May 03, 2024  
2015-2016 Graduate Catalog 
    
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2015-2016 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Physics
  

  • PHYSIC 635 Physics on the Back of an Envelope (Estimation in Physics)

    The goal of the course is to introduce the students to a comprehensive array of qualitative methods practiced by researchers but rarely taught. The focus will be on occurrences in a wide range of areas, including Quantum Mechanics and Differential Equations. As the course title indicates, these methods allow for the quick, and relatively painless, estimation of magnitude of effects prior to subjecting them to more rigors. The ability to do this is widely regarded as the defining characteristic of physicists.

    Prerequisite(s): PHYSIC 615 AND PHYSIC 421 OR PHYSIC 613 OR PERMISSION OF INSTRUCTOR

    4 Credit(s)
  

  • PHYSIC 636 Nanophotonics

    Nanophotonics is an emerging field of study concerning light-matter interactions on the nanometer scale that lead to many fascinating phenomena with a wide array of applications involving the generation, propagation, manipulation, and detection of photons in structures and nanometer size devices. This graduate-level course is intended to cover subjects ranging from the basic physical principles to leading edge research in nanophotonics. In addition to organized lectures, students are guided to conduct their own research and/or survey specific topics of their interest and are required to write a report and present their findings towards the end of the semester.

    4 Credit(s)
  

  • PHYSIC 637 Introduction to Stochastic Processes

    This class provides an introduction to the mathematical techniques required to model noisy systems, and shows how they are used in a variety of applications. These techniques are important in a diverse range of subjects, including neuroscience, cell biology, pattern formation in chemical reactions, physics of mesoscopic systems, quantitative finance and quantum measurement theory, to name but a few.

    4 Credit(s)
  

  • PHYSIC 638 Quantum Measurement Theory

    The issue of measurement has been a topic of debate since the early days of quantum mechanics as the founders attempted to reconcile the fundamental features of the theory with seeming contraditctions associated with measurement. In recent years, these questions have taken on added practical importance in the context of manipulation and control of nano-engineered structures. This course introduces the student to the language of quantum measurement theory, necessary to model measured quantum dynamical systems, ideas which are relevant to a number of applications in the emerging area of quantum information such as quantum computing.

    Prerequisite(s): PHYSIC 613 AND PHYSIC 650 OR PERMISSION OF INSTRUCTOR

    4 Credit(s)
  

  • PHYSIC 640 Scientific Computation and Visualization

    An introduction to scientific computation and visualization with applications to physics, biology, chemistry, mathematics and engineering suitable for first year graduate students and advanced undergraduates in these and related fields. Students will have immersion experiences in computing by working on several projects from start to finish, from developments of numerical algorithms, code writing and debugging, to data processing and visualization. The course provides an ideal environment to learn the fundamentals of high-performance scientific computing and visualization.

    4 Credit(s)
  

  • PHYSIC 645 Cancer Biophysics

    This course deals with the application of physics principles and technologies to cancer biology, diagnosis, and treatment, with an emphasis on relevant current literature. Subject matter crosses traditional disciplinary lines to integrate physical, mathematical and molecular descriptions of tumor growth, development, and metastasis as well as physics-based techniques, especially imaging modalities, for both basic investigation and in clinical cancer diagnostics and monitoring. Photomedicine, including photodynamic therapy for treatment of cancer and underlying photophysics is also discussed.

    Prerequisite(s): PHYSICS Grad Student or Permission of Instructor

    4 Credit(s)
  

  • PHYSIC 680 Readings in Physics

    An opportunity for qualified graduate students to pursue advanced independent readings in specialized topics in applied physics, with the guidance of a faculty member. This course may be taken more than once for credit.

    Prerequisite(s): Graduate degree student in Physics

    3 - 6 Credit(s)
  

  • PHYSIC 690 Projects in Physics

    Qualified graduate students may pursue advanced independent projects in applied physics, with the guidance of a faculty supervisor. This course may be taken more than once for credit.

    Prerequisite(s): Graduate degree student in Physics

    3 - 6 Credit(s)
  

  • PHYSIC 694 Master’s Internship

    Master’s Internship

    3 - 6 Credit(s)
  

  • PHYSIC 697 Special Topics in Applied Physics

    The study of a particular topic of current interest in applied physics, such as photonics, nuclear reactor physics, semiconductor device physics, superconductivity, magnetic resonance.

    Prerequisite(s): Graduate degree student in Physics

    1 - 8 Credit(s)
  

  • PHYSIC 699 Master’s Thesis Research

    -

    3 - 6 Credit(s)

Professional Development
  

  • PRFDVL 5U03 Home Intrv Snsry Imp

    Home Intrv Snsry Imp

    3 Credit(s)
  

  • PRFDVL 5V00 Engin:Dsgn For Edctr

    The Massachusetts Science and Technology/Engineering Curriculum Framework Revision has introduced the concept of engineering into the study of technology education. For engineers, the approach of problem solving is orderly and there are common steps to follow. Frequently problems are resolved by teams of individuals with the same purpose. This course will examine strategies that can be integrated into all classrooms and disciplines as well as the impact of engineering on standards in technology education.

    3 Credit(s)
  

  • PRFDVL 5V14 Multimedia Educators

    This course will examine the many uses of multimedia in educational settings. Attention will be given to the selection and use of multimedia hardware. Computer applications for editing, compiling and presenting projects will be utilized extensively. Discussions concerning teacher and student use of multimedia will be an integral part of the course. This will be a hands-on, project oriented course with an emphasis on active student participation. Students will be required to demonstrate their acquired knowledge of multimedia in a variety of activities/projects

    3 Credit(s)
  

  • PRFDVL 5V17 Inc Class In Voc Sch

    This course is designed to provide an understanding of the history of inclusion, the various service delivery models, and best practices for a successful inclusive classroom. Emphasis will be placed on practical strategies of working with special needs students in an inclusive setting in a vocational school.

    3 Credit(s)
  

  • PRFDVL 5V19 Occ Prof&Quest Stand

    This offering will allow the student to understand the Certificate of Occupational Proficiency as created by the Education Reform Act of 1993 and its relationship to the Curriculum Frameworks and nationally developed occupational standards. Students will explore the COD development process and profile occupations, industries and careers. In addition, they will use various techniques to assess employability and occupational skills, knowledge and competencies. Cross-references will be created to national academic and skills standards as well.

    3 Credit(s)
  

  • PRFDVL 5V23 Ela & Math Framwork VoTech

    Vocational Technical instructors will explore the ELA and Mathematics Frameworks as they apply to the vocational/technical curriculum. This course will provide vocational technical teachers with the opportunity to identify connections between the ELA and Mathematics Frameworks and established curriculum. Issues surrounding the use of standards and the accountability of all teachers with regards to Education Reform will be reviewed. This along with the recent changes in chapter 74 regulations regarding certification for vocational technical teachers, requiring vocational technical teachers to be better prepared academically to assess student work. Connections between critical thinking and open-ended questions will be made. Techniques and strategies to engage students in writing and reading comprehension will be modeled and practiced by vocational technical teachers. Teachers will work together to design appropriate open-response questions and rubrics for grading written work to incorporate into their existing lesions using a template, to help students to better prepare for the MCAS. Teachers will be introduced to graphic organizers as tools for student s to use as a test taking strategy.

    3 Credit(s)
  

  • PRFDVL 5V24 Differentiated Instruction in the Vocational and Academic Classroom

    This course serves as an introduction to differentiating instruction to meet the learning needs of the diverse student population found in today¿s academic and vocational classrooms. Students will gain expertise in implementing varied strategies and methods associated with Differentiated Instruction (DI), they will also gain experience in differentiating content, assessment and product. Class members will share successful strategies and methodologies with the instructor and other members of the course.

    3 Credit(s)
  

  • PRFDVL 5X01 Special Topics

    Intensive study of special topics varying each year according to instructor.

    3 Credit(s)
  

  • PRFDVL 9000 Departmental Transfer

    -

    .25 - 12 Credit(s)

Psychology
  

  • PSYCH 550L Advanced Cognitive Psychology

    This course gives a survey of the field of cognitive psychology from an information-processing viewpoint. The course considers how people encode, organize, transform, and output information. Emphasis is given to such topics as concept formation, problem-solving, and creative thinking. CRCRTH 651L and PSYCH 550L are the same course.

    3 Credit(s)
  

  • PSYCH 552L Conceptual Change and Learning

    This course explores the ways children and adults think about their natural and social world and how that affects their learning of science. It is particularly concerned with identifying and describing the organized conceptual frameworks children have prior to instruction (which typically are different from the scientists’ conceptualizations) and with understanding the general processes by which conceptual frameworks can be changed. One important question concerns the ways in which children are fundamentally different learners and thinkers from adults and the ways in which they are fundamentally similar. CRCRTH 652L and PSYCH 552L are the same course.

    3 Credit(s)

Psychology Clinical
  

  • PSYCLN 601 Assessment and Testing I

    As part one of a two-semester foundations course on diagnostic testing and assessment, this course trains students to administer, score, and interpret tests of cognitive and intellectual functioning. Issues pertaining to test construction and the standards and ethics of psychological testing provide the context for assessment training. In addition, students learn to conduct an assessment interview and are encouraged to articulate for themselves a philosophy of testing. Special attention is given to the issue of cultural bias in standard psychological tests.

    Prerequisite(s): PSYCLN PHD Students Only

    4 Credit(s)
  

  • PSYCLN 610 Culture and Mental Health

    This course focuses on three issues: 1) the role of culture in the development of psychological health and psychopathology; 2) variations across cultures in defining and understanding mental health and deviant behavior; and 3) the importance of cultural context in constructing ways to prevent and/or ameliorate psychological problems. Emphasis is placed on the social-cultural contexts of United States minority groups and on what such contexts imply for mental health policy and intervention strategies.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 611 Developmental Psychopathology I

    The first course in a two-semester sequence focusing on the development of psychopathology across the life span, this course introduces students to the field of childhood psychological disorders, their etiology, epidemiology, diagnosis, and treatment. It examines biological, normative developmental, familial, and sociocultural factors involved in childhood symptomatology.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 612 Developmental Psychopathology II

    This course focuses on psychological problems and disorders that typically manifest themselves during adolescence or early or later adulthood. Adult disorders are examined from biological, psychological, and sociocultural perspectives. Students become familiar with the major syndromes classified in DSM-IV. This course is a continuation of PSYCH 611.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 613 Lifespan Psychopathology

    This course is an introduction to some of the prevalent theories, empirical research, and diagnostic issues in psychopathology spanning from infancy to late adulthood.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 614 Forensic Psychology

    This course examines the intersection of criminal law and clinical psychology. Topics include those that are frequently the concern of forensic mental health clinicians, namely recidivism, violence risk assessment, insanity, legal competence, and false memory. These topics are studied from cultural and developmental (childhood, adolescence, adult) perspectives.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 620 Intervention Strategies

    An introduction to effective, health-promoting psychotherapeutic interventions designed to address a wide range of clinical and developmental problems. Greatest attention is paid to the theory and practice of individual psychotherapy with adults, although therapeutic interventions with children and adolescents and with families are also introduced. The course adopts an integrative approach to psychotherapy, an approach that combines aspects of interpersonal psychodynamic, humanistic, cognitive-behavioral, and family systems perspectives.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 641 Cognitive and Affective Bases of Behavior: Life Span Development I

    This is part one of a two-semester course sequence. The aim of part one is to provide a broad perspective on a number of themes that are of enduring importance throughout the life cycle and thus merit special attention. The themes have been selected for the significance they hold for the study of normal as well as atypical development. They provide us with a vantage point from which to consider some of the prerequisites for normal development, and they set the stage for a discussion of mental health and of problem prevention, atypical mental development, psychopathology, and remedial intervention.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 642 Social and Cultural Bases of Behavior: Life Span Development II

    This course, a continuation of PSYCLN 641, introduces students to sociological and anthropological perspectives on human development across the life span. A major focus is on “points of transition” in the human life cycle, with special emphasis on phases of adolescent and adult human development.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 660 Physiological Psychology

    This course, designed for students in the Critical and Creative Thinking program, provides an overview of basic concepts in neuroanatomy, neurophysiology, and neurochemistry, with particular emphasis on recent developments in these areas that are of particular relevance to clinical psychology. The course also emphasizes the basic assumptions and limitations of the techniques utilized to investigate brain-behavior relationships.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 670 Advanced Statistics

    This course instructs students in advanced statistical topics and provides training in the use of the corresponding computer methods. The course emphasizes the statistical methods of most general interest and importance to social scientists: multiple regression analysis and analysis of variance.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 675 Research Methods and Ethics in Clinical Psychology

    The goal of this course is to provide you with the expertise necessary (a) to evaluate the adequacy of published research and to draw your own conclusions from existing empirical findings, (b) to generate logical, novel hypotheses based on theories, observations, and prior empirical results about psychopathology and psychotherapy, (c) to create valid experimental and descriptive studies and use other designs and methodologies to test those hypotheses, and (d) to learn to consider and apply ethical principles to clinical research. Attention will also be paid to non-hypothesis-driven empirical methods although the qualitative methods course will be necessary in order to develop expertise in this area.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 680 History and Systems

    This course explores the theoretical and methodological problems of contemporary psychology from a historical perspective. It provides a broad overview of psychology’s development as an independent discipline, and of the development of the various sub-specialties in the field. By examining intellectual antecedents and underlying assumptions, the course seeks to evaluate the significance of new movements and methods.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 690 Introduction to Clinical Outreach and Intervention Practicum

    This course will introduce students to the development of outreach and intervention skills through participation in on-campus initiatives for undergraduates. Students will complete readings on college mental health issues, needs assessment, mental health stigma, cultural and ethical considerations in outreach and intervention, and other topics relevant to specific outreach activities. The primary focus of the course will be participating in clinical outreach and intervention activities to provide services on campus including needs assessments with specific groups, providing psychoeducation on specific topics, running support groups, or providing other prevention or intervention services. Group supervision will include applying readings to practice, exploring barriers to care provision, ethical considerations, use of supervision, and developing new outreach and intervention projects.

    Prerequisite(s): PSYCLN 690

    2 - 3 Credit(s)
  

  • PSYCLN 691 Clinical Research Practicum I

    This fall course provides students with individualized clinical training experiences inherently related to research activities. Such experiences will be developed and supervised by faculty (and their affiliated colleagues) who are engaged in clinical research or outreach activities as part of their broader scholarship activities. Activities may include conduction psychological, neuropsychological, and/or diagnostic assessments; providing therapeutic interventions; or engaging in outreach, prevention, consultation, or supervision related to clinical activities. These courses are only appropriate when students are engaged indirect assessment, intervention, or outreach with research participants. These courses are not appropriate for students who are engaged in research activities that do not involve direct clinical contact hours or for students engaged in clinical activities that are not explicitly in the context or research. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, and amount of supervision.

    Prerequisite(s): PSYCLN PHD Students Only

    1 Credit(s)
  

  • PSYCLN 692 Clinical Research Practicum II

    This spring course provides students with individualized clinical training experiences inherently related to research activities. Such experiences will be developed and supervised by faculty (and their affiliated colleagues) who are engaged in clinical research or outreach activities as part of their boarder scholarship activities. Activities may include conduction psychological, neuropsychological, and/or diagnostic assessments; providing therapeutic interventions; or engaging in outreach, prevention, consultation, or supervision related to clinical activities. These courses are only appropriate when students are engaged in direct assessment, intervention, or outreach with research participants. These courses are not appropriate for students who are engaged in research activities that do not involve direct clinical contact hours or for students engaged in clinical activities that are not explicitly in the context of research. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, and amount of supervision.

    Prerequisite(s): PSYCLN PHD Students Only

    1 Credit(s)
  

  • PSYCLN 698 Master’s Research

    Students are given individual supervision in research by a member of the psychology department faculty or faculty in related fields and attend a master’s research seminar. Each student is helped to design and carry out an original master’s thesis using an appropriate methodology. Both courses must be taken, for a total of six credits. The six credits are awarded to the student when the thesis is approved.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 699 Master’s Research Seminar

    Students are given individual supervision in research by a member of the psychology department faculty or faculty in related fields and attend a master’s research seminar. Each student is helped to design and carry out an original master’s thesis using an appropriate methodology. Both courses must be taken, for a total of six credits. The six credits are awarded to the student when the thesis is approved.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 701 Neuropsychological Assessment

    This course emphasized the neuropsychological assessment of adult brain dysfunction. It presents neuropsychological models of memory, attention,language, perception, and emotion, in relation to various adult brain disorders. Student learn to apply clinical neuropsychological tests and procedures for both descriptive and diagnostic purposes. They complete various learning modules that emphasize neuropsychology across the life span, beginning with developmental neuropsychology and culminating in geriatric neuropsychology.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 710 Child Assessment

    This course provides an overview of psychological assessment of children and adolescents, combining didactic training in various approaches to social development and psychological assessment with practical hands-on training in several instruments routinely employed in traditional child psychological assessment batteries. Tests to be covered span the domains of cognitive functioning, language, academic achievement, neuropsychological functions, adaptive behavior, and social-emotional/personality functioning. They include both structured and semi-structured methods. Participants become familiar with the procedures for administering, scoring, and interpreting such instruments as the Mullen Scales of Early Learning, the Kaufman Assessment Battery for Children, the Wechsler Individual Achievement Test (WIAT), and the Vineland Adaptive Behavior Scales.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 720 Family Systems and Family Therapy

    The course builds on the introduction to family therapy provided by PSYCH 620. It focuses on the historical and conceptual background of family therapy; the major theoretical models and key concepts guiding practitioners in the field; current research findings regarding the effectiveness of family interventions; contemporary critiques of family theory and therapy; and assessments of the appropriateness of various family therapy models for low income, ethnic minority, and immigrant families. Through videotapes and clinical case material, students are exposed to the work of some of the major family therapists practicing today.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 721 Child Therapy

    Child Therapy provides an introduction to theoretical perspectives, empirically tested interventions, and therapy technique that are relevant for children. Students will gain general skills for working with children and parents in clinical settings and learn specific techniques for psychosocial interventions with children who are experiencing difficulties across multiple domains of functioning. Empirically supported treatment programs for children and families will be examined. Approaches for tailoring treatment goals and methods to fit the specific lifestyle needs of families will be discussed. It is hoped that students will begin to develop specific skills necessary for the individual and team-oriented practice of child clinical psychology.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 722 Developmental perspectives on infant-parent mental health

    The course focuses on issues and theories of infants¿ and young children¿s mental health. It will interweave theory and practice. Students will come to understand critical domains of infant mental health, including normative and pathological manifestations of infant social and behavioral problems, dysregulation, sensory and motor processes, cognition as well as adult issues, such as attachment history, trauma and personality disorders and the role of culture as the affect young children¿s mental health. Students will become familiar with current theories and associated treatments for early mental health problems including psychodynamic, cognitive, mentalizing, relational, sensory integration, and mindfulness. The course will include evaluation of clinical case material and treatment techniques. Common early forms of mental health problems, such as anxiety disorders, attachment and relationship problems, autism spectrum disorder, post partum affective disorders, adoption, problems, of arousal and trauma of children and caretakers will be presented. Student will be introduced to the diagnostic techniques for infants and children.

    Prerequisite(s): PSYCLN PHD Students Only

    6 Credit(s)
  

  • PSYCLN 726 Cognitive Behavioral Theory and Therapy

    This course will enhance students’ theoretical, empirical, and practical understanding of cognitive, behavioral, and cognitive/behavioral approaches to psychological and behavioral change. Approximately half the class will be devoted to obtaining sufficient familiarity with theories and research in this area to be able to appraise current research critically and, most importantly, to be able to develop a well-thought-out, individualized treatment plan for a range of presenting problems. The other half of the class will be devoted to obtaining practical skills in a range of cognitive/behavioral strategies (e.g., progressive muscle relaxation, systematic desensitization, cognitive restructuring, direct therapeutic exposure).

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 727 Emotion-Focused Psychotherapy

    This course will introduce emotion-focused psychotherapy theory and skills to students. This empirically validated approach falls under the rubric of Humanistic Psychotherapy. It stems from client-centered and gestalt philosophies and theories of development. The mechanism of change in this approach to therapy lies within the re-structuring of clients’ emotional schemes and relational patterns. Close attention is paid to the negotiation of the therapeutic alliance, particularly in relation to self-interruptive or defensive moments when clients back away from important or threatening issues. It teaches specific interventions such as focusing, gestalt chairwork, evocative unfolding, and problematic reaction point exercises. The weekly format of the course will entail one hour of lecture and two hours of supervised exercises and discussion. The course will relate the application of this psychotherapy to both individual adult and couples treatment.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 742 Social Construction of Self and Identities

    A broad exploration of self and identities from constructivist and social constructivist views. This course provides an overview of constructivist and social constructionist theory in clinical psychology and addresses the general question of the nature of self and identities, how self and identities develop, and how social contexts and constructions (including power) influence the perception and construction of self and identities. It will then explore in more depth specific identities/topics chosen by students (e.g., racial identities; gender identities; identities in relation to sexual orientation; class identities; identity in relation to ability/disability; identity related to trauma).

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 770 Causal Modeling

    This course is designed for students who have had a previous course covering analysis of variance and multiple regression. It will equip students with the skills and analytic background to use a variety of multivariate statistical techniques, including discriminant function analysis, factor analysis, logistic regression and multivariate analysis of variance. In addition, a substantial portion of the course will be devoted to covering structural equation modeling, a procedure used increasingly in the social science today. Extensive computer training is included.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 775 Qualitative Methods in Clinical Psychology

    This course introduces students to qualitative methods used in psychological research. Students will be exposed to the philosophies and foundations of qualitative methodology and the ways in which qualitative and quantitative methods are similar, different, and complementary to each other and to quantitative methods. The course will survey the various qualitative methodologies used in the field of psychology, addressing issues of question formation, data collection, validity, data analysis, and interpretation. Students will participate in a qualitative research project that will help them develop skills in collection, managing, analyzing, and interpreting qualitative data.

    Prerequisite(s): PSYCLN PHD Students Only

    3 Credit(s)
  

  • PSYCLN 781 Assessment Practicum I

    This fall practicum course will provide students with a variety of clinical assessment training experiences that meet specific assessment requirements related to internship preparation (e.g., administering assessments, writing integrated assessment reports, providing testing feedback). Students will develop an assessment plan based on client need; conduct psychological, neuropsychological, and/or diagnostic assessments; interpret and integrate assessment findings within the client’s cultural context; provide clinically thoughtful, culturally-sensitive feedback, along with clinical recommendations and referrals; write integrative assessment reports; and learn, understand, and abide by the ethical principles guiding the practice of psychology. Individualized readings will be based on specific assessments being conducted. Group supervision through discussion will focus on consultation and group supervision, including ethical and cultural considerations of assessments. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical assessment activities, amount of supervision, and number of clinical hours to be completed.

    Prerequisite(s): PSYCLN 781

    1 - 4 Credit(s)
  

  • PSYCLN 782 Assessment Practicum II

    This spring practicum course will provide students with a variety of clinical assessment training experiences that meet specific assessment requirements related to internship preparation (e.g., administering assessments, writing integrated assessment reports, providing testing feedback). Students will develop an assessment plan based on client need; conduct psychological, neuropsychological, and/or diagnostic assessments; interpret and integrate assessment findings within the client’s cultural context; provide clinically thoughtful, culturally-sensitive feedback, along with clinical recommendations and referrals; write integrative assessment reports; and learn, understand, and abide by the ethical principles guiding the practice of psychology. Individualized readings will be based on specific assessments being conducted. Group supervision through discussion will focus on consultation and group supervision, including ethical and cultural considerations of assessments. To be eligible for this course, students must obtain written approval from the Clinical executive Committee (CEC), who will evaluate the clinical assessment activities, amount of supervision, and number of clinical hours to be completed.

    Prerequisite(s): PSYCLN 782

    1 - 4 Credit(s)
  

  • PSYCLN 783 Advanced Clinical Research Practicum I

    This fall course provides advanced students with individualized clinical training experiences inherently related to research activities. Such experiences will be developed and supervised by faculty (and their affiliated colleagues) who are engaged in clinical research or outreach activities as part of their broader scholarship activities. Activities may include conducting psychological, neuropsychological, and/or diagnostic assessments; providing therapeutic intervention; or engaging in outreach, prevention, consultation, or supervision related to clinical activities. These courses are only appropriate when students are engaged in direct assessment, intervention, or outreach with research participants. These courses are not appropriate for students who are engaged in research activities that do not involve direct clinical contact hours or for students engaged in clinical activities that re not explicitly in the context of research. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, and amount of supervision.

    Prerequisite(s): PSYCLN 783

    1 Credit(s)
  

  • PSYCLN 784 Advanced Clinical Research Practicum II

    This spring course provides advanced students with individualized clinical training experiences inherently related to research activities. Such experiences will be developed and supervised by faculty (and their affiliated colleagues) who are engaged in clinical research or outreach activities as part of their broader scholarship activities. Activities may include conduction psychological, neuropsychological, and/or diagnostic assessments; providing therapeutic interventions; or engaging in outreach, prevention, consultation, or supervision related to clinical activities. These courses are only appropriate when students are engaged in direct assessment, intervention, or outreach with research participants. These courses are not appropriate for students who are engaged in research activities that do not involve direct clinical contact hours or for students engaged in clinical activities that are not explicitly in the context of research. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, and amount of supervision.

    Prerequisite(s): PSYCLN 783

    1 Credit(s)
  

  • PSYCLN 785 Practicum and Ethics I

    This course will provide students with intensive clinical training through a practicum placement at the University Health Service’s Counseling Center. To support this training, students will participate in weekly individual and group supervision, a didactic weekly seminar, and a monthly peer support group. Over the course of the semester, students are expected to learn how to: conduct assessments, provide therapeutic intervention, conceptualize cases, apply a multicultural framework to clinical interaction, effectively use supervision, comply with the administrative requirements of the Counseling Center, and learn, understand, and abide by the ethical principles guiding the practice of psychology.

    6 Credit(s)
  

  • PSYCLN 786 Practicum and Ethics II

    This course will provide students with intensive clinical training through a practicum placement at the University Health Service¿s Counseling Center. To support this training, students will participate in weekly individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over the course of the semester, students are expected to learn how to: conduct assessments, provide therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions, effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn, understand, and abide by the ethical principles guiding the practice of psychology.

    6 Credit(s)
  

  • PSYCLN 787 Practicum III

    This course will provide students with intensive clinical training through a practicum placement at the University Health Services Counseling Center. To support this training, students will participate in weekly individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over the course of the semester, students are expected to learn how to: conduct assessments, provide therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions, effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn, understand, and abide by the ethical principles guiding the practice of psychology.

    6 Credit(s)
  

  • PSYCLN 788 Practicum IV

    This course will provide students with intensive clinical training through a practicum placement at the University Health Services Counseling Center. To support this training, students will participate in weekly individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over the course of the semester, students are expected to learn how to: conduct assessments, provide therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions, effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn, understand, and abide by the ethical principles guiding the practice of psychology.

    6 Credit(s)
  

  • PSYCLN 791 Advanced Clinical Outreach, Intervention, and Consultation Practicum I

    This fall course offers advanced supervised individualized practicum experiences, primarily on campus but sometimes at associated community settings. Interventions, outreach, and consultations will be offered by students in this practicum to the individual and organizational members of the University community. This practicum course will provide students with a variety of clinical outreach, intervention, and consultation experiences, with an emphasis on providing culturally responsive services that are sensitive to contextual factors and promote health and well-being. Students will complete individualized readings to support the clinical services they are providing. The primary focus of the course will be participating in clinical outreach and intervention activities to provide services on campus. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, amount of supervision, and number of clinical hours to be completed. Group supervision through class discussion will involve consultation, peer supervision, and integration of clinical experiences, with attention to ethical and cultural considerations, to promote professional development as a clinical psychologist.

    Prerequisite(s): PSYCLN 783

    1 - 4 Credit(s)
  

  • PSYCLN 792 Advanced Clinical Outreach, Intervention, and Consultation Practicum II

    This spring course offers advanced supervised individualized practicum experiences, primarily on campus but sometimes at associated community settings. Interventions, outreach, and consultations will be offered by students in this practicum to the individual and organizational members of the University community. This practicum course will provide students with a variety of clinical outreach, intervention, and consultation experiences, with an emphasis on providing culturally responsive services that are sensitive to contextual factors and promote health and well-being. Students will complete individualized readings to support the clinical services they are providing. The primary focus of the course will be participating in clinical outreach and intervention activities to provide services on campus. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, amount of supervision, and number of clinical hours to be completed. Group supervision through class discussion will involve consultation, peer supervision, and integration of clinical experiences, with attention to ethical and cultural considerations, to promote professional development as a clinical psychologist.

    Prerequisite(s): PSYCLN 783

    1 - 4 Credit(s)
  

  • PSYCLN 879 Advanced Community Psychology

    The objectives of this seminar are to (10 engage students in a critical examination of the theoretical and application issues central to the field of community psychology; and (2) provide opportunities for student to practice formulating their own ideas and hypotheses for use in research and applied work within the framework of community psychology. This seminar is being offered as a diversity elective in the Clinical Psychology PhD program. The course will cover the central principles of the field of community psychology, with an emphasis on how these principles intersect with the field of clinical psychology.

    Prerequisite(s): PSYCLN Grad or Perm

    3 Credit(s)
  

  • PSYCLN 891 Teaching Seminar

    This seminar is required of all fourth-year students who are teaching undergraduate psychology courses. The seminar provides didactic presentations combined with class discussion and supervision on a variety of topics, including pedagogy, techniques for effective teaching, teaching diversity in psychology, writing and delivering lectures, and conceptualizing exams.

    3 Credit(s)
  

  • PSYCLN 893 Advanced Community Practicum I

    This fall course will provide oversight for advanced students completing practica in the community. Students will participate in clinical activities in community settings approved by the Clinical Executive committee (CEC) of the Clinical Psychology graduate program. Activities may include psychological, neuropsychological, and/or diagnostic assessments; providing therapeutic interventions; conceptualizing cases; applying a multicultural framework to clinical interaction; providing consultation or supervision; participation in prevention, consultation, or supervision; or other approved clinical activities. Students will improve their competencies in clinical skills, effective use of supervision, and comply with the administrative requirements of the Externship site, as well as the ethical principles guiding the practice of psychology. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, number of practicum hours, and amount of supervision.

    Prerequisite(s): PSYCLN Practicum

    1 Credit(s)
  

  • PSYCLN 894 Advanced Community Practicum II

    This spring course will provide oversight for advanced students completing practica in the community. Students will participate in clinical activities in community settings approved by the Clinical Executive Committee (CEC) of the Clinical Psychology graduate program. Activities may include psychological, neuropsychological, and/or diagnostic assessments; providing the therapeutic interventions; conceptualizing cases; applying a multicultural framework to clinical interactions; providing consultation or supervision; participating in prevention consultation, or supervision; or other approved clinical activities. Students will improve their competencies in clinical skills, effective use of supervision, and comply with the administrative requirements of the Externship site, as well as the ethical principles guiding the practice of psychology. To be eligible for this course, students must obtain written approval from the Clinical Executive Committee (CEC), who will evaluate the clinical activities, scope of clinical work, number of practicum hours, and amount of supervision.

    Prerequisite(s): PSYCLN Practicum

    1 Credit(s)
  

  • PSYCLN 896 Independent Study

    This course involves the comprehensive study of a particular topic in clinical psychology under the direction of a faculty member. An independent study course can fulfill one elective requirement. A detailed proposal must be submitted to the faculty member prior to registration.

    1 - 6 Credit(s)
  

  • PSYCLN 897 Special Topics in Clinical Psychology

    This advanced course offers intensive study of selected topics in clinical psychology. A special topics course can be used to fulfill one area elective requirement (see “Degree Requirements”). Course content varies according to the topic and is announced before registration each time the course is offered.

    1 - 6 Credit(s)
  

  • PSYCLN 898 Internship in Clinical Psychology

    Doctoral candidates in clinical psychology are required to complete this one-year full-time predoctoral internship in a setting approved by the American Psychological Association. During the internship, students have a variety of clinical experiences, including assessments and therapeutic interventions. They are closely supervised by mental health professionals, some of whom must be licensed clinical psychologists. A letter from the on-site internship director documenting satisfactory completion must be in the student’s file at the University before the degree can be granted.

    1 - 9 Credit(s)
  

  • PSYCLN 899 Dissertation Research

    Research, conducted under supervision of the doctoral committee, leading to the presentation of a doctoral dissertation.

    1 - 9 Credit(s)

Psychology Developmental and Brain Sciences
  

  • PSYDBS 601 Proseminar in Developmental and Brain Sciences

    The proseminar introduces incoming students to the major subfields and specialties in the program and fosters mastery of general skills in the conduct of science. Variable course content illustrates the range of current research in the program and connects it with enduring questions in the field.

    3 Credit(s)
  

  • PSYDBS 611 Physiological Methods in Neuroscience

    The goal of this course is to provide a basic fluency with the technical approaches available to modern neuroscience to graduate students beginning a career in the filed. The course assumes a basic familiarity with biology and psychology and an undergraduate level mastery of neuro-scientific concepts. The course will begin by building on these foundations in order to make a functional understanding of the methods presented possible. Students will make use of a selection of techniques during independent laboratory sessions. By the end of the course student should be able to critically read papers utilizing the techniques taught in the course and solve research problems in their own careers by the appropriate selection and application of technical approaches.

    3 Credit(s)
  

  • PSYDBS 613 Behavioral Neuroscience

    Behavioral Neuroscience is the discipline dedicated to the scientific investigation and advancement of theory pertaining to processes underlying the biological basis of human behavior. The filed is interdisciplinary in approach touching on fields of study such as psychology, biology, chemistry, neuropharmacology, biochemistry, and the clinical sciences (e.g., neurology and neuropsychiatry). The goal of this course is to provide an advanced survey of current topics in behavioral neuroscience. The course takes a research based approach through interpretation, analysis and application of experimental findings. Additional insight will be gained by examination of neural dysfunction in neurological and neuropsychiatrically impaired clinical populations. My hope is that by the conclusion of the course, students will have advanced knowledge in concept and theory, research methodology, and application of neuroscientific knowledge to normal behavior and clinical disorders/syndromes.

    3 Credit(s)
  

  • PSYDBS 623 Cognitive Neuroscience

    This core course covers the cognitive and neural processes that underlie perception, attention, memory, language, social cognition, decision-making and executive function. Classic and recent journal articles will be discussed both to extract major findings and to elucidate the various methods - neuropsychological evaluation, psychophysical measurement, single-cell neurophysiological recording, and neuroimaging - that allow for inferences about the brain bases of cognition.

    3 Credit(s)
  

  • PSYDBS 641 Computational Methods in Neuroscience

    This course is designed to teach students to optimally utilize Matlab as a platform for generating perceptual stimuli, controlling experimental devices such as stimulus delivery systems and recording devices (eye tracking, fMRI, NIRS), and visualizing and analyzing data.

    3 Credit(s)
  

  • PSYDBS 690 Mentored Research

    This course provides the mechanism through which students will receive credit while conducting pre-doctoral research. The student will be individually supervised and mentored by his or her advisor during the design and execution of an original Mentored Research Project. With approval of the student’s advisory committee Mentored Research may be applied toward the research requirement for a Master’s Degree. 9 credits of Mentored Research are required.

    1 - 9 Credit(s)
  

  • PSYDBS 693 Seminar in Development and Brain Sciences

    This course covers topics of interest to the DBS Program faculty with a focus on classic article on the topic and recent paper of significance on the topic. The objectives for this course focus on the following core competencies: ability to clearly communicate and present research and scholarly material, develop critical skills required for evaluation research, and to gain knowledge of the history and recent advances on a relevant research topic.

    3 Credit(s)
  

  • PSYDBS 695 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 696 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 697 Special Topics

    This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.

    1 - 6 Credit(s)
  

  • PSYDBS 715 Developmental Behavioral Neuroscience

    Developmental behavioral neuroscience is an emerging interdisciplinary field with diverse contributions from the behavioral and biological science. This core course places the study of development in a biological context that includes evolution, genetics, physiology, anatomy, cells, and molecules. The focus is on major concepts and methods used to explain development of brain and behavior, particularly during early stages. Enduring controversies and modern efforts to resolve them will be considered. The course is organized to represent major areas of contemporary research, with attention to both fundamental processes and functionally defined, integrative behavioral systems.

    Prerequisite(s): PsyDBS 610

    3 Credit(s)
  

  • PSYDBS 725 Developmental Cognitive Neuroscience

    Developmental cognitive neuroscience is an evolving field that investigates the relations between brain and cognitive development. Fundamental questions include: What are the relations between developmental changes in the brain (e.g. morphology, connectivity) and developmental changes in children¿s perceptual and cognitive abilities (e.g. depth perception, ability to sustain selective attention, executive functions)? Why, and how, is learning enhanced during certain periods in development? These issues will be investigated in the context of the following specific topics: the development of the visual system, visual attention, memory, executive functions, speech and language. The methods of human cognitive neuroscientific research that can be used with infants and children will also be discussed (e.g. ERP, NIRS).

    3 Credit(s)
  

  • PSYDBS 752 Advanced Homones and Behavior

    This course will examine the neural and hormonal correlates of behavior. We will consider how hormones influence the development and activation of behavior, and how behaviors, in turn, regulate neural and endocrine physiology. Our discussions will primarily focus on hormone-behavior interactions in mammalian systems. Throughout the course, we will explore the hormonal influences on sex determination, sexual behavior, mating behavior, parental behavior, dominance and aggression, responses to stressful stimuli, immune function and homeostasis, biological rhythms, learning and memory, and endocrine disruptors.

    3 Credit(s)
  

  • PSYDBS 754 Neurobiology of Addiction

    This course examines molecular and cell biology, genetic, and systems approaches to the study of addiction. It begins with an overview of the pharmacological actions of drugs of abuse, neural substrates of drug reward and craving, molecular mechanisms of drug-induced neuroplasticity, genetics, and their involvement in tolerance, sensitization, dependence and addictive behavior. This will include theories of addiction, brain circuits mediating reward and motivation, invertebrate and vertebrate models of addiction, neurotransmitters and signaling pathways targeted by drugs of abuse, and pharmacotherapy of substance use disorders.

    Prerequisite(s): PsyDBS 610

    3 Credit(s)
  

  • PSYDBS 762 Knowledge Acquisition

    This is a proposed elective for the Developmental and Brain Sciences program in the Psychology Department. The goal of the course is to acquaint students with the breadth of theories for how we represent and acquire knowledge, with a focus on acquisition. Students will engage with primary and secondary sources, mainly focusing on classic papers and book chapters, and supplementing these with current literature. The current literature portion of the course is expected to evolve over the years to track recent findings that clarify classic theories.

    3 Credit(s)
  

  • PSYDBS 764 Mechanisms of Attention

    The course covers the cognitive and neural processes that underlie mechanisms of attention. Classic and recent journal articles will be discusses to extract major findings and to elucidate the various methods - psychophysical measurement, single-cell neurophysiological recording, neuroimaging - that allow for inferences about the biological bases of cognition. The major focus will be on mechanisms of visual attention, but there will also be some discussion of mechanisms of auditory attention or other sensory modalities, when possible.

    3 Credit(s)
  

  • PSYDBS 795 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 796 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 797 Special Topics

    This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.

    1 - 6 Credit(s)
  

  • PSYDBS 895 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 896 Independent Study

    Study of a particular area of this subject under the supervision of a faculty member. Students wishing to register must do so through the department.

    1 - 6 Credit(s)
  

  • PSYDBS 897 Special Topics

    This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.

    1 - 6 Credit(s)
  

  • PSYDBS 899 Dissertation Research

    This course provides the mechanism through which student will receive credit for doctoral research. The student will be individually supervised and mentored by his or her advisor during the design and execution of an original Doctoral project, as well as the writing of the Doctoral Dissertation itself. This course is only open to students who have successfully advanced to candidacy for the PhD. 24 credits of Dissertation Research are required for the PhD.

    1 - 9 Credit(s)

Public Administration
  

  • PUBADM 601 The New England Political Environment

    An introduction to the key contemporary systems that now constitute the environment in which legislative and executive policy-making and implementing processes work. This course is designed to provide a thorough understanding (in theory and practice) of: where, how, and by whom policy is made and implemented; how the process is/can be influenced; who pays and who benefits; and how to evaluate results (intended and actual).

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 602 The New England Economic Environment

    This course introduces the student to the theory and tools of regional economies as a framework for analyzing policy issues. The economic and fiscal structure of Massachusetts is studied to identify the inner and outer workings of the Massachusetts economy vis-a-vis New England and the nation. The latter part of the course focuses on the economics of major issues facing policy makers. Such issues include public and private housing, health care costs, public pensions, fiscal and economic competitiveness, and the economics of the capital city, Boston.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 606 Nonprofit Organizations and Public Policy

    The goals of this course are to (1) familiarize students to the nonprofit sector in the United States, (2) discuss the various roles that nonprofit organizations play as policy actors, and (3) to introduce students to a range of empirical and theoretical work on nonprofit organizations. Using theoretical and empirical readings, this course considers a variety of issues related to the role of nonprofit organizations in public policy including: tax exemption, the increasing commercialization of the nonprofit sector, charitable choice provisions guiding the distribution of federal funds, and the role of nonprofit organizations in political advocacy.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 610 Public Management: Theories and Principles

    This course explores the complex environment in which today’s public managers must effectively function. It introduces students to the various theories of complex organizations, with a particular emphasis on those developments most relevant to public organizations. As part of the effort to relate theory to practice, students’ own work experiences become a legitimate and important aspect of the subject matter.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 611 E-Government: The Internet and Public Policy

    This is a graduate-level seminar course that examines how new information and Communication Technologies (ICT’s) influence the way government functions and shapes public policy. The course consists of three sections. In the first section, important characteristics of the Information Society are examined in a broader context of social transformation from the Agricultural and Industrial Ages to the Information Age. The role of establishing trust in the Information Age and the functions of the public sector are examined. The second section introduces the notion of e-government. Critical factors of successful e-government operation are explored and innovative cases of e-government practices in the USA and around the world are introduced. The concept of e-democracy and online citizen participation and their implications in our democratic system of governance are discussed. The third section focuses on public policy areas where the domain of the public sector in the Information Age is re-examine and some emerging public policy issues are discussed.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 614 Human Resources Management

    This course is designed to familiarize students with the major elements of human resources management in the public sector: personnel management practices and the practice of labor-management relations. The first half of the course examines the basic concepts of human resources management and the principles of planning and forecasting human resources needs. This part of the course examines career planning and management, job design, pay systems, selection, training, and equal opportunity. The second half of the course explores the nature and history of labor-management relations, focusing on the tactics and strategies of management and union representatives and the legal constraints on their behavior in: (1) the organization of public employee unions; (2) contract negotiation; and (3) contract administration and interpretation.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 619 WPPP: Contemporary American Public Policy Issues

    Fall seminar in Program for Women in Politics and Public Policy. This course provides an overview of the policy-making process and electoral politics, then examines several central public policy issues of contemporary concern, including homelessness and poverty, health, and environmental issues. Readings from the disciplines of sociology and political science analyze how public policy is shaped both by internal processes of government and by interest-group dynamics.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 620 Analytic Skills I: Skills for Policy Analysis

    This course will introduce a variety of policy analysis tools for policymakers and public managers/administrators; provide an overview of how public policy is shaped by research and numerical data; encourage students to generate research questions and match research methods to the questions; teach how to interpret numerical data in tables, charts, research reports, and articles; introduce basic statistical analysis tools and the interpretation of statistical results as they inform public policy decision making.

    Prerequisite(s): Graduate degree student in Public Administration

    3 Credit(s)
  

  • PUBADM 621 Analytic Skills II: Research Methods

    This course will provide a more in-depth focus on the Case Study Method and its related skills, including interviewing, analysis of documents/archives, analysis of prior research findings, qualitative research skills and analysis, and determination of policy implication. Students will cover both theoretical aspects of these topics and apply them as they prepare their capstone proposal.

    Prerequisite(s): PUBADM 620

    3 Credit(s)
 

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