster and more efficiently from a realized risk. Throughout this course, the emphasis is to show not only the importance of managing the inevitable risks as source of opportunity for organizations. This course is different form ¿financial risk management¿ sicne it does not discuss financial instruments to hedge against risks. Rather it tries to show how ¿operational decisions¿ can influence the probability and impacts of different types of risks. In addition, this class disc uses how to plan for recovery process.
3 Credit(s)
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MSIS 632 Introduction to Health Informatics
The course provides core definitions and concepts of systems in general and healthcare in particular. Examples of HIT systems from a variety of settings as well as functional aspects of interoperability within and between systems are examined. The concepts of usability, consistency, and reliability in regards to HIT systems and how each contributes to, or detracts from, effectiveness will be presented. An overview of the concepts of privacy, security, and confidentiality of protected health information (PHI) in relation to HIT systems will be presented. Patient-centered care will be defined and explained. The course is concluded with a focus upon future directions for HIT. New areas of research and development in HIT will be examined. Students will gain a foundational understanding of these areas and will debate appropriateness and feasibility of new HIT development areas.
3 Credit(s)
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MSIS 633 Health Information Exchange: Management & Technology
The course emphasizes the values and principles of quality healthcare via integration and access to reliable patient and transaction information. The basic premise of the course is health information exchange defined as the electronic movement of health related information among organizations according to nationally recognized standards. ¿There are substantial barriers, however, to the exchange of health information through electronic interoperability. Such an exchange would require extended technical and political processes and involve standardization and modification of current information systems. Electronic exchange of health information also raises questions about policies and procedures regarding confidentiality, security, and identity management. The success of interoperability between healthcare computer systems depends on implementation and deployment of appropriate standards, such as Health Information Technology Standards Panel (HITSP) and Health Level Seven International (HL7). As the nature of healthcare is evolving due to advances in technology, health information exchange is taking an important role to improve the quality of healthcare.
3 Credit(s)
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MSIS 634 Health Information Privacy & Security
This course addresses security, privacy and compliance issues as they impact health information systems. The course explores and evaluates the moral and ethical concepts of information security. Students will explore security issues including the importance of establishing a health care organization wide information security program, the ability to identify significant threats, learn about security standards, best practices, emerging issues and lessons learned from case studies. The overall goal of the course is the evaluation and implementation of security in the healthcare environment.
3 Credit(s)
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MSIS 635 Health Information Analytics
This course covers concepts and tools that aid decision making in healthcare by applying data-driven, computer-based tools to healthcare problems. This course aims to introduce the emerging information technologies for management support through data analysis and business intelligence systems. The course helps students learn the importance of proper formatting of data in order to obtain high quality results; study the need for management support and business intelligence requirements beyond typical transactional information systems; identify appropriate tools and techniques required for implementation of business intelligence systems applied to the health care industry.
3 Credit(s)
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MSIS 636 Healthcare Operations Management
Operations Management studies the design and management of the processes that transform inputs into finished goods or services. Operations are one of the primary functions of any organization. This course focuses on ways and means to improve healthcare operations, with specific focus on the use of analytical methods and techniques to improve healthcare processes. Topics include reducing patient wait times, measuring productivity, streamlining process flows, tracking outcomes and performance metrics, capacity management, healthcare supply chain and generally improving health management processes. The level of analysis varies considerably from operations strategy to daily control of business processes. The objective of this course is to assist students in building the skills necessary to participate actively in decision-making involving healthcare management issues.
3 Credit(s)
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MSIS 642 Multivariate Statistics and Regression Analysis
The goal of this course is to develop statistical data analysis skills in business analytics applications. The content of this course covers multivariate statistics which analyzes problems in which multiple variables are simultaneously present and various regression applications for business, such as simple linear regression, multiple regression, and logistic regression etc., and also how to solve various issues that we might face during those applications. This course will be the foundation for applied quantitative research for business analysts and business researchers. Our main goal is to identify the signal or key features of the data. The course will cover the major techniques in this field. The focus will be on practical issues such as selecting the appropriate approach and how to prepare the data.
3 Credit(s)
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MSIS 643 Decision and risk analysis
Decision and risk analysis combine elements of probability, economics, logic, psychology and domain knowledge to characterize and analyze complex decision problems. Practitioners in this discipline apply mathematical and computational decision support tools grounded and, methods for populating models. A large number of applied models are available for different real-world problems or problem classes. Students will gain familiarity with the basic theory and methods from classic and recent texts, and will examine some real world applications from recent journal publications. There will be particular focus on connections between the approaches covered and developments in information systems and in analytics. The course will involve portions of problem sets and projects.
3 Credit(s)
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MSIS 656 Information Storage Management
This course provides a comprehensive overview of network-based storage technology and information storage infrastructure. Major topics include the storage architectures, service features, benefits of Intelligent Storage Systems, and Storage Virtualization. Networked storage technologies include fiber channel (FC), based Storage Area Network (SAN), Network Attached Storage (NAS), and IP-SAN. Advanced storage technologies on Content Addressed Storage (CAS), information security, and networked storage virtualization are also discussed.
Prerequisite(s): MSIS 656
3 Credit(s)
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MSIS 670 Enterprise Business Intelligence
This course is designed to accomplish the following goals: (1) explain what business intelligence can offer to organizations; (2) demonstrate how business intelligence is used in the real world; and (3) provide an action plan for identifying and acting on the BI opportunities that exist in our organization. The first part of the course covers “business Intelligence Foundations.” This part defines business intelligence and describes its role in the effective management of an organization. It covers the business, technical, and human components of BI and sets the stage for case studies in part two. Part two, “Business Intelligence Case Studies” presents five real world BI successes to illustrate the application of BI. Part three, “A business Intelligence Roadmap” describes a framework and processes for identifying, evaluation, and acting on specific BI opportunities.
Prerequisite(s): MSIS 672
3 Credit(s)
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MSIS 671 Enterprise Data Warehousing for Business Intelligence
This course provides a comprehensive overview of data warehousing together with an in-depth treatment of planning, design, deployment, and ongoing maintenance issues. Students will gain a clear understanding of techniques for data extraction from source systems, data cleansing, data transformations, data warehouse architecture and infrastructure, and information delivery. Topics include data marts, real-time information delivery, data visualization, requirements gathering methods, multi-tier architectures, OLAP applications, Web clickstream analysis, data warehouse appliances, and data mining techniques. Includes hands-on exercises in commercial data warehousing modeling and implementation tools and perform case analysis.
Prerequisite(s): MSIS 672
3 Credit(s)
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MSIS 672 Enterprise Data Mining and Predictive Analytics
This course provides an introduction to data mining by exposing the theory behind the analytical concepts. It discusses data mining techniques and their use in strategic business decision making. This is a hands-on course that provides an understanding of the key methods of data visualization, exploration, association, classification, prediction, time series forecasting, clustering, induction techniques, neural networks, and others. During the semester-long course, students work in teams on solving a business problem of their choice, using data mining tools and applying them to data (e.g., SPSS modeler). Data Mining provides a solution to organizations requests for emerging operational patterns that may add value to their business. The course includes the development of concepts used for building frameworks needed in analyzing useful patterns in databases through the application of practical methods.
Prerequisite(s): MSIS 672
3 Credit(s)
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