|
|
2015-2016 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Sociology |
| |
-
SOCIOL 607 Contemporary Sociological Theory
Social theory is trained reflection on ways of knowing social life. But it is not only this, and it never begins purely as trained reflection. Social theory arises first and foremost from everyday life, from an enormous variety of contexts of conversation, discussion, and interaction between ordinary people. These are the same contexts that lead to the formation of such things as social movements, political parties, trade unions, and organized mass actions such as consumption, strikes, and revolutions. Social theory emerges from these contexts and is only a more reflective expression of the disputes and agendas that dominate ordinary communication about social and political issues. It is itself a social and political issues. It is itself a social product with a multitude of everyday contexts of origination.
3 Credit(s)
|
| |
-
SOCIOL 609L Qualitative Methods and Field Research
This course is designed to introduce students to qualitative research methods; its specific focus is on policy research and aging. Students practice the skills needed to observe the world around them by attending to social phenomena, descriptively and analytically. The course functions as both a seminar and a research workshop, and students learn by engaging in a field work project. GERON GR 609L and PPOL-G 609L and SOCIOL 609L are the same course.
3 Credit(s)
|
| |
-
SOCIOL 610 Teaching Sociology: Theory & Practice
This seminar is designed for graduate students who are interested in teaching careers at the college and university level and/or in the scholarship about teaching and learning. Teaching assistants who are involved in classroom practice are also welcome. The course will address both the theory and practice of teaching with a focus on the kinds of backgrounds, experiences, and learning styles that UMass Boston students bring to the classroom.
3 Credit(s)
|
| |
-
SOCIOL 620 Social Problems
An analysis of theories to explain the historical development of social problems. Theories include Marxian and non-Marxian analyses, micro- and macro-theoretical approaches such as functionalism, conflict, interactionism and deviance perspectives. Special attention is given to the application of theories for the understanding of such contemporary social problems such as unemployment and poverty, problems of urban communities, inter-group conflict/relations, individual deviance and others.
Prerequisite(s): Graduate Students Only
3 Credit(s)
|
| |
-
SOCIOL 621 Social Psychiatry
Sociological analysis of psychiatric theories and practices; examination of the effect of social structure on the construction, diagnosis, and treatment of mental disorders.
Prerequisite(s): Graduate degree student in Applied Sociology or Sociology PhD
3 Credit(s)
|
| |
-
SOCIOL 623 Alcohol,Drugs&Crime
This course focuses on the multi-faceted associations among alcohol, drug use, and crime in America. It distinguishes legal and policy issues from competing paradigms and contrasts criminal justice and public health models. State- of-the-art etiology, epidemiology, prevention, and treatment studies correlating criminality and substance misuse are assessed and evaluated in historical and sociocultural contexts. The course highlights social service systems in relation to current practices and institutionalized definitions of health and illness, crime and criminals.
Prerequisite(s): Graduate student in Applied Sociology, Counseling, or Forensics
3 Credit(s)
|
| |
-
SOCIOL 642 Issues in Contemporary Social Policy
This course provides special emphasis on contemporary social policy issues. It examines principals of social policy analysis and the impact of social policy decisions on recipients and non-recipients of social services. Special attention is given to research on contemporary problem areas such as immigration, homelessness, public sector health and mental health, social justice issues, and crime and delinquency.
Prerequisite(s): Graduate Students Only
3 Credit(s)
|
| |
-
SOCIOL 643 Immigration Policy: Global and North American Perspectives
This class offers a global perspective on immigration policy that is weighed toward issues and concerns that have defined the recent history of immigration policy in North America. It includes case studies from Western, Eastern and Southern Europe, Central and South East Asia, Canada, Australia, Africa, and the Caribbean.
3 Credit(s)
|
| |
-
SOCIOL 644 Gender, Ethnicity, and Migration
Why do people migrate? Do immigrants assimilate into host countries or maintain ties with their home countries? What factors shape the work experiences of (im)migrants? A gendered perspective, critical to the study of these topics, is still poorly integrated into international migration theory. This course will challenge us to keep gender at the center when answering the classic questions of migration studies. Students will be asked to consider how the feminization of migration and a perspective that includes the intersection of gender, ethnicity, class, and nation challenge the theoretical tools used to make sense of migration and its effects.
3 Credit(s)
|
| |
-
SOCIOL 645 Sociology of Migration
This class offers a sociological perspective on migration by looking at why people migrate and explores the theoretical tools sociologists have developed for understanding migration. The course emphasizes the global context of international migration and examines the institutions that shape migration flows and the experiences of immigrants. These import issues will be examined from both the perspective of the receiving and sending countries.
3 Credit(s)
|
| |
-
SOCIOL 650 Meth Of Research I
Focuses on methods of collecting information about social beliefs and social process, including the operation of social services and other programs. The course requires students to conduct exercises that will give them first hand experiences in various approaches to data collection and management. Emphasis is given to techniques of survey, field, and experimental research. Students are introduced to the use of computers. (Course offered in the fall only).
Prerequisite(s): Graduate degree student in Applied Sociology or Sociology PhD
3 Credit(s)
|
| |
-
SOCIOL 651 Methods of Research II
A continuation of SOCIOL 650, focusing on the interpretation, analysis, and presentation of quantitative data. Course exercises use descriptive statistics, cross-tabulation and regression analysis, as well as related inferential statistics, to analyze social data. Procedures for computer-based statistical analyses are introduced and used throughout the course. No prior experience with computers or knowledge of statistical formulae are required. (Course offered in the spring only.)
Prerequisite(s): GRADUATE Degree Students Only
3 Credit(s)
|
| |
-
SOCIOL 652 Advanced Quantitative Methods
This class provides training in quantitative analyses that moves beyond the more basic techniques covered in the preceding course SOCIOL 651. The course begins with a review of multiple regression before spending the rest of the semester covering specialized regression techniques.
3 Credit(s)
|
| |
-
SOCIOL 655 Evaluation Research
An advanced course in the theory and practice of evaluation of public policy and social service programs for social science students and practitioners. Basic knowledge of research methods is assumed, but relevant issues in research design and implementation are reviewed. The course provides general overview of evaluation theory and landmark evaluation studies, as well as analysis of commonly used evaluation models and of practical and political issues involved in design and implementation of evaluations. Design of an evaluation of a social agency program is required.
Prerequisite(s): GRADUATE Degree Students Only
3 Credit(s)
|
| |
-
SOCIOL 660 Fundamentals of Survey Methodology
This course introduces students to the principles of survey design that are the basis of standard practices in the field, providing tools to design and implement survey data collection and for evaluating surveys. Topics include: sampling, nonresponse, survey instrument development and evaluation, survey interviewing, post survey data processing, and research ethics.
3 Credit(s)
|
| |
-
SOCIOL 661 Designing and Evaluating Survey Questions
This course will teach students what is known about how the characteristics of survey questions affect the likely validity of the resulting data. It will also teach them how to evaluate how well questions meet the standards that we set for them. Tee course will introduce students to the underlying science of how to design and evaluate questions and will provide them with experience in actually carrying out question design and evaluation.
3 Credit(s)
|
| |
-
SOCIOL 662 Applied Survey Sampling - Design and Analysis
This course is designed to teach students the principles of probability sampling for general populations. It will teach them about the various types of sampling methods including simple random, stratified, cluster, and probability proportionate to size. It will help them to understand when certain methods are preferable and how adding complexity to a sample design can affect data analysis. Topics will also include developing survey weights and analyzing data from complex samples.
3 Credit(s)
|
| |
-
SOCIOL 663 Survey Experiments
This course is designed to introduce students to both the long history of experimental work in a survey research as well as to the rapidly developing research program in population-based survey experiments. The course will briefly review the main components of experimental and survey methods before focusing on the ways in which they are brought together, including split ballot experiments, the randomized response technique, the list experiment/item count technique, and others.
1 Credit(s)
|
| |
-
SOCIOL 664 Practicum in Survey Research Techniques
This course offers students hands-on experience in planning and conducting a survey, focusing on sampling, questionnaire development, and interviewing techniques. Students will put survey best practices into action in the development of a survey instrument by planning and moderating focus groups. They will evaluate questions by conduction cognitive interviews and completing behavior coding of recorded interviews. Students also participate in a sample listing exercise in the Boston area and conduct face-to-face pretest interviews.
3 Credit(s)
|
| |
-
SOCIOL 665 New Techniques in Survey Data Collection
This course is designed to introduce students to the newest and most state-of-are methods of survey data collection, an appreciation of their history and development, as well as their rapidly developing research programs. Purposes both methodological (to improve the instrument and forward the state-of-the-art in survey techniques) and substantive (addressing research questions in sociological frameworks) will be addressed.
3 Credit(s)
|
| |
-
SOCIOL 667 Sociology of Law
A general analysis of the social origins and consequences of law and legal process; special emphasis on law as a method of conflict resolution and as a social control structure, and on law and social change. Attention also given to law in other societies, including non-literate societies, to the evolution and development of legal structures, and to patterns of due process and criminal law.
3 Credit(s)
|
| |
-
SOCIOL 668 The Life Course Paradigm
This course is designed to provide an in-depth examination of the life course paradigm including its theoretical underpinnings and empirical applications. The life course paradigm brings attention to 3 key themes: the importance of studying development across all stages of the life courses ¿ childhood, adolescence, and adulthood; the intersection of human lives and social structure; and the importance of socio-historical contextual influences on life course trajectories.
3 Credit(s)
|
| |
-
SOCIOL 670 Population Dynamics in a Changing World
Many of the important political and social discussion going on in this country an worldwide revolve around issues related to population size, structure or composition. This graduate level course will begin by putting population into historical perspective and introducing the tools necessary to describe a population’s size, structure, growth. As students learn these demographic tools and concepts, we will use them to describe on-going issues and more recent developments that are influenced by population size, structure, or composition.
3 Credit(s)
|
| |
-
SOCIOL 671 Sexuality, Gender, & Society
This graduate level course explores how sexuality and gender are perceived, defined, and experienced in the context of society. This course will also investigate how sexuality and gender influence our lives, are reflected in social norms, attitudes and beliefs, through public and private policies and practices, and social institutions. Through this course, students will learn the various theories sociologists have developed to explain sex and gender arrangements and to apply these theories appropriately to contemporary social issues as well as how to design, conduct, and analyze a research project or proposal related to the sociology of gender and sexuality.
3 Credit(s)
|
| |
-
SOCIOL 682 Sociology of Health and Illness
This course highlights the role of the social sciences in dealing with problems of health care practice, focusing on research contributions to health maintenance, prevention, treatment, and quality of care. Topics include the nature and goals of client-practitioner relationships, health education, behavioral and psychosomatic medicine, and the linkages between social problems and medical problems.
Prerequisite(s): Graduate degree student in Applied Sociology or Sociology PhD
3 Credit(s)
|
| |
-
SOCIOL 690 Classic and Contemporary Views of the Nature of Crime
This course examines the social nature of crime. It explores a variety of theoretical perspectives, including anomie/strain theory, social disorganization theory, social control theory, social learning theories, opportunity theory, deterrence theory, and conflict theory. The various theories are examined through an extensive review of recent empirical studies. Special attention is given to methodological problems in specifying theories for empirical study. Discussion topics also include the adaptability of these theories to social policy and their varying political and social acceptability during particular historical periods.
3 Credit(s)
|
| |
-
SOCIOL 691 Contemporary Issues in Responding to Crime
This seminar focuses on responses to crime. As individual citizens and as a community, we respond to crime in a variety of ways. The issues covered in this course may therefore include anything from informal responses-such as fear of crime, the reporting of crime to the police, and the organizing of neighborhood watch groups and crime stopper programs-to formal responses, which include police decisions to arrest or handle informally, bail decisions, issues of sentencing, the use of imprisonment, community corrections, parole and probation, and the death penalty. The course emphasizes the social nature of responses to crime and generally focuses on one or a few of these topics each semester
Prerequisite(s): Graduate degree student in Applied Sociology or Sociology PhD
3 Credit(s)
|
| |
-
SOCIOL 692 Communities and Crime
This class focuses on the nature of the social structures and group dynamics that shape neighborhood context, which in turn influence other social processes, like crime and responses to crime. Other foci include the intellectual development of the study of crime and communities, inequality, and contemporary issues in community development and change.
3 Credit(s)
|
| |
-
SOCIOL 694 Master’s Research Seminar
This course guides students in their design and completion of the master’s paper. It operates as an intellectual workshop where throughout the semester students share with the group the process as well as the results of their research. Special attention is given to the formation of research questions, research methodology, and writing appropriate literature reviews.
Prerequisite(s): GRADUATE Degree Students Only
6 Credit(s)
|
| |
-
SOCIOL 696 Independent Study
In-depth study of a particular topic according to the student’s interests. Independent study projects are expected to make an important contribution to a student’s training in applied sociology. All projects are under the supervision of a faculty advisor, who is responsible for guiding and evaluating the student’s work. An application and detailed proposal must be submitted to the graduate program director not later than two weeks before the end of the semester previous to that in which SOCIOL 696 is to be taken.
Prerequisite(s): Graduate Students Only
1 - 6 Credit(s)
|
| |
-
SOCIOL 697 Special Topics in Applied Sociology
An advanced seminar on selected topics in applied sociology. The course content and credit vary according to topic. Details on special topics courses will be announced during the advance registration period.
Prerequisite(s): Graduate Students Only
1 - 6 Credit(s)
|
| |
-
SOCIOL 698 Field Work
Intensive field work and/or internship in a public or private research or practice setting jointly supervised by faculty and agency-based staff. Placements made according to student interest and internship availability.
Prerequisite(s): GRADUATE Degree Students Only
3 - 6 Credit(s)
|
| |
-
SOCIOL 699 Thesis Research in Applied Sociology
Supervised thesis research open to students who elect the thesis option. The research is conducted under the supervision of a faculty committee consisting of a primary faculty advisor and two additional faculty members, who are responsible for advising the student in preparing and carrying out the thesis project and for evaluating and judging its acceptability.
Prerequisite(s): GRADUATE Degree Students Only
6 Credit(s)
|
| |
-
SOCIOL 894 Dissertation Seminar
This seminar is designed for sociology graduate students who are formulating their research question and preparing their proposal for their dissertation. The seminar is to assist students in developing dissertation proposals having the strongest feasible theoretical frameworks and research designs, thus leading to dissertations that make important contributions to understanding social processes. Students read insightful, critical works of social theory and social methodology, engage in critical examination of their own and other participants’ dissertation plans, and secure frequent feedback from the course instructor through both in-class discussion and short writing assignments.
3 Credit(s)
|
| |
-
SOCIOL 897 Special Topics
Various topics in Sociology.
1 - 6 Credit(s)
|
Special Education |
| |
-
SPE G 602 Language Acquisition and Theories of Reading
The focus on theory in this course is designed to help the pre-service special educator understand the relationship between oral language development and reading. The course looks first at language acquisition in the normally developing child, with particular emphasis on the developmental stages of communicative competence and on other factors, including second-language learning and influences of varying disabilities, which may affect language structure. The course goes on to examine the subsequent role of oral language, as part of both learning to read and reading to learn. Field work components are included.
3 Credit(s)
|
| |
-
SPE G 607 Behavioral and Classroom Management
This course identifies major theorists, techniques, and procedures for facilitating constructive behavior in the classroom. Topics include observational recording systems, contingency contracting, and monitoring of behavioral progress. Emphasis is on pro-social skill development and classroom structures conducive to collaborative learning. Field-work components are included.
3 Credit(s)
|
| |
-
SPE G 621 Introduction to Disabilities for Educational Professionals
This course focuses on the physical, cognitive, behavioral, and psychological aspects of the atypical developmental patterns of children and adolescents with varying disabilities. Emphasis is given to the conceptual frameworks for understanding normalcy, including cultural, racial, ethnic and linguistic expectations, family, community, and peer group norms, and gender roles and stereotypes within the context of today’s urban schools. Legal definitions of disabilities are stressed as well as the range of learning differences within typical development. This course includes a fieldwork component
3 Credit(s)
|
| |
-
SPE G 624 Standardized Assessments for Students with Moderate Disabilities, PreK-12
This course examines standardized assessment procedures and tools for nondiscriminatory screening and identification of students with special educational needs (PreK-8 and 5-12). Primary emphasis is given to appropriate administering, scoring, and interpreting norm-referenced and criterion-referenced tests designed to assess student learning styles and academic achievement. Through field-based experiences participants administer a test battery to an individual student and learn how to analyze patterns of strength and weakness, how to synthesize findings into professional reports, and how to determine appropriate goals, objectives, and instructional recommendations.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 625 Reading and Writing Assessment and Instruction for Students with Moderate Disabilities, Pre K-8
This course explores the major causes of difficulties in reading, spelling, and writing (PreK-8). Topics include the description and evaluation of a variety of effective teaching approaches, methods, and materials used in teaching students with diverse special needs in these areas. Attention is given to matching appropriate methods of teaching to the student¿s learning style; to models of teaching and learning in inclusionary settings; and to the mechanics of writing an effective IEP. The course includes a field-work component.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 626 Math, Science, and Social Science Assessment and Instruction for Students with Moderate Disabilities
This course explores the major causes of difficulties in math and the content areas (Pre-K-8). Topics include the description and evaluation of a variety of effective instructional approaches, methods, and materials used in teaching students with diverse special needs in these areas. Attention is also given to career education and social skills training and their infusions within an across-the-curriculum framework. The course includes 15 pre-practicum hours.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 629 Consultation and Interpersonal Skills
Students demonstrate an understanding of the principles involved in consultation and interpersonal skills. Intervention strategies and interviewing techniques will be stressed. Discussions include dynamics of the team process, roadblocks to communication, and analysis of a school system, with subsequent in-service recommendations. Students have an opportunity to apply these learned skills while examining theory concurrently. The course includes a fieldwork component.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 630 Building Collaborative Partnerships with Families of Students with Disabilities
The course focuses on implementing effective strategies in working with parents of exceptional children. Participants become sensitive to the issues of parenting a child with special needs and learn to establish a collaborative relationship with parents that makes the best possible use of available resources.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 631 Clinical Teaching: Secondary
This course focuses on the development of teaching strategies to be used with the secondary learner with special needs (5-12) in the basic academic skill areas. The mechanics of writing an effective IEP are addressed. In addition, the critical issues of adolescent development are examined with respect to choosing appropriate alternative strategies. The course includes a fieldwork component.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 632 Alternative Strategies
This course presents an overview of the vocational assessment process and alternative vocational training programs for the secondary special needs learner. A central strand examines transition to work and adult life. The course includes a fieldwork component.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 633 Legal and Political Issues in Special Education
The field of special education is governed by laws (Chapter 766, PL 94-142, PL 101-476, and PL 99-457) and is thus subject to the political process. This course addresses the critical legal aspects of special education, with an in-depth review of legislation, regulations, and current practice issues. The major goal of the course is to clarify for special education teachers their obligations under the law, and to develop strategies for implementing the law with full compliance.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 646L The Gifted and Talented Student
This course provides students with an overview of the gifted and talented student. Topics include definitions of “gifted,” identification of the gifted and talented, and methods and programs geared to these students. Special areas to be addressed are the gifted and talented minority student, as well as the gifted and talented underachiever. CRCRTH 646L and SPE G 646L are the same course.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 654 Youth Development and Self Determination
This graduate-level secondary transition course focuses on youth development and the importance of preparing youth to take the lead in their education, career development, and community participation. Upon completing this course, scholars will understand the principles of youth development and self-determination and be able to integrate these principles into their work with all youth. This course has 15 fieldwork hours that is intended to assist scholars to enable youth to create a vision for life after high school, create goals and objectives to meet that vision, and assume a leadership position in transition planning activities.
3 Credit(s)
|
| |
-
SPE G 655 Career Development and Competitive Employment
This graduate-level, secondary transition course is designed to give participants both an overview of the career development process and a student-centered framework for career preparation. course goals are based on career-related transition competencies, and are designed to help participants assess students’ career interests, use formal and informal career assessments, assist students to develop a course of study related to career interests, identify and assist students to engage in career exploration activities, incorporate connection activities into a student’s career plan, and develop work-based learning opportunities. Field-based assignments involve identifying a focal person/student, and using a student-centered approach to career development and planning, in order to pave the way for integrated, competitive work experiences during and following high school. As with other courses in this program, participants in this class will hear from experts across the state whose focus is on career awareness and development for youth with and without disabilities.
3 Credit(s)
|
| |
-
SPE G 656 Postsecondary Education for Students with Disabilities
This graduate-level, secondary transition course is designed to give participants an overview of postsecondary education options and the processes of applying for, enrolling in, and completing a postsecondary education course of study, using a person-centered framework. In particular, participants will learn how important it is that youth with disabilities are better prepared for college, both academically and with self-determination skills, and what specific documentation of disabilities is needed to insure receiving appropriate accommodations from disability services on campus. Participants in this class will work directly with a student with a disability who has expressed an interest in attending college as a bridge to integrated paid employment. Field-based assignments will involve a focal person interested in postsecondary education, who will be supported to develop an action plan, visit a college,and begin to compile an e-portfolio.
3 Credit(s)
|
| |
-
SPE G 657 Transition Topics
Transition Topics covers a variety of subjects that influence secondary transition for students with a wide range of abilities and disabilities, such as those with healthcare issues or mental health challenges, those in foster care or the justice system, students from diverse cultural and linguistic background or who have dropped out of school, in addition to students with intellectual and developmental disabilities. Topics include transition-related laws, the requisite use of the State Performance Plan (SPP) for the Annual Performance Report (APR), the state’s Transition Planning Form (TPF). Also covered are age-appropriate transition assessments, measurable postsecondary IEP goals, Summary of Performance (SOP), family involvement in planning, interagency collaboration, social security and disability benefits, self-determination and guardianship, healthcare issues that impact transition, community living options, social networks, transportation, and technology and accommodations. Participants will have a choice of options for both an individual student support project and a case study presentation, which offer opportunities to apply promising practices in transition to authentic student, classroom, school, or district circumstances.
3 Credit(s)
|
| |
-
SPE G 658 Transition Leadership
This course addresses training and sustainability activities required for transition education to be institutionalized in school districts across the Commonwealth. Participants will be equipped to take a lead in establishing up-to-date transition practices in their respective school districts. To this end, participants will learn how to develop and lead professional development workshops that demonstrate that the transition related needs of students with disabilities is a shared responsibility. Field-based assignments will include presenting a series of transition-related, in-service workshops to educators and/or human services professionals and attending professional meetings for MA transition specialists and other transition stakeholders.
3 Credit(s)
|
| |
-
SPE G 684 Computers in Special Education
Universal Design for Learning is the model used for evaluating software and assessing school-specific and classroom-specific uses of technology to support the learning of students with special needs. The course focuses on curriculum applications of technology that can improve the learning opportunities for all students, especially those with special needs, and enhance their problem-solving capabilities, organization skills, and social competence. Attention is also given to adaptive computing technologies that help students compensate for visual, auditory, motor, and/or cognitive limitations.
Prerequisite(s): Graduate Degree Student in Special Ed
3 Credit(s)
|
| |
-
SPE G 690 Envisioning Future Directions for Special Education
This seminar is designed to provide students with an opportunity to explore a range of topics related to the preparation and ongoing support of Special Education teachers in relation to other school professionals, the broader school community, and the evolving educational political context in the United States. In light of exploring past and present practices and challenges in the field, students will consider future directions for Special Education. They will design and implement professional development activities to advance the profession.
3 Credit(s)
|
| |
-
SPE G 692 Capstone Research Seminar in Special Education: Professional Licensure
This course utilizes current research in educational practices and qualitative research methodology as a foundation for the critical analysis of the student¿s own teaching. Students conduct and original research project based on a thematic interdisciplinary unit, which allows them to evaluate the impact of the unit as well as reflecting on their teaching. This research project represents the final capstone experience required for M.Ed. Degree leading to Professional Licensure.
3 Credit(s)
|
| |
-
SPE G 693 Practicum: Transition Leadership I
This seminar supports Transition Specialist (TS) candidates who are applying evidence-based transition policies and practices in high-need school districts in the first of semester-long practica. Assignments for this seminar are focused on supporting TS candidates as they work with and build the capacity of a school district to develop and sustain an interagency transition team that will support tall transition-ages students with disabilities. TS candidates will meet every week, via web conferencing, to discuss both the successes and challenges of team creation and facilitation. Related activities include determining team membership, securing commitment from members to meet regularly, communicating the purpose of the team, establishing roles and responsibilities for all members, setting goals and deadlines, and evaluation the team’s effectiveness in meeting its goals.
3 Credit(s)
|
| |
-
SPE G 694 Practicum: Transition Leadership II
This seminar supports Transition Specialist (TS) candidates who are applying evidence-based transition policies and practices in high-need school districts in the second of two semester-long practica. Assignments for this seminar are focused on supporting TS candidates as they work with and build the capacity of school personnel to sustain and fully utilize an interagency transition team that will support all transition-aged students with disabilities. TS candidates will also provide training to a school district’s special education Parent Advisory Committee (PAC). TS candidates will meet every week, via web conference, to discuss both the successes and challenges of team facilitation and parent/student support.
3 Credit(s)
|
| |
-
SPE G 696 Independent Study
Faculty-directed course of study in a particular area of interest or a fieldwork experience. A detailed proposal of intent must be submitted to the faculty member prior to registration.
1 - 6 Credit(s)
|
| |
-
SPE G 697 Special Topics in Special Education
An advanced course involving intensive study of selected topics in special needs education. Course content will vary according to the topic and will be announced prior to registration.
Prerequisite(s): Graduate Degree Student in Special Ed
1 - 6 Credit(s)
|
| |
-
SPE G 698 Moderate Practicum
A supervised practicum and seminar for trainees working with school-aged children identified as having mild to moderate special needs (Pre K-8, 5-12) who are receiving Chapter 766 services. Pre-registration is required one semester prior to enrollment. Seventy-five state-required pre-practicum clock hours must be documented prior to entering first-level practicum. The practicum site must be approved by program faculty.
3 - 6 Credit(s)
|
Urban Planning and Community Development |
| |
-
UPCD 600 History and Theory of Urban Planning
As activity and professional practice, Urban Planning is commonly understood, as the deliberate set of actions taken by societies to organize the built environment to facilitate and enhance human activity. After a review of foundational readings, the course focuses on the way urban planning came about int he United States and the underlying forces shaping its discourse and logic, including the changing roles of public/private actors, and the planning mentality shaping the theory and practice of the profession. The course also de-couples urban planning theory from urban theory by examining three premises; (a) Urban Planning Theory’s historical roots and justification are based on a vision of the city rather than arriving at prescriptions, (b) the dependence of effective planning on its context, who means that planning activity needs to be rooted in an understanding of the field in which it is operation, and (c) the objective of planning as conscious creation of the just city, which requires a substantive normative framework (Fainstein 2005:120)
3 Credit(s)
|
| |
-
UPCD 601L Social Vulnerability to Disasters
By means of a multi-disciplinary approach, this course introduces students to an understanding of hazards and disasters grounded in social vulnerability analysis. It examines different theories of social vulnerabilities as well as the historical, geographical, social, and cultural factors and conditions that put people differentially at risk before, during, and after disasters. In particular, the course focuses on global, national, regional, and local patterns of development. Students will explore how vulnerable social groups are affected by and cope with various types of disasters, and strategies for community-based mitigation engaging those most at risk. CRSCAD 601L and UPCD 601L are the same course.
3 Credit(s)
|
| |
-
UPCD 602L Climate Change, Food & Water Resources
This course will examine the causes and consequences of climate change with a special focus on food and water resources. We will analyze proposals to prevent and mitigate global warming with both proactive and responsive policies. As a global society, food and water security is the most important goal we face, yet many people in the developing world lack even basic food security and more than a billion people worldwide lack access to safe drinking water. Food and water shortages are exacerbated and caused by climate change, environmental degradation and natural and human-caused disasters. It is projected that unless drastic efforts to cut greenhouse gas emission are implemented global warming will lead to massive crop failures as early as 2040 and become a worldwide phenomenon by 2080. Because poor nations will be most adversely affected by climate change it is incumbent upon the global society to prepare for and avert disaster. CRSCAD 602L and UPCD 602L are the same course.
3 Credit(s)
|
| |
-
UPCD 603L Reconstruction After the Cameras Have Gone
This course introduces the student to the complex process of post-disaster reconstruction and the roles of government, Non-Governmental Organizations, humanitarian and development agencies, multilateral establishments, and the private sector as well as the ways in which they can all support vulnerable populations during and after disasters. It also examines institutional, regulatory and policy frameworks for implementing reconstruction programs and projects. At the end of the semester, the student submits a research paper on a topic selected by him/her and approved by the instructor. UPCD 603L and CRSCAD 603L are the same course.
3 Credit(s)
|
| |
-
UPCD 611 The City in History
This course is organized into three parts. First is an overview of the idea of cities throughout history. The second explores the link between industrialized and urbanization (the causal relationship for ht rise of industrial cities – the case of European and US cities), and urbanization without industrialization in former European colonies in Africa, Latin America and Asia (particularly during the Twentieth Century leading to the rise of Mega-cities in so-called developing countries). The third centers on theoretical reflections on cities as the fundamental development theaters, e.g., the spatial formations for the production of all social, economic, political cultural and technological arenas of societies (with a particular focus on four US cities: New York, Chicago, Los Angeles and Miami). Each of these cities may be representative of different periods in US urban history, and also being the “models” giving rise for much of urban theory in the USA. The course will identify key thinkers, events, theories shaping the history and theory of cities.
3 Credit(s)
|
| |
-
UPCD 620 Analytic Methods for Urban Planning and Community Development
This course provides students with an introduction to quantitative and qualitative analytic methods appropriate to propose, support and evaluate localized and regional initiatives in planning and community development. Technical skills associated with these methods will be taught with a focus on the needs of community-based organizations which typically have limited time, human, financial and technical resources to perform detailed analyses in support of their programs and initiatives.
3 Credit(s)
|
| |
-
UPCD 621L Human Dignity, Human Rights, and Sustainable Post-Disaster Reconstruction
The course will explore the intersection dynamics of human dignity, humiliation, and human rights in the context of post-disaster reconstruction. CRSCAD 621L and UPCD 621L are the same course.
3 Credit(s)
|
| |
-
UPCD 622 Citizen Participation and the Right to the City
Today’s City Planner faces new challenges working in the USA. During the past decades, urban scholars and practitioners have raised critical questions on the need to address these challenges (many times in apparent contradiction to each other) and face the limits of urban planning. Campbell (1996) identified three areas, environmental wellness, economic development and growth, and equitability. The Urban Planning and Community Development Program aims to develop urban planners with a clear social justice and equitability vision. The practicing urban planner faces an array of challenges in the globalizing world. Among these, access to rights previously taken for granted that may be limited under neoliberal regimes. This course is designed to explore some of the challenges urban planners face in these areas by reviewing critical literature, planning methodologies, and case studies of successful projects. The focus is to maximize citizen participation.
3 Credit(s)
|
| |
-
UPCD 623L Introduction to Geographic Information Systems
This course teaches the concepts, principles, approaches, techniques, and technologies of geographic information systems (GIS)The specific topics include essential elements of a GIS, hardware requirements and system integration, technologies and techniques for acquiring spatial data, spatial data models, data structures, data formats, database models, spatial analysis and modeling, cartographic design, implementation of a GIS, and environmental and socioeconomic applications. Hands-on exercises on ArcView are assigned each week. A term project on the use of a GIS in solving a specific environmental or socio-economic problem is required. EEOS 623L and UPCD 623L are the same course.
4 Credit(s)
|
| |
-
UPCD 624L Survival Skills for the 21st Cent: Develop Personal, Organizational, & Community Resilience Skills.
This course will examine resilience and the power to adapt to stress, adversity, and trauma. Coping with and managing tragedy and crisis is important to the individual, his/her family and friends, employment, and other relationships that are part of our lives. CRSCAD 624L and UPCD 624L are the same course.
3 Credit(s)
|
| |
-
UPCD 630 Urban Information and Institutional Systems
This course will provide students with an understanding of administrative and information systems that are directly involved with urban planning and community development initiatives. Students completing this course will gain the ability to evaluate the configurations of government, private-sector and non-profit stakeholders and information sources and technologies that they control in order to manage relationships across stakeholders and decision makers, and disparate information systems, that are essential to the success of planning initiatives. Students will be prepared to engage in hands-on planning at the community and institutional level, and to identify appropriate administrative and data infrastructures consistent with time and resources limitations.
Prerequisite(s): UPCD 630
3 Credit(s)
|
| |
-
UPCD 631 Land Use Controls
The course provides an understanding of the regulatory and non-regulatory techniques for managing land use in the U.S. The course begins with an overview of the history and evolution of the policy and the planning and legal frameworks for land use controls. The essential components of municipal zoning ordinance and maps are covered along with more innovative and flexible development controls. The course exposes students to the administrative procedures and the land development process. Specific contemporary urban planning topics and the associated regulatory mechanisms and issues are presented as case studies.
Prerequisite(s): UPCD 630
3 Credit(s)
|
| |
-
UPCD 632 Law, Ethics, and Practice in Planning
This course examines issues related to the practice and management of planning including the legal and ethical standards of such practice. It delineates and distinguishes laws, professional rules and community expectations by introducing students to applicable standards and criteria. Students will consider management, ethical and social justice scenarios determine approaches to addressing a variety of real-world situation and consider the impacts and consequences of decisions made in planning practice.
3 Credit(s)
|
| |
-
UPCD 643L The Political Economy of International Migration
The aim of the course is to introduce students to the major issues associated with the economic consequences of migration. Students will gain an understanding of the theoretical reasons why people migrate. Many of these reasons are economic, but the resulting dynamic is a lasting relationship between the sending and receiving country. As a result of the development of transnational identities these ties include remittances, political participation, and economic opportunities for both countries. CRSCAD 643L and UPCD 643L are the same course.
3 Credit(s)
|
| |
-
UPCD 662 Citizen Participation in Community Development
This course addresses methods, approaches and techniques urban planners need working in/with or for a CDC or similar organization. The course extends knowledge/skills explored in UPCD 620 and other research methods-approaches-techniques in the curriculum. The course is projected/field-based working with a Community Development organization. Choice of activity and/or organization is based on the work and research agenda of faculty and staff of the Urban Planning and community Development Department. This research agenda is the product of the program’s relationship with several UMass Boston Institutes and other internal and external partners. The course is part of the UPCD program’s long-term academic record on civic engagement/engaged scholarship/and social justice.
Prerequisite(s): upcd
3 Credit(s)
|
| |
-
UPCD 667 Environmental Planning and Impact Assessment
Environmental impact evaluation is a vital component of any planning effort. This course surveys major areas of government involvement in environmental and socio-economic impact assessment as it related to planning including: National Environment Policy Act (NEPA); State environmental policy acts (SEPAs); Municipal and regional planning authorities; Wildlife and land conservation laws; and, Environmental media laws (e.g., Clean Water Act, Clean Air Act, etc.). In doing so, the course provides an overview on how an environmental impact assessment can/must be developed in light of important public policies. The course also examines the legal ‘standing’ and political voice employed by stakeholder groups in planning and impact assessment activities.
3 Credit(s)
|
| |
-
UPCD 670L Environmental and Energy Economics
This course introduces students to the economist’s approach to solving environmental problems and related aspects of energy markets. The first part of the course concentrates on the economic theory used to solve environmental problems, including those associated with energy production and utilization. In the latter half of the course, the theory will be used as a framework to approach a wide range of environmental and energy issues. The purpose of the course is to expose students to sufficiently rigorous economic analysis to enable them to appreciate the usefulness of the economic approach to environmental and energy-related problem solving and to enable them to critique economic analyses they may be presented with in future decision-making roles. ECON 670L and EEOS 670L and UPCD 670L are the same course.
3 Credit(s)
|
| |
-
UPCD 671L Introduction to Environmental Management
This course gives students an understanding of current environmental issues as they relate to managerial decision-making. The issues are examined from the worldwide perspectives of business and society. The course focuses on issues of waste and recycling, air quality (including ozone depletion, global warming, and acid rain), water quality, resource management, biodiversity, and sustainable economic growth. MBAMGT 671L and UPCD 671L are the same course.
3 Credit(s)
|
| |
-
UPCD 674L Climate and Energy: Law, Policy and Management
This course examines legal, public policy and management issues related to Climate Change as well as those related to the siting, development and distribution of renewable energy. It begins with an on international overview of the socio-economic forces shown to influence climate change, the legal and economic mechanisms that have emerged to address such change and the evolving global energy portfolio (particularly efforts to develop renewable energy). EEOS 674L and MBAMGT 674L and UPCD 674L are the same course.
3 Credit(s)
|
| |
-
UPCD 684L Social Enterprise & Poverty Alleviation
Social enterprise thus represents an organization crossbreed, blending defining elements of the business and nonprofit models. Like a business, social enterprise tries to pay its own way with income derived from buying and selling, and like a nonprofit, it aims to fill a particular social deficiency or correct a certain market failure associated with poverty. As opposed to maximizing shareholder value the way a prototypical business does, a social enterprise may retain its surplus to further its social mission, distribute it to its membership, or even repay its creditors and investors at a modest return. MBAMGT 684L and UPCD 684L are the same course.
3 Credit(s)
|
| |
-
UPCD 687L Nonprofit Management
Nonprofit organizations aim to improve society while facing similar management challenges to any organization as they provide valued goods and services. This large and growing sector includes colleges and universities, hospitals and social service entities, human rights. MBAMGT 687L and UPCD 687L are the same course.
3 Credit(s)
|
| |
-
UPCD 701 Urban and Regional Environmental Planning
The focus of the course is on environmental issues that transcend local boundaries, but that impact the quality of urban life. Topics covered include the concept of ecological boundaries, watershed, surface and groundwater protection; habitat fragmentation; urban sprawl; solid waste management; farmland preservation; and natural hazards, particularly as exacerbated by human development. Each contemporary issue will be explored for its root causes, and its impact on the environment, community life and public health. The federal, state, regional and municipal government planning, program, and regulatory responses, as well as market strategies developed to counteract these problems and trends will be covered.
Prerequisite(s): UPCD 701
3 Credit(s)
|
| |
-
UPCD 718L Environmental Law and Policy: Federal Agencies, Courts, and Congress
This course surveys three major areas of federal involvement in environmental law and policy. The first is federal environmental and resource management programs and laws, such as the Clean Water, Ocean Dumping, Superfund, Resource Conservation and Recovery, Coastal Zone Management, and Fishery Conservation and Management Acts. The second is the role of the federal agencies and courts in implementing and overseeing federal laws; and the third is the legislative functions of the US Congress in debating, enacting, and monitoring national policy. Emphasis is placed on coastal and marine environmental problems and issues.
3 Credit(s)
|
| |
-
UPCD 720 Community Development for Urban Planners
This course integrates several bodies of knowledge that made up the bases of community development and urban planning. The course is a critical exploration of the intersection of urban planning and social movements and responses to the post-WWII urban crisis by government(s), particularly the Federal level. It also traces the rise of community development during the 1960’s by weaving three interrelated trends; rise of new social movements; changes to the production of space: globalism; and the advent of the post-industrial/informational society; and responses by government at all levels. All three trends transformed urban planning and urban planning theory and practice. The course also adds skills knowledge for urban planners working closely with or wishing to become part of community development organizations in the US or elsewhere.
Prerequisite(s): UPCD 720
3 Credit(s)
|
| |
-
UPCD 721 Social/Class/Multicultural Goals in Community Development
The overall goal of this course is to enable students to effectively identify, understand, and support the needs of diverse communities. Like the rest of the urban professions and US society at large, Urban Planning has not been impervious to race, class, gender, and other “differences.” The course explores the paradoxes urban planners must deal with to achieve optimum impact in their professional practice. This includes identifying institutionalized barriers and historical challenges faced by certain groups within American society; developing culturally-relevant skills for interacting with diverse stakeholders from a wide-range of backgrounds; and understanding best practices in urban planning that have been developed by learning from the rich tapestry of culture in American cities. This course is taught in collaboration with various UMass Boston centers and institutes and community-based partners.
Prerequisite(s): UPCD 630
3 Credit(s)
|
| |
-
UPCD 724 Urban Economics and Housing Policies
This course will provide students with the ability to analyze phenomena related to cities and urbanized areas such as labor markets, poverty, urban amenities, transportation, congestion and principally, housing. Students completing this course will gain a working knowledge of urban policies and programs, the social context within which these policies and programs have been developed, and an understanding of the theory by which these phenomena can be explained, developed primarily using microeconomics, as well as social policy, urban and regional planning and politics. Finally, students will be able to review and critically evaluate stylized models in which policies influence the choices of key actors within defined markets and which result in direct and indirect outcome measures related to efficiency, effectiveness and equity. In each of these dimensions of inquiry, the primary application area of interest will be housing, and the primary conceptual predicate will be the interaction between the state and the market in developing policy.
Prerequisite(s): UPCD 630
3 Credit(s)
|
| |
-
UPCD 725 Contemporary Community Development
This course is designed to explore and examine the challenges and opportunities confronting community developers today. It will examine how the field has evolved since its birth in the 1960s and the 1970s and how it is different today from the past. We will learn how the field is currently organized, including the role of different players such as community based organizations, community development financial institutions, local, state and federal government agencies, banks, and other stakeholders. We will explore core community development issues and strategies, including community planning, community organizing, real estate development and business, development, while also looking at some of the emerging innovations in the field. We will look at the connections being developed between the CD field and other sectors such as health, environment, public safety and education. By the end of the course, students should have a broad understanding of the key issues in the field and be better prepared to enter a professional opportunity in the community development sector. Students will gain a nuanced understanding of the many debates that currently exist within the field and begin to develop their own views on these tough questions. Students will gain experience communicating about community development issues in ways that are effective for different audiences, including practitioners, policy makers and non-professional community leaders. Finally, students will gain a deeper understanding of the particularly exciting community development filed her in Boston through guest presentations, readings, and hopefully some touring of nearby neighborhoods.
3 Credit(s)
|
| |
-
UPCD 750 Planning Studio
The goal of this course is to provide students with hands-on experience in developing plans that enable government agencies or nonprofit organizations to direct housing, economic development or physical infrastructure initiatives that improve quality of life for residents, workers and visitors. These plans reflect many dimensions of community life: physical appearance of buildings and streetscapes, demographic and economic characteristics of those affected by the plan, transportation, employment, housing and quality of life. Such plans should reflect participation by many stakeholders, should demonstrate social and environmental benefits that exceed the costs of development, and should incorporate values of sustainability, local involvement and a critical perspective on the role of planning in urban development. Students will gain experience in translating multiple and sometimes conflicting values, priorities and objectives of a real-world client into deliverable that provides clear guidance on multiple development tasks. Clients will gain plans that help them achieve short-term development goals as well as help fulfill their organizational mission. Non-client stakeholders will feel that their perspectives have been adequately addressed in the final plan.
Prerequisite(s): UPCD 750
6 Credit(s)
|
Vision Studies |
| |
-
VISN 601 Physical and Functional Aspects of Visual Impairments
The student is introduced to the structure and function of the main systems of the human body and to those chronic conditions which may affect these systems. Emphasis will be placed on disabilities most frequently seen in conjunction with visual impairments and how the combined impact will affect instruction for individuals with vision impairment. Having covered these areas, each of the sensory systems will also be explored with the mechanics of locomotion and psychomotor factors influencing mobility.
Prerequisite(s): SPY G 601 and 602
3 Credit(s)
|
| |
-
VISN 602 Education of Students with Visual Impairments
This course examines the philosophical, historical, and legal foundations of special education services to students with visual impairments. This course overviews the wide array of services and resources available to support students with visual impairments. Topics include legislation, service systems, roles and responsibilities of specialized service providers, and the impact of visual impairments on child development. In addition to the class assignments, students are required to observe and assist with a student who is visually impaired, one day per week for five weeks.
3 Credit(s)
|
| |
-
VISN 603 Braille I
This course prepares participants to teach the reading and writing of Grade 2 Braille. Students learn to write literary Braille using both a Perkins Brailler and a slate and stylus. Topics include reading-readiness, tracking, tactile discrimination, and reading methods.
3 Credit(s)
|
| |
-
VISN 604 Visual Functioning
This course begins with a practical look at the functional impact of visual impairment through the use of simulated exercises. This is followed by a series of medically-related lectures by affiliated ophthalmologists. Topics include the structure of the eye, the assessment of normal and abnormal vision, optics, and the functional implications of common pathologies. Students discuss low-vision services and participate in “hands-on” training within a low-vision clinic.
3 Credit(s)
|
| |
-
VISN 605 Implications of Low Vision
This course goes beyond the physical aspects of vision loss introduced in SPE G 511 to look at functional and psychological aspects. The course includes a review of clinical procedures and the interpretation of clinical reports. Emphasis is given to conducting individualized functional vision assessments. The previous study of optics is applied to optical low-vision devices. The course provides a practical, hands-on approach to learning through vision-simulation activities and the development of a functional vision-assessment kit.
Prerequisite(s): SPE G 514
3 Credit(s)
|
| |
-
VISN 610 Braille II
This course is designed for vision teachers to expand their current level of Braille competency. Students will study tools used in mathematics, including Nemeth Code, Scientific Notebook software, and the abacus. Braille formats typical of educational materials will be studied. Students will review the Literary Braille code with a focus on memorization while investigating the national literacy issues that are driving public policy.
Prerequisite(s): SPE G 515
3 Credit(s)
|
| |
-
VISN 611 Technology and Visual Impairments
This course will assist participants in understanding assistive technology to meet the educational needs of children who are blind and visually impaired. The goal is to educate the participants about assessment, acquisition, and implementation of assistive technology to foster academic independence in their students who are blind or visually impaired. In addition, participants will identify the latest and most appropriate technology for the needs of the Pre K-12 child with visual impairments. Legal issues, funding, inclusion of technology on the IEP, and resources for support and training also will be examined.
Prerequisite(s): SPE G 515 and 619
3 Credit(s)
|
| |
-
VISN 612 Orientation and Mobility and Independent Living Skills
This course examines the functional implications of vision loss on primary activities of daily living, with emphasis in basic methodologies of Orientation and Mobility and Rehabilitation Teaching. Exploration of life skills essential to independence will be addressed, with attention to a diverse population of children with a variety of visual capabilities. Weekly lecture content will be enhanced by functional lab activities designed to give students the opportunity to experience and critically assess the effectiveness of current methodology.
4 Credit(s)
|
| |
-
VISN 613 Assessment for Students with Visual Impairments including Multiple Disabilities
This course examines and explores the unique educational needs of children with visual impairments and children with visual and multiple impairments as well as techniques for assessment related to teaching these children in a full array of educational settings from ages 3-22. Topics include assessment specifically designed for students with visual impairments, and those in the expanded core curriculum. Issues related to team approaches to assessment, and evaluations are also presented. This course requires a field-based placement/pre-practicum requirement of a minimum of 30 hours.
Prerequisite(s): SPE G 515 and 619 and 622
4 Credit(s)
|
| |
-
VISN 614 Instructional Strategies for Teaching Students with VI including Multiple Disabilities
This course examines and explores the unique educational needs of children with visual impairments and children with visual and multiple impairments as well as techniques for instruction related to teaching these children in a full array of educational settings from ages 3-22. Topics include program planning for core and expanded core curriculum, adaptive techniques, and diverse communication systems. This course requires a field-based placement/pre-practicum requirement of a minimum of 30 hours. The necessity for a transdisciplinary approach will be stressed. The course requires (a) classroom lectures, discussions and group work, (b) reading and video assignments, (c) research assignments, (d) varying field-based experiences, and (e) completion of several case studies.
Prerequisite(s): SPE G 642
4 Credit(s)
|
| |
-
VISN 619 Teacher of the Visually Impaired Practicum
-
4 Credit(s)
|
| |
-
VISN 621 Orientation and Mobility Assessment and Instructional Strategies: Children
This course is the first of two instructional strategy courses. It applies foundations and methods to the specific populations of preschool, elementary, and transition-age visually impaired children, including those with additional disabilities. Assessment tools are introduced and applied with an emphasis on the development of participants’ skills in observation, information gathering, and task analysis. Participants develop specific objectives and design lessons for instructing children. This course requires an additional minimum daytime participation of six to eight hours per week to acquire 80 hours of instructional experience.
4 Credit(s)
|
| |
Page: 1 <- Back 10 … 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
| 16
|
|
|
Print this Page