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2018-2019 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Special Education |
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SPE G 632 - Alternative Strategies
3 Credit(s)
Description:
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.
Enrollment Requirements:
Graduate Degree Student in Special Ed
028867:1
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SPE G 633 - Legal and Political Issues in Special Education
3 Credit(s)
Description:
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.
Enrollment Requirements:
Graduate Degree Student in Special Ed
028925:1
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SPE G 654 - Youth Development and Self Determination
3 Credit(s)
Description:
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.
038058:1
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SPE G 655 - Career Development and Competitive Employment
3 Credit(s)
Description:
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.
038059:1
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SPE G 656 - Postsecondary Education for Students with Disabilities
3 Credit(s)
Description:
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.
038060:1
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SPE G 657 - Transition Topics
3 Credit(s)
Description:
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.
038062:1
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SPE G 658 - Transition Leadership
3 Credit(s)
Description:
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.
038063:1
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SPE G 684 - Computers in Special Education
3 Credit(s)
Description:
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.
Enrollment Requirements:
Graduate Degree Student in Special Ed
000153:1
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SPE G 690 - Envisioning Future Directions for Special Education
3 Credit(s)
Description:
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.
039235:1
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SPE G 692 - Capstone Research Seminar in Special Education: Professional Licensure
3 Credit(s)
Description:
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.
034961:1
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SPE G 693 - Practicum: Transition Leadership I
3 Credit(s)
Description:
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.
038064:1
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SPE G 694 - Practicum: Transition Leadership II
3 Credit(s)
Description:
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.
038065:1
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SPE G 696 - Independent Study
1 - 6 Credit(s)
Description:
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.
028880:1
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SPE G 697 - Special Topics in Special Education
1 - 6 Credit(s)
Description:
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.
Enrollment Requirements:
Graduate Degree Student in Special Ed
028881:1
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SPE G 698 - Moderate Practicum
3 - 6 Credit(s)
Description:
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.
028907:1
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Teaching Writing in Schools |
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BWPEDU 530 - Teaching & Writing Poetry: K-12
3 Credit(s)
Description:
This workshop course allows teachers and pre-teachers to expand their knowledge of poetry and its classroom applications. Based on the National Writing Project model of supporting teachers to explore their own writing process and critical responses, the better to teach their own students, it incorporates ongoing writing response groups to explore new themes, forms, strategies, and models. Teachers will consider how critical theories translate into classroom practice and how developmental theory applies to grade-level expectations. We will become familiar with a wide range of multicultural poems and poets for ages K-adult.
Enrollment Requirements:
Graduate degree student
031129:1
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BWPEDU 596 - Independent Study
1 - 6 Credit(s)
Description:
Study of a particular area of this subject under the supervision of a faculty member.
031130:1
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Transnational Cultural and Community Studies |
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TCCS 600 - TCCS Professional Seminar A
1 Credit(s)
Description:
This class is intended to fit a variety of advanced academic and professional writing contexts. Professional Seminar A will be offered for both MS and PhD students in their first semester and will consist of a series of workshops focused on several key skills areas. Students will learn how to write for advanced academic study or for professional purposes. In addition, students will be able to locate and use journals, databases, and other resources that are relevant to their field. Other areas to be addressed in this entry-level seminar are: Writing a Literature Review and Using Library Databases.
038581:1
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TCCS 610 - Foundations of Transnational, Cultural, and Community Studies
3 Credit(s)
Description:
Foundations of TCCS is the introductory theory course for the graduate program in TCCS. This seminar provides an introduction to critical terms, concepts, and issues in TCCS. The processes that lead to the formation of personal and collective identities, real, imagined, or emotional, have historical, material, structural and cultural lineages that must be excavated separately but analyzed holistically through transdisciplinary approaches. This course centers communities of color in the U.S. and the historical and contemporary forces through which they have developed transnational and diasporic relationships individually, structurally, collectively, and culturally. We will explore and analyze debates and approaches to colonialism and empire, development, globalization, migration transnationalism and diaspora, nationalism and nativism, community formation, intersectionality and layered identities, the politics of cultural representation, critical race theory and racial formation, race relations, and political resistance, advocacy, and activism. Finally, we engage with these concepts in the context of power relationships from a humanistic framework grounded in empathy and individual transformation.
038583:1
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TCCS 611 - Migration and Diaspora
3 Credit(s)
Description:
This course will explore the most recent scholarship and most recent scholarship and most dominant theories in the field of migration and diaspora studies. New technologies, climate change, economic crises as well as contemporary iterations of terrorism and warfare have all intensified the global movements of people, goods, ideas, cultures, and money. This has reinvigorated the study of migration in earlier periods, with many arguing that related phenomena have been endemic to the human population since our beginning. New frameworks that emphasize networks and relationality, and bring into the foreground interculturalism, borders and borderlands, and hybridic formations have begun to reorder ways of reading human cultures and civilizations. The course brings together theoretical frameworks and methodological approaches from both the humanities and social sciences (e.g. anthropology, literary studies, performance studies, psychology, ethnomusicology, sociolinguistics, history, and sociology) with various forms of cultural expression (e.g., poetry, film, music, literature). The course places the different theories/strategies in dialogue to empower students of transdisciplinarity with tools for shaping their own unique studies of migration and diaspora in ways that exceed the boundaries of particular disciplines. Themes explored will include: the contexts for the newly invigorated field; the multiple meanings and models of diaspora and migration; the relation of migration and diaspora to conquest, colonialism, post colonialism, refugeeism, political exile, etc.; the heterogeneity of diasporic groups; the problems and potentials of assimilation, acculturation and transculturation; nativism and the hostility of hostlands; generational conflicts and continuities in the (re)production of culture; the role of language and other cultural practices in migratory experiences; the significance of memory for the production of what Salman Rushdie calls “imaginary homelands”; and the phenomenological dimensions of migration and diaspora (loss, between worlds, nostalgia, depression, exhilaration, etc.).
038584:1
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TCCS 612 - Community Formation and Development
3 Credit(s)
Description:
Generally “community” has positive connotations, as communities provide identity, companionship, support, yet communities can also be constricting, parochial, exclusionary. Communities are not static: They come into being, evolve and may dissolve. Living in Liquid Times (Bauman 2007) the certainty of modernity “evaporates” and uncertainty permeates our daily lives destabilizing our sense of “belonging.” Community has also become a principal arena of organized collective action to change or preserve the status quo. Communities are thus complex, dynamic, contested, and contradictory. This course explores these issues in theory and practice, from the academic literature to its use society at large. The idea of community is contested: its definition is not clear lacking a consistent body of knowledge with theories about its origins, functions, and use in contemporary society. Scholarship in post-colonial and transnational studies has redrawn conceptual maps: The course also explores decolonizing traditional understanding(s) of community.
038585:1
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TCCS 620 - Research in Transnational, Cultural, and Community Studies
3 Credit(s)
Description:
Research is a crucial way to gain new insights and information, build on knowledge, confirm or disprove assertions, and find solutions to problems, Our focus in this class will be on research design for projects that aim to examine and understand the experiences of transnational and trans local communities of racialized groups. This course will provide a comprehensive introduction to research design drawing on mixed methods and multidisciplinary approaches. Students will learn how to develop research questions, integrate theoretical and methodological models from multiple disciplines, conduct literature reviews, design a research study and communicate ideas effectively to academic audiences. The course is designed to accompany the first semester of Transdisciplinary Research in Practice 1 (Trip). To the extent possible the weekly topics of this course will complement topics and activities of TRIP 1. As such, the course content is meant to support students’ work on community-centered projects. The course takes a unique approach to training in research design, in line with the signature TCCS approach: engaged, transdisciplinary research that holistically bridges local and global levels of analysis.
038586:1
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TCCS 621 - Transdisciplinary Research in Practice A
3 Credit(s)
Description:
This is a seminar course that introduces students to examples of research projects that are grounded in transdisciplinary methods and approaches, particularly in relation to underrepresented and underserved populations. Through intensive discussion of readings and other course activities, this seminar highlights the key principles and methods that are used to conduct a transdisciplinary study whenever the official field or discipline to which a definition of research questions/problems/solutions seems to correspond is incapable of responding to the scope of inquiry or reach of influence. The course provides students with concrete examples of transdisciplinary research and complements the hands-on research practice that is the focus of Transdisciplinary Research in Practice B. The emphases of class discussion will be placed on: identifying forms of data across disciplinary boundaries; applying multidimensional framework analyses; and developing transdisciplinary ethnic studies methodologies that address social and economic inequality and transnational cultural community contexts. Students will work on an individual and/or collaborative transciplinary research pilot exercise to be assigned in class.
038587:1
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TCCS 622 - Transdisciplinary Research in Practice B
3 Credit(s)
Description:
Transdisciplinary Research in Practice B enables students to apply research methods and strategies that they learn in their core methods courses (including Research in Transnational Cultural and Community Studies, Transdisciplinary Research Methods, and Transdisciplinary Research in Practice A) in real practice settings and directly experience how transdisciplinary research projects addressing complex issues or problems in transnational cultural community contexts are being planned, implemented, and managed.
038588:1
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TCCS 623 - Transdisciplinary Research Methods
3 Credit(s)
Description:
Transdisciplinary research “transcends disciplinary borders and open[s] up totally new research pathways and prioritizes[s] the problem at the center of research over discipline-specific concerns” (Leavy 2011). This course provides a transdisciplinary, problem-centered spin on conventional research methods training. Through this course, students will develop advanced research skills in transdisciplinary methods and approaches, to understand transdisciplinarity as a research principle, and to examine in-depth the development and application of transdisciplinary research methods in the arts, humanities, and sciences. This course offers students hands-on experience in transdisciplinary research, which emphasis on developing methodological versatility across multiple levels of inquiry: 1) self/identity; 2) community/relationships; and 3) global/transnational. This course accompanies TRIP 2 in the second semester of the MA/PhD programs. The research approaches, data collection, and data analysis methods will synergize to the extent possible with topics and activities of TRIP 2. As such, the course content is meant to complement and support students’ work on their community-centered projects.
038590:1
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TCCS 696 - Independent Study
1 - 6 Credit(s)
040243:1
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TCCS 697 - Special Topics
1 - 6 Credit(s)
040245:1
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TCCS 698 - TCCS Master’s Capstone
3 Credit(s)
Description:
The “capstone project” is designed to integrate student learning from the content and process of the overall TCCS curriculum in relation to a real issue or challenge facing the student. The project will include an analysis of relevant, critical literature along with the development of an appropriate, meaningful intervention to address the issue. This intervention may involve, for example, an organizing initiative, the planning of a program, the design of a training curriculum or the proposal for a research project. Students participate in a weekly Capstone Seminar led by a faculty member, and will also be mentored by a capstone advisor. Those students seeking to go on to a PhD program will be advised to pursue a research-based capstone project. In addition, the Capstone Seminar provides participants with an opportunity to review and reflect on their work in the TCCS Master’s program and its impact on their current and future professional and personal lives. In sharing their process and products with each other throughout the semester, students will be able to demonstrate knowledge and integration of skills, process, and strategies of transdisciplinary thinking and grounded, local/global, reflective practice. Capstone projects will be presented by and for seminar participants, together with public audiences, as appropriate, during the final third of the semester.
038624:1
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TCCS 702 - TCCS Professional Seminar B
2 Credit(s)
Description:
This seminar is intended to familiarize PhD students with key skills necessary for academic or high level professional work: teaching, grant-writing, and publishing. The seminar will consist of 3 4-week modules focused on each of these areas with faculty experts in each of these areas as instructors. This seminar is offered for TCCS PhD students, although other UMass Boston PhD students will be welcome.
038596:1
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TCCS 710 - Globalization and Population Movements
3 Credit(s)
Description:
In this class, we use a transdisciplinary approach to explore theories of globalization and migration and apply them to real world communities, policies, processes, and social movements. We move across the breadth of human history, considered social, economic, and political forces; grapple with explicit and implicit moral beliefs; and consider issues of human rights and social justice applied to globalization. The course includes discussions of gender and migration, race and ethnicity, post/neo-colonialism, politics of migration, global systems of capitalism and interstitial spaces within it, refugees, temporary guest workers and student migrants, forced migration, undocumented migration, and citizenship and statelessness. The course includes in-person and virtual visits with a variety of guest speakers, emphasizing diasporic connections of immigration and community.
038597:1
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TCCS 711 - Culture and Transculturation
3 Credit(s)
Description:
The term “culture” is the foundation of many academic fields. It is a term that elicits inquiry on shared thought and practices of people. It invites exploration of what yields harmony and conflict. This graduate seminar will serve as an advanced introduction to contemporary cultural theory. Drawing upon the fields of sociology, anthropology, American and cultural studies, literary criticism, philosophy, and science and technology studies, it will investigate problems of modernity and the limits of our theoretical practices, signs, symbols, discourses, languages, forms of knowledge, or systems of meaning - at multiple levels of analysis. Seminar participants will gain an appreciation of the influence of culture in shaping world-views, life-worlds and identity, the significance of culture in everyday life as well as the importance of culture at more ‘macro’ levels. Topics will include but will not be limited to: theoretical approaches to the study of culture, culture as a unit of analysis, as historical relations of power, as well as substantive topics, for example, 1) culture and communication; 2) consumer society; 3) transculturation, 4) material culture; 5) culture production and consumption; 6) visual cultures including are and media among others.
038598:1
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TCCS 712 - Circuits of Migration
3 Credit(s)
Description:
The historical trajectory of immigrants from Europe to the United States has shaped much of the theory, policy, and social relations toward immigrant integration through the first half of the Twentieth Century. Since the latter half of the century, due in large part of the watershed Immigration and Naturalization Act of 1965 and the increasing impact of globalization and war on population movements, immigration from the Global South, particularly Southeast and South Asia, the Caribbean, Africa, and Central and South America, has changed the experiences of immigrants and refugees to the United States. Only recently has research begun to consider the fundamental ways in which we must reconceptualize traditional migration processes from universalized, linear trajectories to dynamic processes that are cyclical, uneven, nuanced, heterogeneous, and intersectional. This course will examine the local-regional-global relationships to cultural identity, social relations, public policy, and Critical Race Theory as it is experienced by immigrants and refugees from the Global South on individual, communal, and transnational scales. We will discuss immigrant and refugee integration, community development, and identity formation as they are constructed or negotiated across transnational, interstitial spaces.
038599:1
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TCCS 714 - Colonialism, Human Development, Modernization
3 Credit(s)
Description:
This course traces, examines and debates the genealogy of two critical ideas/concepts in the history of knowledge: human development and modernization. Their common denominator is Colonialism. The idea of human development can be traced to European though (the Enlightenment’s idea of progress), whilst development theory has been primarily associated with theories growing out of the post WWII decolonization of period and centered on the perceived economic development “gaps” of the newly emerging nations. In the Social Sciences, development theories “explain” disparities among and within nations. Development theories have also been at the center of economic, sociological and cultural theories of modernization. The idea of modernization, of urban development and urbanization theory are also linked by a common thread: a vision of a “universal” single-continuous-social-economic-cultural-path for all societies, at least since the Columbian Event of 1492. Development and Modernization have been the focus of perhaps almost all academic disciplines, to note, Geography, Anthropology, Economics, Political Science, History, Literature, Art, and so on. The academic/disciplinary trajectory of development and modernization theories therefore, is a case study of the obfuscation produced by the very condition of disciplinary knowledge.
038600:1
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TCCS 715 - Representation, Media, and Technology
3 Credit(s)
Description:
This elective is open to PhD students who have completed their core requirements for the program in Transnational, Cultural, and Community Studies. This resolutely interdisciplinary course will encourage students to develop a set of tools to help them construct frameworks for interpreting cultural production and reception in a global context. We will-following the example of Argon Appadurai–consider global flows of people, technology, media, finance and knowledge in an attempt to understand the complex set of processes that have come to be understood as “globalization,” especially in its most local instantiations. After some introductory theoretical and historical works we will then organize our inquiries around four major case studies having to do with sports, food and drink, tourism, and music. In each case we will push ourselves to consider how new technologies have shaped the global circulation of people, goods, and popular culture products. The course operates from the assumption that the “real” and the “representational” are mutually constitutive and must be understood in this dynamic relationship.
038601:1
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TCCS 730 - Research Practicum
3 Credit(s)
Description:
This course is part of a yearlong student-led research project offered for advanced PhD students in TCCS. Under the guidance of a faculty member, students partner with a state agency, community organization, or group to conduct a research project needed by the partner. Student work with the organization to develop the research questions and the methodological approach, they collect and analyze data, involve the partner in the analysis of the findings and produce a report for the client.
038602:1
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TCCS 731 - Research Practicum
3 Credit(s)
Description:
This course is part of a yearlong student-led research project offered for advanced PhD students in TCCS. Under the guidance of a faculty member, students partner with a state agency, community organization, or group to conduct a research project needed by the partner. Student work with the organization to develop the research questions and the methodological approach, they collect and analyze data, involve the partner in the analysis of the findings and produce a report for the client.
038603:1
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TCCS 732 - Literary Analysis
3 Credit(s)
Description:
This course introduces students to literary analysis and shows, through application of such techniques as “close reading,” that literary analysis is crucial for cultivating empathy, humility, and the interrogative stance - the attributes that lead to the development of responsible policy makers, inspirational educators, courageous journalists, supportive law enforcement officers, and thoughtful self-probing officials, in a variety of institutions, who can be moved to recognize the power they hold and are urged to use it wisely and with attention to the human dignity of those people and groups who come within their spheres of influence. Literary analysis helps you become more comfortable with contradictions, enables you to see that the motivations behind actions can be complex and seldom all “good” or all “bad,” and reveals your own biases and privilege so that you understand the subconscious ways in which these might shape your decisions and behavior.
038604:1
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TCCS 733 - Historical Analysis
3 Credit(s)
Description:
This course introduces and invites students to participate in debates about historical thinking, methods, and practices. The course is designed to give students tools to help them to place their transdisciplinary, transcultural, and community studies research in historical context. The course will be guided by students’ research questions and will offer opportunities for practical applications of the theoretical approaches introduced in the course. These approaches will also be highlighted in selected models of transdisciplinary, transcultural, and community studies texts that demonstrate ways that scholars have incorporated historical research and analyses into research directly concerned with national, cultural, and geographical boundary crossing. This course is offered to PhD students only and may be used in partial fulfillment of the Research Approaches to Transnational, Culture, and Community Studies Requirements.
038605:1
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TCCS 734 - Community Based Participatory Action Research
3 Credit(s)
Description:
Community Based Participatory Action Research has received growing attention in fields like public health, sociology, education, anthropology, and other disciplines over the past several decades. CBPAR is an approach to research partnerships and methodologies that has roots in popular education from South America, Asia, and Africa. CBPAR challenges historical power imbalances between the research institution and communities of study and between the researcher and the research participants. This course will encourage students to consider reflexive questions of power in research partnerships, of creating a collaborative research design process, of how to seek and share funding, of community accessible and peer-reviewed dissemination, and of creating sustainable change and relationships. The purpose of this course is for students to develop an understanding of CBPAR related theories, principles, debates, and strategies and how it may apply to their research projects. Students will also examine the advantages and limitations and necessary resources associated with CBPAR. The main text for the course, Community Organizing and Community Building for Health, edited by public health scholar, Meredith Minkler, approaches CBPAR through the lens of community organizing and sustainable capacity building. Her perspective on CBPAR will guide the framing of this course.
038606:1
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TCCS 796 - Independent Study
1 - 6 Credit(s)
040244:1
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TCCS 797 - Special Topics
1 - 6 Credit(s)
Description:
This course offers study of selected topic within this subject. Course content and credits vary according to topic and are announced prior to the registration period.
040160:1
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TCCS 830 - Dissertation Seminar
3 Credit(s)
Description:
The Dissertation Seminar is offered for advanced doctoral students who have completed course work and the comprehensive portfolio and are working on their dissertation proposal. The course will take students through the process of designing a research proposal for their dissertation. The seminar meets weekly for one semester.
038607:1
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Urban Planning and Community Development |
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UPCD 600 - History and Theory of Urban Planning
3 Credit(s)
Description:
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)
038939:1
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UPCD 601L - Social Vulnerability to Disasters
3 Credit(s)
Description:
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.
037057:2
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UPCD 602L - Climate Change, Food & Water Resources
3 Credit(s)
Description:
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.
037058:2
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UPCD 603L - Reconstruction After the Cameras Have Gone
3 Credit(s)
Description:
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.
037059:2
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UPCD 611 - The City in History
3 Credit(s)
Description:
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.
038940:1
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UPCD 620 - Analytic Methods for Urban Planning and Community Development
3 Credit(s)
Description:
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.
038941:1
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UPCD 621L - Human Dignity, Human Rights, and Sustainable Post-Disaster Reconstruction
3 Credit(s)
Description:
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.
037060:2
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UPCD 622 - Citizen Participation and the Right to the City
3 Credit(s)
Description:
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.
038942:1
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UPCD 623L - Introduction to Geographic Information Systems
4 Credit(s)
Description:
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.
000805:2
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UPCD 624L - Survival Skills for the 21st Cent: Develop Personal, Organizational, & Community Resilience Skills.
3 Credit(s)
Description:
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.
037582:2
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UPCD 630 - Urban Information and Institutional Systems
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 620
038943:1
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UPCD 631 - Land Use Controls
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 620
038944:1
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UPCD 632 - Law, Ethics, and Practice in Planning
3 Credit(s)
Description:
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.
038945:1
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UPCD 643L - The Political Economy of International Migration
3 Credit(s)
Description:
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.
037583:2
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UPCD 662 - Citizen Participation in Community Development
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 611 and ECON 610 and UPCD 620 and UPCD 630 or EEOS 623
038946:1
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UPCD 667 - Environmental Planning and Impact Assessment
3 Credit(s)
Description:
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.
038947:1
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UPCD 670L - Environmental and Energy Economics
3 Credit(s)
Description:
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.
000796:3
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UPCD 671L - Introduction to Environmental Management
3 Credit(s)
Description:
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.
022644:2
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UPCD 674L - Climate and Energy: Law, Policy and Management
3 Credit(s)
Description:
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.
036478:3
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UPCD 684L - Social Enterprise & Poverty Alleviation
3 Credit(s)
Description:
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.
036487:2
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UPCD 687L - Nonprofit Management
3 Credit(s)
Description:
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.
037495:2
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UPCD 697 - Special Topics
1 - 6 Credit(s)
040102:1
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UPCD 701 - Urban and Regional Environmental Planning
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 623L
038948:1
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UPCD 718L - Environmental Law and Policy: Federal Agencies, Courts, and Congress
3 Credit(s)
Description:
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.
000772:2
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UPCD 720 - Community Development for Urban Planners
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 611 and ECON 610 and UPCD 620 and UPCD 622 and EEOS 623
038949:1
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UPCD 721 - Social/Class/Multicultural Goals in Community Development
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 620
038950:1
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UPCD 724 - Urban Economics and Housing Policies
3 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and UPCD 620
038951:1
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UPCD 725 - Contemporary Community Development
3 Credit(s)
Description:
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 found here in Boston through guest presentations, readings, and hopefully some touring of nearby neighborhoods.
038952:1
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UPCD 750 - Planning Studio
6 Credit(s)
Description:
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.
Enrollment Requirements:
UPCD 600 and EEOS 623 and UPCD 620 and UPCD 622 and UPCD 630 and UPCD 632
038953:1
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Vision Studies |
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VISN 601 - Physical and Functional Aspects of Visual Impairments
3 Credit(s)
Description:
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.
Enrollment Requirements:
SPY G 601 and 602
028912:1
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VISN 602 - Education of Students with Visual Impairments
3 Credit(s)
Description:
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.
028848:1
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VISN 603 - Braille I
3 Credit(s)
Description:
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.
028828:1
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VISN 604 - Visual Functioning
3 Credit(s)
Description:
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.
000155:1
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VISN 605 - Implications of Low Vision
3 Credit(s)
Description:
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.
Enrollment Requirements:
SPE G 514
028829:1
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VISN 610 - Braille II
3 Credit(s)
Description:
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.
Enrollment Requirements:
SPE G 515
028847:1
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VISN 611 - Technology and Visual Impairments
3 Credit(s)
Description:
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.
Enrollment Requirements:
SPE G 515 and 619
028851:1
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VISN 612 - Orientation and Mobility and Independent Living Skills
4 Credit(s)
Description:
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.
034700:1
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VISN 613 - Assessment for Students with Visual Impairments including Multiple Disabilities
4 Credit(s)
Description:
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.
Enrollment Requirements:
SPE G 515 and 619 and 622
031758:1
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VISN 614 - Instructional Strategies for Teaching Students with VI including Multiple Disabilities
4 Credit(s)
Description:
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.
Enrollment Requirements:
SPE G 642
031759:1
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VISN 619 - Teacher of the Visually Impaired Practicum
4 Credit(s)
039110:1
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VISN 621 - Orientation and Mobility Assessment and Instructional Strategies: Children
4 Credit(s)
Description:
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.
028826:1
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VISN 622 - Orientation and Mobility Assessment- Adult
4 Credit(s)
028827:1
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VISN 625 - Methods of Orientation and Mobility
3 Credit(s)
Description:
This course examines the foundations of learning and teaching orientation and mobility. The weekly lectures provide an introduction to the principles of concept development, spatial orientation, and environmental analysis as these topics relate to independent travel by visually-impaired individuals. In addition, a teacher-guided practicum lab meets for weekly sessions, totaling 120 hours throughout the semester.
039532:1
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VISN 628 - Orientation and Mobility Praxis Lab
1 Credit(s)
Description:
This required course is to be taken concurrently or before VISN 620 Methods of Orientation and Mobility. In this lab, students will learn techniques and training approaches that will enable them to teach people who are blind and visually impaired to travel safely and efficiently. Through use of blindfold and low vision simulators, students will have the opportunity to learn, experience, and teach orientation and mobility skills and techniques. Emphasis will be placed on knowledge of skills and techniques, ability to communicate while teaching, ability to safely and effectively monitor others whole teaching and class participation.
039516:1
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VISN 629 - Orientation and Mobility Practicum
4 Credit(s)
039118:1
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VISN 630 - Introduction to Vision Rehabilitation Therapy
4 Credit(s)
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and laboratory practice in the methodologies and adaptive techniques utilized by the professional Vision Rehabilitation Therapist. 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 Vision Rehabilitation Teaching. Exploration of life skills essential to independence will be addressed with consideration to student and adult populations. Weekly lecture content will be enhanced by functional lab activities designed to give the student the opportunity to experience and critically assess the effectiveness of current methodology.
039754:1
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VISN 631 - Methods of Vision Rehabilitation Therapy I
4 Credit(s)
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and laboratory practice in the methodologies and adaptive techniques utilized by the professional Vision Rehabilitation Therapist in the personal management, recreation and leisure areas of Independent Living Skills. This course will emphasize the utilization of adaptive techniques and resources gathering, and will address skills that are applicable for adults and older adults as well as children and adolescents. Laboratory experience with blindfolds and low vision simulators will provide each learner with the opportunity to practice recommended techniques and adaptations that will facilitate the teaching of selected independent Living Skills to students, clients and consumers who are blind or who have low vision.
037000:1
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VISN 632 - Methods of Vision Rehabilitation Therapy II
4 Credit(s)
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and laboratory practice in the methodologies and adaptive techniques utilized by the professional vision rehabilitation therapist in the Communications/Technology areas of Independent Living Skills. This course will emphasize the utilization of adaptive techniques and resources gathering, and will address skills that are applicable for adults and older adults as well as children and adolescents. Laboratory experiences with blindfolds and low vision simulators will provide each learner with the opportunity to practice recommended techniques and adaptations that will facilitate the teaching of selected Independent Living Skills to students, clients, and consumers who are blind or who have low vision.
037695:1
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VISN 639 - Visual Rehabilitation Therapy Practicum
4 Credit(s)
039119:1
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VISN 640 - Psychosocial Aspects of Visual Impairment
3 Credit(s)
Description:
This course will investigate the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem will be explored along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures will also be addressed.
033027:1
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VISN 642 - Technology for Students with VI and Multiple Disabilities
3 Credit(s)
Description:
This course will assist students in understanding how technology can provide access to communication and to the curriculum for children who are visually impaired with additional disabilities including deaf blindness. Students will explore a spectrum of assistive technology from simple technology to high tech and develop a framework to identify features to meet the educational needs of this population. Methods of using assistive technology to support curriculum will be explored and demonstrated through the creation of customized computer activities using current multimedia authoring programs. Strategies for integrating assistive technology into the classroom in both self-contained and inclusive settings will be discussed.
035208:1
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VISN 645 - Music Braille
3 Credit(s)
Description:
This online course is designed to train participants to teach reading of elementary and intermediate level braille music. Important aspects for teaching braille users to read braille music are covered. Participants will learn music braille notations and basic transcription rules for preparing elementary and intermediate level braille music. The use of special computer software to translate music into braille, and sources for acquiring braille music are reviewed. Participants are required to use a braille editor for completing all exercises and to submit exercises in digital format. This course offers an international connection in that there are often students from different countries taking the course.
037694:1
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VISN 646 - Introduction to Audiology and the Human Auditory System
3 Credit(s)
Description:
This course will cover the nature of sound and how humans perceive it. Sound in the environment and how sound is used by humans to move through their environment will also be explored. Topics include the basics of sound, anatomy and physiology of the auditory system with an emphasis on function, common disorders of the auditory system, and how these disorders are manifested. The principles of basic audiology and how to understand and relate to the audiologist provide a foundation for hearing both clinically and functionally. Students will learn hearing aid technology and the application of that technology to various auditory disorders in a functional sense.
038155:1
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VISN 648 - Cortical/Cerebral Visual Impairment
3 Credit(s)
Description:
This course provides an in-depth study of CVI and resources available for assessment and instructional strategies. participants will further examine and explore the unique educational needs of children with CVI and the skills related to teaching these children in a full array of educational settings; Pre-K through grade 12. Topics include teaching strategies in the core and expanded core curriculums, such as: literacy, career-vocational skills, visual efficiency and compensatory auditory strategies. Instruction will also address material modifications and accommodations.
039521:1
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VISN 650 - Instructional Strategies for Teaching Braille Literacy Skills to all Learners with Visual Impairment
3 Credit(s)
Description:
This course provides an in depth study of methods for teaching braille literacy skills to students with all ranges of visual impairments and abilities. Literacy instruction in the general education classroom will be addressed. Strategies for teaching pre or emergent braille skills, beginning, intermediate, and advanced braille skills will be taught. Topics will include braille for early childhood, elementary, secondary, and dual media learners as well as students with additional and/or multiple disabilities. Instruction will also include pull out vs. push in services, technology use with braille instruction, specific materials development, modification and accommodations.
039847:1
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VISN 660 - Introduction to Assistive Technology for People with Visual Impairments
3 Credit(s)
Description:
This fully online course will provide an introduction to the profession of Assistive Technology Instructional Specialist for People with Visual Impairments. Students will learn through demonstrations, hands-on activities, and independent learning exercises about a variety of assistive technology solutions for people of all ages who are blind or visually impaired, including: screen magnification software, screen reading software, OCR software, braille technologies, low vision devices, smart phone and tablet accessibility features, as well as other specialized devices designed for people with visual impairments. The benefits and limitations of accessibility features that are built-in to mainstream technologies compared to specialized assistive technology devices and software will be discussed. Techniques for determining the most appropriate assistive technology solutions will also be discussed. The course explores strategies for integrating assistive technology in different settings, such as in schools, homes, colleges/universities, jobsites, and avocational settings.
041188:1
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VISN 661 - Assistive Technology Assessment and Instruction for People with Visual Impairments
4 Credit(s)
Description:
This fully online course provides participants with a thorough overview of assessment and instruction techniques for teaching assistive technology to people with visual impairments of all ages. Topics include: task analysis; lesson and training plan development; learning development and evolution of assistive technology skills during instruction; learning theories as applied to children and adults; instructional strategies for assistive technology; conduction assistive technology assessments; making decisions regarding appropriate devices; choosing appropriate learning modalities; justifying recommendations; applying different AT assessment techniques, such as HAAT, WATI, and SETT; ethical issues related to AT assessment and services; and writing AT assessment reports. We will explore ethical issues at AT, evaluation the effectiveness at AT services, using AT with productivity platforms on different operating systems, developing curriculum for teaching screen magnification and screen reading software on different operation systems, developing curriculum for teaching accessible apps on mobile devices, as well as developing curriculum for teaching accessible stand-alone devices, accessible third-party applications, and built-in accessibility features.
Enrollment Requirements:
Prerequisite: VISN 660
041189:1
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VISN 662 - Configuration and Exploration of Assistive Technology solutions for People with Visual Impairments
4 Credit(s)
Description:
This fully online course will assist participants in understanding and applying configuration and exploration strategies for mainstream and assistive technologies. We will explore a variety of topics, including: Operating systems and computing devices, various PC components, operational procedures for professionalism and effective communication, technical support resources for accessibility for major operating systems, tools used for computer maintenance and repair, installing software and operating system updates, setting up and using built-in accessibility features in different operation systems, operating system maintenance procedures, setup and configuration of systems and devices for remote training, determining if remote training and support is appropriate, conferences and educational opportunities to keep up-to-date with various technologies, computer maintenance tools and procedures, disabling and removing of unnecessary or inaccessible third-party software, troubleshooting computing technology, virtualized operation systems, display technologies, options for self-teaching and continuing education to remain current with various technologies, local networking, wireless networking, wireless troubleshooting internet issues, portable and mobile-computing technology, and security measures for computing technology.
Enrollment Requirements:
Prerequisites: VISN 660 and 661
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