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2015-2016 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Counseling |
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COUNSL 635 Behavioral Counseling
This course provides a rigorous examination of social learning theory as a basis for practice of therapeutic behavioral counseling. Through lectures, readings, demonstrations, and discussions, students become familiar with fundamental techniques of behavioral counseling, including operant, classical, modeling, and cognitive methods.
3 Credit(s)
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COUNSL 650 Group Counseling for Children and Adolescents
This course studies group counseling and group process with children, adolescents, and their families. Participants acquire knowledge and skills through critical and reflective readings, lecture, discussion, role-plays, interviews, and films. Emphasis is given to theoretical and experiential perspectives, as well as multicultural counseling in competence, to enhance participants’ growth and training as thoughtful and responsive practitioners in diverse urban settings. Discussions address such themes as group dynamics, group composition and management, stages of group empowerment, and leadership styles.
Prerequisite(s): COUNSL 614
3 Credit(s)
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COUNSL 653 Cultural Diversity in Counseling
This course addresses the role of culture in counseling and psychology by looking both at history and at current issues. Discussions use an interdisciplinary framework to approach the question of counseling in a multicultural society. The course seeks to contribute to both the personal and the professional development of its participants.
3 Credit(s)
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COUNSL 660 College Readiness Counseling
The purpose of this course is to prepare school counselors at all levels of practice to engage in equity-based college readiness counseling. Topics include aspirations and academic planning in elementary and middle school-aged children, the college exploration and selection process, college admissions processes and assessment, financial planning, and resources counselors, students, and parents can use in the process.
3 Credit(s)
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COUNSL 664 Child Abuse, Neglect & Trauma
This course addresses the growing problem of child abuse and neglect in American society, exploring the psychodynamic and sociocultural factors that contribute to child abuse. Emphasis is given to prevention, intervention, treatment, and the legal aspects of abuse and neglect.
3 Credit(s)
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COUNSL 670 Substance Abuse in Modern Society
This course surveys the broader problems caused by substance abuse in modern society, both presenting and analyzing data. Part of the course is devoted to a study of the physiological consequences of substance abuse. Consideration is also given to the family of the substance abuser, to various treatment modalities, and to the relationship between the criminal justice system and substance abuse rehabilitation.
3 Credit(s)
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COUNSL 672 Substance Abuse and the Family
This course focuses on families with members who are substance abusers and the ways in which these families function. The course explores the methods and resources available for helping such families.
Prerequisite(s): COUNSL 614
3 Credit(s)
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COUNSL 674 Psychopharmacology
This course considers the nature of alcohol and narcotics and the ways they affect addicts in mind and body before, during, and after treatment.
Prerequisite(s): COUNSL 614 and COUNSL 670 or 672
3 Credit(s)
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COUNSL 680 Family Therapy Supervision and Consultation
This course reviews the state of the art in consultation with and supervision of family therapists. Students explore the context, philosophy, relationships, and pragmatics of supervision. They also analyze such major systemic supervision models as inter-generational, integrative, Post-Milan, and constructionist. A central focus of the course is the emphasis given to a “hands-on” experience. In addition to studying the models, students experience an ongoing relationship as both supervisee and supervisor. The course frames the supervisory process as a conversation embedded in the interplay of race, class, gender, and institutional politics. As a result, discussions focus on issues of sexual orientation, cultural sensitivity, the mandate to educate urban practitioners, and changing clinical and economic realities. The course involves face-to-face supervision, genograms, videotapes, and other family therapy supervisory techniques. Consideration is given to the life experiences of course participants, as well as to ethical and legal issues. Other topics include the differences between supervisor and consultant stances and the potential use of family therapy techniques in organizational settings.
3 Credit(s)
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COUNSL 688 Practicum
The purpose of the practicum is to expose the student to his/her particular field in counseling through actual placement in a facility where appropriate supervision is provided. Class discussions include a review onsite observations and experiences and discussions of current issues in the field.
3 Credit(s)
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COUNSL 690 Internship Extension
This course will be taught in the summer for students who have completed two semesters of internship but still need supervision over the summer. With the supervision, students will be asked to keep a journal, present their final capstone, do advanced readings, and discuss advanced topics related to the profession.
Prerequisite(s): COUNSL 690
1 - 3 Credit(s)
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COUNSL 696 Independent Study in Counseling
This course allows for the comprehensive study of a particular topic or a field work experience under the direction of a faculty member. A detailed proposal must be submitted to the faculty member prior to registration.
1 - 6 Credit(s)
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COUNSL 698 Internship
Students are placed as apprentice counselors in schools or agencies under the direct supervision of qualified professionals. Students meet weekly for a three-hour seminar.
6 Credit(s)
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Counseling and School Psychology |
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CSP 641 Cognitive and Affective Foundations
This graduate course is designed to introduce you to human cognitive and affective processes. topics cross the lifespan and include contemporary issues in cognitive psychology and cognitive neuroscience, including vision, attention, memory, language, emotions, social cognition, and cognitive development. These topics will be explored within the context of neuroscientific and developmental aspects of these fields. This course also surveys affective aspects of psychological science and how basic psychological science is related to applied research.
3 Credit(s)
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CSP 660 Physiological Bases of Behavior
This course will give graduate students foundational knowledge of the biological bases of human behavior. Classes cover systems and structures of the nervous system, neuronal communication, hormonal influences, environmental influences on the brain and nervous system, drug addiction, behavior disorders, anxiety and mood disorders, schizophrenia, and psychopharmacology for these and other disorders.
3 Credit(s)
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CSP 680 History & Systems in Counseling and School Psychology
This course explores the theoretical and methodological underpinnings of contemporary psychology from a historical perspective. It provides a broad overview of psychology’s development as an independent discipline, and of the development of the various sub-specialities in the field. By examining intellectual antecedents and underlying assumptions, the course seeks to evaluate the significance of new movements and methods. It provides a broad overview of the history of psychology and evaluates the significance of new movements and methods by examining intellectual antecedents and underlying assumptions about mental health issues and systems.
3 Credit(s)
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CSP 688 Family Therapy Practicum
The family therapy practicum is a supervised field experience in an outpatient clinic or community services agency providing outreach family services. To ensure continuity, students are advised to remain at this filed placement for the fall and spring.
3 Credit(s)
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CSP 697 Special Topics
This course offers study of selected topics in the field of education. Course content and credits vary according to topic and are announced prior to the registration period.
1 - 6 Credit(s)
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CSP 701 Social Justice in Counseling and School Psychology
This course analyzes theoretical, pedagogical, and methodological frameworks relevant to the practice of social justice in counseling and school psychology. These frameworks will be considered in the context of multicultural issues. It also focuses on techniques to promote systems change, advocacy, and policy development in schools and counseling agencies, such as: problem identification, problem analysis, goal setting, evaluating and selecting programmatic options, predicting social and fiscal impact, designing and testing pilot programs, constituency development, and planning program implementation and evaluation.
3 Credit(s)
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CSP 702 Foundations and Ethics in Counseling Psychology
This course covers the history and development of the field of counseling Psychology, current trends and relevant research and practice issues within the discipline, and future directions. The course also reviews ethics of research, teaching, and practice within Counseling Psychology, including the role of the American Psychology Association’s Ethical Standards, and ethical principles. Students will learn about common ethical conflicts and processes for conflict resolution. The role of social justice in the specialization will also be discussed.
3 Credit(s)
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CSP 703 Research in Counseling and School Psychology
This course involves participation in a research team with a core faculty member within either the Counseling or School Psychology track of the CSP doctoral program. The specific area of research will vary and be specific to each faculty member’s team.
1 - 6 Credit(s)
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CSP 704 Qualitative and Quantitative Research Methods in Counseling and School Psychology
This course focuses on the basic principles and techniques of research steps necessary to design and write a research proposal in counseling and school psychology. Topics include developing research hypotheses, the nature of correlation and causal relationships, survey research, group comparison experimental research, qualitative research methods, single subject and quasi-experimental research, and ethical issues in clinical research. Upon completion of the course, it is expected that students will have a deep understanding of qualitative and quantitative research design and theory and will be able to pose a wide variety of research questions that match appropriate methodology.
3 Credit(s)
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CSP 705 Social and Cultural Psychology
This is an advanced course in social psychology that covers both classic and contemporary theory and research. Topics covered include social cognition, social perception, the self, attitudes, stereotyping-prejudice-discrimination, interpersonal attraction-close relationships, social influence, prosocial behavior, aggression, groups/individuals, and conflict/cooperation. Throughout the course broad themes to be included are: emotion, culture, gender and social aspects of human behavior, the web and other technologies. It is intended for graduate students with some background in social psychology who desire a more in-depth exposure to the major issues in the field.
3 Credit(s)
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CSP 706 Personality Assessment
The focus of this course is on advanced psychological assessment and testing skills. Students learn how to administer, score, and interpret objective (structured) and projective personality tests that assess personality characteristics. Skills include the use and interpretation of a battery of psychological tests, the identification of relevant developmental and cultural factors that affect the assessment and testing process, and the integration of test and non-test data into a comprehensive, integrative report. Commonly used objective tests (e.g., MMPI-2, MCMI-III) and projective tests (e.g., Rorschach, TAT) will be covered in depth. Development of effective consultation and test interpretation feedback skills will be emphasized throughout.
3 Credit(s)
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CSP 708 Intermediate Statistics in CSP
This course instructs students in intermediate data analysis techniques in their application to psychological research. The course emphasizes modern statistical methods for social and behavioral sciences, including hypothesis testing, as well as one-way, factorial, and repeated measures analysis of variance, simple analysis of covariance, and advanced correlational methods, bivariate regression and an introduction to multiple regression, selected nonparametric methods, and introduction to multivariate analysis of variance. Students will learn how to perform these procedures using a SPSS statistical software package.
3 Credit(s)
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CSP 713 Advanced Career and Group Theory and Practice
This course provides students with advanced knowledge in both career and group theory and application. Students will be expected to plan and develop a group that relates to career or vocational counseling and facilitate this experience for 8 weeks. This course will prepare students in advanced group skills with application to career development.
3 Credit(s)
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CSP 717 Advanced Theory and Practice in counseling and School Psychology
This course addresses theories and practice in the advanced practice of counseling and school psychology. Informed by the paradigm shift from pathology to strengths-based psychology, this course will examine the growing body of work on resilience and well-being across the lifespan. Psychotherapy and systems integration of traditional and emerging therapy approaches and interventions across sociocultural contexts will be practices and developed by students.
3 Credit(s)
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CSP 752 Health Psychology: Current Theory, Research, and Interventions
Health psychology studies the intersection of psychological theory and intervention in health, illness, and healthcare. Traditionally it has been based on a biopsychosocial approach: a person’s health is determined by an interaction among biological (e.g., genetics), psychological (e.g., thoughts and behaviors) and social factors (e.g., culture, family, and social support). Health psychologists are involved in the promotion and maintenance of health, the prevention and management of illness, and the identification of psychological factors contribution to physical illness. This course adds current transdisciplinary developments addressing the question of health disparities and social determinants of health.
3 Credit(s)
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CSP 770 Advanced Statistics in Counseling and School Psychology
This course is designed for students who have had a previous course covering up to simple ANOVA and multiple regression. Students will learn to conduct further variations of the GLM including two-way and higher ANOVAs, analysis of covariance (ANCOVA), multivariate analysis of variance (MANOVA), advanced multiple regression models, and exploratory and confirmatory factor analysis. Students will also be introduced to structural equation modeling (SEM), hierarchical linear modeling/multilevel modeling (HLM/MLM), and generalized linear models, although deeper understanding of these models will be outside the scope of this course. The course will be hands-on, meaning that students will be required to conduct the above analyses using appropriate statistical software.
3 Credit(s)
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CSP 780 Supervision and Training in Psychology
This course will address theories of supervision in counseling and school psychology, techniques associated with those theories, and assessment of supervision models. The course surveys research on supervision issues and introduces students to the training and service delivery issues associated with professional supervision. This course is conducted as a seminar-practicum and attempts to maximize (a) live input from other “supervisors” and the instructor as students provide supervision to a trainee in the mental health field, as well as (b) discussion based on assigned readings. Issues of race, class, gender, school change, and technology in supervision will be discussed.
3 Credit(s)
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CSP 782 Teaching in Counseling and School Psychology
The course addresses theories, research and practice regarding teaching and learning in the fields of counseling and school psychology. Topics include pedagogy, techniques for effective teaching, motivation, working with diverse students, writing and delivering lectures, and conceptualizing exams. This course is designed to be taken simultaneously while co-teaching a content course as a Teaching Assistant.
3 Credit(s)
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CSP 783 Practicum in Counseling Psychology I
Counseling psychology doctoral training includes systematic, intensive supervised experiences in the application of psychological principles and skills to human problems. Practica are intended to provide the psychologist-in-training experiences with a diversity of client populations and prepare the learner for the predoctoral internship. This supervised clinical experience will include exploration of theoretical perspectives, a scientific approach to clinical work, treatment planning, and case conceptualization. Students will also explore their own clinical work with clients and the therapy process. It is designed to be taken congruently with a field placement in counseling psychology.
3 Credit(s)
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CSP 784 Practicum in Counseling Psychology II: Evidence-Based Practice
Counseling psychology doctoral training includes systematic, intensive supervised experiences in the application of psychological principles and skills to human problems. Practica are intended to provide the psychologist-in-training experiences with a diversity of client populations and prepare the learner for the predoctoral internship. This supervised clinical experience will include exploration of theoretical perspectives, a scientific approach to clinical work, treatment planning, and case conceptualization. Students will also explore their own clinical work with clients and the therapy process. It is designed to be taken congruently with a field placement in counseling psychology.
3 Credit(s)
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CSP 785 Practicum in School Psychology I
The purpose of this course is to provide graduate students in school psychology a field-based school psychology practicum experience that focuses on the assessment of children and adolescents. Each student is matched with a practicing school psychologist two days per week in order to apply the skills, particularly assessment and intervention skills. The class seminar meets on campus weekly.
3 Credit(s)
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CSP 786 Practicum in School Psychology II: Evidence-Based Practice
The purpose of this course is to provide graduate students in school psychology a field-based school psychology practicum experience that focuses on the assessment of children and adolescents. Each student is matched with a practicing school psychologist two days per week in order to apply the skills, particularly assessment and intervention skills. The class seminar meets on campus weekly.
3 Credit(s)
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CSP 787 Advanced Practicum III in Counseling and School Psychology
This course focuses on the application of theory-guided and evidence-based advanced counseling and school psychology practice to complement field experience. Critical analysis of qualitative and quantitative research methods and design, and strategies to improve dissemination and application of counseling and school psychology research findings, as well as efforts toward systems and policy change, and social justice, are emphasized.
3 Credit(s)
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CSP 797 Special Topics
This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.
1 - 6 Credit(s)
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CSP 801 Transnational Social Justice in Counseling and School Psychology
This course covers issues of social justice in counseling and school psychology in international settings. It provides graduate students with the opportunity to apply their knowledge to an international social justice issue either through collaborative consultation, program evaluation, or clinical intervention. The capstone of the course is a two week immersion experience in another country collaborating with professionals on a social justice issue. It is the second in a series of two courses that address social justice concerns in counseling and school psychology.
Prerequisite(s): CSP 801
3 Credit(s)
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CSP 888 Internship in School and Counseling Psychology Seminar I
Doctoral candidates in school and counseling psychology are required to complete this one-year full-time predoctoral internship in a setting approved by the program. This course accompanies the first semester of this year long placement. During the internship, students have a variety of experiences, including individual and systemic assessments and therapeutic interventions. They are closely supervised by mental health professional, some of whom must be doctoral-level licensed psychologists. A letter from the on-site internship director documenting satisfactory completion must be in the student’s file at the University before the degree can be granted.
1 - 9 Credit(s)
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CSP 889 Internship in School and Counseling Seminar II
Doctoral candidates in school and counseling psychology are required to complete this one-year full-time predoctoral internship in a setting approved by the program. This course accompanies the second semester of the year-long placement. During the internship, students have a variety of experiences, including individual and systemic assessments and therapeutic interventions. They are closely supervised by mental health professionals, some of whom must be doctoral-level licensed psychologists. A letter from the on-site internship director documenting satisfactory completion must be in the student’s file at the University before the degree can be granted. This course is a second semester continuation of CSP 888, which is a pre-req.
Prerequisite(s): CSP 889
1 - 9 Credit(s)
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CSP 890 Advanced Supervision in School and Counseling Psychology Seminar I
Doctoral candidates in school and counseling psychology are required to complete this on-year full-time predoctoral internship in a setting approved by the program. This is the first course of the year and is an elective for students who complete their internships in sites not currently approved by the Association of Psychology Postdoctoral and Internship Centers (APPIC). Sites that are approved by APPIC have clearly articulated supervision and training activities, yet students who complete internships in non-APPIC approved sites may have variability in these requirements. By participating in this course, students will have access to close university supervision and training to ensure appropriate learning activities in order to meet current guidelines for licensure.
3 Credit(s)
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CSP 891 Dissertation Seminar
This seminar assists students in developing research ideas, writing their research plan, preparing a dissertation proposal, and forming a dissertation committee. Satisfactory completion of the seminar requires submission of a paper of dissertation proposal quality and a planned proposal meeting with the student¿s dissertation committee.
3 Credit(s)
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CSP 892 Advanced Supervision in School and Counseling Psychology Seminar II
Doctoral candidates in school and counseling psychology are required to complete this one-year full-time predoctoral internship in a setting approved by the program. This is the second course and is an elective for students who complete their internships in sites not currently approved by the Association of Psychology Postdoctoral and Internship Centers (APPIC). Sites that approved by APPIC have clearly articulated supervision and training activities, yet students who complete internships in non-APPIC approved sites may have variability in these requirements. By participating in this course, students will have access to close university supervision and training to ensure appropriate learning activities in order to meet current guidelines for licensure.
Prerequisite(s): CSP 892
3 Credit(s)
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CSP 897 Special Topics
Various Topics in CSP.
1 - 6 Credit(s)
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CSP 899 Dissertation Research
This course centers on original research conducted under the supervision of a dissertation faculty advisor and the dissertation committee, and leads to the proposal and defense of a doctoral dissertation.
Prerequisite(s): CSP 899
1 - 9 Credit(s)
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Creative Writing |
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CW 601 MFA Poetry Workshop
The course will focus on the writing of poetry from two perspectives-craft and process. Through discussion of their own and published poetry, students will explore how writers develop language, imagery, and verbal music through attention to structural and other details presented in the work. Students in the workshop will read recently published poetry, discussing what makes this work successful and how they, as writers, can learn from it, while writing and critiquing their own work in a responsible and constructive manner. Students will be expected to present either new work or revised work to the workshop each week.
Prerequisite(s): MFA student in Creative Writing
6 Credit(s)
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CW 602 MFA Fiction Workshop
The course will focus on fiction writing from two perspectives-craft and process. Through discussion of their own and published fiction, students will explore how writers construct character, voice, suspense, story, etc. they will also discuss the more hazy area of process. Students in the workshop will read recently published fiction, discussion what makes this work successful and how they, as writers, can learn from it, while writing and critiquing their own work in a responsible and constructive manner. Students will be expected to present their own work to the workshop at least twice during the term.
6 Credit(s)
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CW 603 MFA Craft Workshop in Poetry
This poetry writing workshop entails an intense focus on aspects of poetic craft. Subjects covered in this course may vary from semester to semester, but each semester will concentrate on one or more elements of the craft of poetry. This may include strategies in creating and deploying imagery; choices in creating line breaks; the study of received forms; methods of creating tone; and researching and managing large projects such as the book-length poem. Students will study and critique each others¿ work as models of various elements of craft, while studying the work of past masters of the genre.
6 Credit(s)
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CW 604 MFA Craft Workshop in Fiction
This course is a fiction writing workshop for M.F.A. students that focuses on aspects of craft. Subjects covered in this course may vary from semester to semester, but each class will concentrate on one or more elements of the craft of writing short stories and novels¿dialogue, exposition, character development, narrative structure, etc. Reading the published work of accomplished fiction writers and completing weekly exercises, students will hone and refine the tools and techniques necessary for the mastery of prose fiction.
Prerequisite(s): MFA student in Creative Writing
6 Credit(s)
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CW 605 Memoir Workshop
The primary activity of the workshop is discussion of student work in the area of life writing. This course will examine various examples of memoir, as well as address the following questions: What responsibility does the memoirist have to facts? Are facts and truth always synonymous? What is the difference between memoir and autobiography? Why write memoir when you could compose a story or poem? Students will read and discuss classical and contemporary examples of the genre to support their own written work.
3 Credit(s)
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CW 606 Literary Editing and Publishing
The historical background of literary editing and publishing will be explored alongside a practical, hands-on project-oriented program in which students will actively engaging in editing and publishing.
3 Credit(s)
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CW 614 The Teaching of Creative Writing
The teaching of creative writing involves both the teaching of craft and the nurturing of students’ imaginations. This course addresses ways of doing both, as well as theoretical frameworks for creating new models. What are the principal elements of poetry and fiction? How does a writing exercise elicit a response that adds to students’ understanding of what they’re doing? What’s a good sequence of exercises, and what should students read to enhance their understanding of technique? How should students share their work - in a workshop, in small groups, on an on-line bulletin board, and other formats? How should creative writing be evaluated? Each week, we will examine a different pedagogical question. The course also addresses workshop and classroom management. Students will leave the course with the practical and theoretical tools necessary to construct a curriculum for their own classroom use, and an understanding of issues involved in exploring creativity.
3 Credit(s)
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CW 630 Book Review and Literary Essay
This course focuses on production nonfiction writing that many practicing poets and fiction writers engage in: writing individual book reviews, and composing literary essays on a contemporary writer’s career, on the influence of one writer on another, or on cultural themes involving contemporary writers. Such essays are ways of writing about literature in other than scholarly articles, while using critical methods common to scholars and creative writers in workshop. Students will study and discuss samples of the genre while writing their own essays and reviews.
3 Credit(s)
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CW 675 Creative Writing Internship
Partnering with an off-campus institution, students will work in an environment that will further their career goals as writers, editors, and/or educators in the field of creative writing. Internships may include assisting editorial functions at a literary magazine or publishing house, leading writing workshops in facilities including schools, hospitals, nursing homes, and shelters, or working with literary organizations such as PEN New England on projects that further literary goals. In addition to work in the field, students will generate writing about their internship experience. All internships must be approved by the MFA program director.
3 Credit(s)
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CW 696 Independent Study in Creative Writing
Students wishing to study a topic in Creative Writing not included in the list of courses available through the graduate program in English or the MFA Program in Creative Writing may develop a course of independent study under the direction of a faculty member. All independent study courses must be approved by the MFA program director.
1 - 6 Credit(s)
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CW 697 Special Topics in Creative Writing
Special Topics in Creative Writing introduces a subject outside the list of currently approved courses in the MFA Creative Writing Program. The subject may be taught once under the Special Topics designation before requiring approval as a course addition. All special topics must be approved by the MFA Program Director.
1 - 6 Credit(s)
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CW 698 Intern Seminar for MFA TA2s
This is a required course for MFA student TA2s in their first semester of teaching E210-Intro to Creative Writing. Prior to the beginning of the semester, TA2s meet with the intern director to prepare a common course syllabus. During the semester, students meet with the TA2 intern director weekly to discuss issues of pedagogy and classroom management. In addition to weekly meetings, students are observed by the director three times during the semester, and meet with the director after each observation for discussion.
Prerequisite(s): CW 698
3 Credit(s)
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CW 699 MFA Thesis
In each of the final two semesters in the MFA Program, students enroll in CW 699 for a total of six credits, culminating in a capstone MFA thesis of 48-64 pages of poetry, or 100-200 pages of fiction. The thesis is written under the supervision of a thesis advisor, read by a thesis committee of a least three members, and subject to a public thesis defense. The MFA thesis is the focus of each student¿s three years of graduate study. It represents the best work the student has produced ¿ informed by the MFA workshops, by the study of literature, and by subjects relevant to the student¿s project ¿ mentored by faculty, directed by an advisor, and nurtured by an engaged community of writers.
3 Credit(s)
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Critical and Creative Thinking |
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CRCRTH 601 Critical Thinking
This course explores issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. We explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how things could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context are considered. Special attention is given to translating what is learned into strategies, materials, and interventions for use in students’ own educational and professional settings.
3 Credit(s)
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CRCRTH 602 Creative Thinking
This course seeks to increase the participants’ understanding of creativity, to improve their creative problem-solving skills, and to enhance their ability to promote these skills in others, in a variety of educational settings. Students participate in activities designed to help develop their own creativity and discuss the creative process from various theoretical perspectives. Readings are on such topics as creative individuals, environments that tend to enhance creative functioning, and related educational issues. Discussions with artists, scientists, and others particularly involved in the creative process focus on their techniques and on ways in which creativity can be nurtured.
3 Credit(s)
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CRCRTH 603L Foundations of Philosophical Thought
By discussing four or five traditional substantive problems in philosophy-morality, the nature of knowledge, freedom of the will, the nature of mind, and social organization-we attempt to derive a common approach that philosophers bring to these problems when developing their own solutions or criticizing the solutions of other philosophers. We also consider some of the ways that substantive issues and debates in philosophy relate to contemporary non-philosophical issues in our society and can be introduced into a broad range of educational environments outside standard philosophy courses.
3 Credit(s)
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CRCRTH 611 Seminar in Critical Thinking
This course involves research on and discussion of important issues of current concern about critical thinking. Issues include critical thinking; logic and knowledge; critical thinking about facts and about values; knowledge in its social context; teaching to be critical; and evaluating critical thinking skills. The course addresses these issues through cases of topical interest. (Note: The thematic emphasis for each semester is described on the program website: www.cct.umb.edu)
3 Credit(s)
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CRCRTH 612 Seminar in Creativity
This course delves deeply into the theory and practice of promoting creativity, using a specific theme, such as invention and innovation, humor, realizing creative aspiration, building creative communities, as a focus for the readings, discussions, class activities, and semester-long students¿ projects. The course materials, which are drawn from a variety of sources to match the instructor¿s specialty, student interests, and evolving trends in the literature, include biographies, intellectual histories, psychological studies, educational research, the popular media, guest speakers, and outside mentors. Details for the specific semester are publicized in advance by the Program.
3 Credit(s)
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CRCRTH 615 Holistic & Transformative Teaching
This course explores approaches to realize teachers’ and students’ potential for learning, thinking, and creativity. It’s primary focus is on holistic strategies to engage students in the creative arts and design. Participants are actively involved in preparing practical applications and demonstrations of concepts emerging from the class.
3 Credit(s)
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CRCRTH 616 Dialogue Processes
Genuine dialogue provides a creative space in which may emerge entirely new ways of thinking, acting, and relating to others. At the heart of such dialogue is holding respect for oneself, for one another, and for a commonly created pool of meaning. Course participants learn and experience approaches to listening and dialogue derived from Buber, Bohm, Isaacs, Jackins, Weissglass, and others, that allow us to become more aware of the underlying beliefs, assumptions, and emotions that limit our thinking and our responses to the world. Discussions explore applications of dialogue processes in educational, organizational, social, and personal change.
3 Credit(s)
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CRCRTH 618 Creative Thinking, Collaboration, and Organizational Change
Through interactive, experiential sessions and structured assignments, students learn critical and creative approaches to working in organizations. Skills addressed include: communication and team-building; facilitation of participation and collaboration in groups; promotion of learning from a diversity of perspectives; problem-finding and solving; and reflective practice. Students apply these skills to situations that arise in business, schools, social change groups, and other organizations with a view to taking initiative and generating constructive change.
3 Credit(s)
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CRCRTH 619 Biomedical Ethics
This course develops students’ critical thinking about dilemmas in medicine and health care policy, such as those that arise around allocation of scarce resources, criteria for organ transplants, informed consent, experimentation on human subjects, AIDS research, embryo research and selective termination of pregnancy, euthanasia, and physician-assisted suicide. Through such cases the course introduces methods in moral reasoning, rights-based reasoning, decision-making under uncertainty, and utilitarianism in classic and contemporary normative reasoning.
3 Credit(s)
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CRCRTH 627 Issues and Controversies in Antiracist and Multicultural Education
This course explores two related forms of education-antiracist education and multicultural education-approaching them as issues in moral and value education and exploring controversies in the theories and practices of antiracist and multicultural education. The course deals with both practical and theoretical issues but concentrates more on theory. Specific topics include racism, race, and school achievement; ethnic identity and self-esteem; Afrocentrism; religious pluralism; multiculturalism as a unifying or divisive force.
3 Credit(s)
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CRCRTH 630 Criticism and Creativity in Literature and the Arts
Expression and evaluation, freedom and discipline, creative production and its critique-how do these dualities relate to visual and verbal imagination as they are demonstrated in literature and the arts? Specific strategies for eliciting imaginative work in these areas are demonstrated, as are specific strategies for evaluating imaginative works. Finally, this course focuses on ways of helping others (including children) to develop these skills and utilize these strategies effectively.
3 Credit(s)
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CRCRTH 640 Environment, Science, and Society: Critical Thinking
Through current and historical cases, this course explores the diverse influences that shape environmental science and politics and their pedagogical, professional, social, and moral implications for educators, environmental professionals, and concerned citizens.
3 Credit(s)
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CRCRTH 645L Biology in Society: Critical Thinking
Current and historical cases are used to examine the political, ethical, and other social dimensions of the life sciences. Close examination of developments in the life sciences can lead to questions about the social influences shaping scientists’ work or its application. This, in turn, can lead to new questions and alternative approaches for educators, biologists, health professionals, and concerned citizens. The specific thematic emphasis each semester is publicized by the Program. BIOL 545L and CRCRTH 645L are the same course.
3 Credit(s)
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CRCRTH 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.
3 Credit(s)
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CRCRTH 649L Scientific & Political Change
Although relatively few Americans have backgrounds in science or engineering, they are increasingly confronted with issues that are technically complex. This course explores the resulting tensions and asks how the needs for scientific expertise and democratic control of science and technology are reconciled. The first half of the course traces the historical development of American science policy and situates this development comparatively. The second half focuses on contemporary controversies, including those over the nature of university-industry relations, patent policy, and the cases of expert/lay disagreements over risk. CRCRTH 649L and PPOL-G 749L are the same course.
3 Credit(s)
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CRCRTH 650 Mathematical Thinking
This course explores several types of mathematical thinking in the context of number theory, algebra, geometry, and introductory calculus, and relates them to critical and creative thinking skills. Developmental and experiential factors in learning and teaching mathematics are considered, as well as techniques for determining a learner’s mathematical abilities and learning styles. Readings, discussion, research, and problem-solving are used to provide a historical context, and to suggest connections with other disciplines. Individual and small-group projects are adapted to student interests. No formal mathematical background beyond high school algebra and geometry is required.
3 Credit(s)
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CRCRTH 651L Advanced Cognitive Psychology
This course gives a survey of the field of cognitive psychology from an information-processing viewpoint. The course considers how people encode, organize, transform, and output information. Emphasis is given to such topics as concept formation, problem-solving, and creative thinking. CRCRTH 651L and PSYCH 550L are the same course.
3 Credit(s)
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CRCRTH 652L Conceptual Change and Learning
This course explores the ways children and adults think about their natural and social world and how that affects their learning of science. It is particularly concerned with identifying and describing the organized conceptual frameworks children have prior to instruction (which typically are different from the scientists’ conceptualizations) and with understanding the general processes by which conceptual frameworks can be changed. One important question concerns the ways in which children are fundamentally different learners and thinkers from adults and the ways in which they are fundamentally similar. CRCRTH 652L and PSYCH 552L are the same course.
3 Credit(s)
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CRCRTH 653L Epidemiological Thinking and Population Health
Introduction to the concepts, methods, and problems involved in analyzing the biological and social influences on behaviors and diseases and in translation such analyses into population health policy and practice. Special attention given to social inequalities, changes over the life course, and heterogeneous pathways. Case studies and course projects are shaped to accommodate students with interests in diverse fields related to health and public policy. Students are assumed to have a statistical background, but the course emphasizes epidemiological literacy with a view to collaborating thoughtfully with specialists, not technical expertise. CRCRTH 653L and NURSNG 753L and PPOL-G 753L are the same course.
3 Credit(s)
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CRCRTH 655 Metacognition
This course considers various aspects of metacognition and how they influence behavior in children and adults. Topics include the individual’s knowledge of his or her own cognition, self-awareness, the monitoring of conscious thought processes, inferences about unconscious thought processes, metacognition as a decision process, metacognitive strategies, the development of metacognition, and metacognition as a source of individual differences in children.
3 Credit(s)
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CRCRTH 670 Thinking, Learning, and Computers
This course considers the consequences of using computers to aid our thinking, learning, communication, and action in classrooms, organizations, and social interactions. Class activities acquaint students with specific computer-based tools, the ideas and research behind them, and themes for critical thinking about these ideas and tools.
3 Credit(s)
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CRCRTH 688 Reflective Practice
Reflective practitioners in any profession pilot new practices, take stock of outcomes and reflect on possible directions, and make plans to revise their practice accordingly. They also make connections with colleagues who model new practices and support the experimenting and practice of others. Students in this course gain experiences and up-to-date tools for reflective practice through presentations, interactive and experiential sessions, and, optionally, supervised pilot activities in schools, workplaces, and communities.
1 - 3 Credit(s)
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CRCRTH 692 Processes of Research and Engagement
In this course student identify issues in educational or other professional settings on which to focus their critical and creative thinking skills. Each student works through the different stages of research and action ¿ from defining a manageable project to communicating findings and plans for further work. The classes run as workshops, in which student are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.
3 Credit(s)
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CRCRTH 693 Action Research for Educational, Professional & Personal change
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies in a framework of action research, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
3 Credit(s)
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CRCRTH 694 Synthesis of Theory and Practice Seminar
This seminar provides participants with an opportunity to review and reflect on their work in the program and its impact on their current and future professional and personal lives, through a final project that demonstrates knowledge and integration of critical and creative thinking skills, processes, and strategies. To facilitate the synthesis of ideas and the identification of a final project option, the seminar begins with group experiences. Students choosing the same final project option meet in small groups weekly to present their plans and progress notes for support and critique. A three-page final project description is presented early in the course, and all projects are presented during the last four weeks.
3 Credit(s)
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CRCRTH 696 Independent Study
This course involves the comprehensive study of a particular topic or area of literature determined by the student’s need; the study is pursued under the guidance, and subject to the examination, of the instructor. An application or outline of study should be submitted to the instructor by the end of the semester previous to that in which this course is to be taken.
1 - 6 Credit(s)
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CRCRTH 697 Special Topics
This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.
1 - 6 Credit(s)
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CRCRTH 9000 Departmental Transfer
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.25 - 12 Credit(s)
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Early Childhood Education |
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ECHD 601 Foundational Understandings of Early Childhood/Early Intervention and Special Education
This course explores the historical background of legislation, policies and procedures influencing children¿s educational services (Birth-2nd grade). There is a comprehensive review of educational services for children, including community services, health services, families, informal and formal group settings; such as home childcare and public schools. The tenets of Universal Design for Learning (UDL) are explored in their impact on instruction delivery and modes of assessment. A philosophical viewpoint, including moral and ethical perspectives, is developed and strengthened with appropriate literature. The basic tenets of teacher inquiry are reviewed and practiced. This course requires 10 hours of observation in early intervention, preschool or public school programs that serve students with special needs and from diverse ethnic/language backgrounds.
3 Credit(s)
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ECHD 611 Development and Characteristics of All Young Learners Including Those with Special Needs.
This course covers the span of physical, cognitive, social, emotional, and moral development of children from birth through second grade. Implications for curriculum and instruction from brain research findings and their significance for learner differences are explored. The appropriate technical terminology used to convey those concepts is addressed. The significance of the sociocultural and political contexts for the implications of the codifications of development along with the consequences of medical and health access are discussed. The course is delivered utilizing Universal Design for Learning (UDL) level-appropriate strategies and assessments.
3 Credit(s)
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ECHD 620 Instructional Strategies for All Young Children
This course allows students to integrate understandings from their academic discipline backgrounds in their relationships with children and families. Students strengthen their understanding of developmentally effective approaches to designing, implementing, and evaluating experiences that promote positive development and learning for all children utilizing a Universal Design for Learning (UDL) approach. Students understand the central role of play in the education of young children. A 10 hour field experience provides evidence of the central role of play in young children¿s learning, as well as specific activities that foster early learning.
3 Credit(s)
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ECHD 621 Creating Effective Learning Environments and Fostering Positive Social Interactions
Students explore the relationship of space, time, curriculum and instruction in creating the most positive and effective learning environments for young children. Careful consideration is given to the supports young children need to develop skills in learning and social interactions, including self control, attention, initiative, separation issues appropriate to age and development. Field experiences include observations in medical settings, early intervention and home and group educational facilities.
3 Credit(s)
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ECHD 622 Observing, Documenting and Assessing in Early Childhood/Early Intervention
This is an introduction to early childhood measurement and assessment techniques. The course covers fundamentals of psychometric theory, structure and uses of standardized tests and skills for alternative classroom assessment techniques for child study. The principles of Universal Design for Learning (UDL) in assessment are identified and practiced. Candidates learn about goals, benefits, and uses of assessment. They systematically observe, document, and use effective assessment strategies in responsible ways-in partnership with families and other professionals- to positively influence children¿s development and learning. This course requires 10 hours of clinical observation in various settings, including natural settings (home, day car, Head Start) and medical settings.
3 Credit(s)
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ECHD 640 Language Development and Literacy in Early Childhood/Early Intervention
This course looks at language development from infants through primary-aged children. Topics will include speech and language processes for communication, language development stages, theories of language acquisition, assessment of language development and activities in order to foster language development. Special attention will be paid to linguistically diverse populations as well as to children whose language development is different from the reference group with regards to the most recent advances in the field. Selection and development of prereading/prewriting and reading and writing curricula for preschool, kindergarten and primary grades will be addressed. The will be an emphasis on development of literacy in the primary grades that employs a Universal Design for Learning (UDL) approach. The course includes 10 hours of clinical experiences.
3 Credit(s)
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ECHD 641 Science and Mathematics Instruction for All Young Children
This course reviews developmental theory and research as related to the curriculum areas. A foundation for selection and design of curriculum materials and activities appropriate for children in kindergarten and primary grades is discussed and documented via student products. Fundamental concepts and skills for teaching math and science to young children are practiced, as well as optimum, hands-on pedagogical methods and those derived from Universal Design for Learning (UDL). Math and science developmentally appropriate activities for infants, toddlers, preschoolers, and primary children are practiced during a 10 hour clinical experience.
3 Credit(s)
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ECHD 685 Practicum II-PreK-2nd grade
This is the second of a two-course practicum sequence that requires students to complete a 14 week, full-time practicum field experience. The experience provides the opportunity to put theory and technique into practice in a kindergarten (one third of total time), and first or second grade classroom (two thirds of total time) under the guidance of a Massachusetts licensed teacher. Students develop teaching competencies, with assistance from both a licensed supervising practitioner and a program supervisor. They also attend a weekly seminar with the university supervisor to explore the connections between theory and practice and share practicum experiences. Students design and implement curriculum, assess individual child and group progress demonstrating a command of Universal Design of Learning (UDL) techniques, and observe role of family and community in children’s education, and develop identity as an early childhood/early intervention professional.
Prerequisite(s): ECHD 685
6 Credit(s)
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ECHD 689 Early Childhood Pre-Practicum PreK-2
This one-credit field experience is organized around the Preservice Performance Assessment (PPA) tool, which guides both candidates¿ observations of experienced teachers at work, and candidates¿ own lesson delivery later in the semester. University supervisors hold two organizational meetings during the semester (beginning and end) to discuss general issues stemming from field placements and to ensure candidates have a solid grasp of the PPA tool with which their lesson delivery is assessed. Students spend one day a week in a PreK-2nd grade public school classroom where they start observing and incrementally taking responsibilities. From helping one single student to small group monitoring, the experience leads to the teaching of a lesson to the whole class that is assessed by the university supervisor. Such assessment is discussed with each individual student and a plan to identify areas and strategies for improvement is completed.
1 Credit(s)
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ECHD 690 Planning Curriculum in Early Childhood
Students use the state’s curriculum frameworks and related resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children. They learn about curriculum theory and other professional standards related to early childhood education organization and practice. Students become collaborative learners who make informed decisions that integrate knowledge from a variety of sources and geared towards maximizing service to a wide diversity of children, employing a Universal Design of Learning (UDL) approach. Using the Preservice performance assessment tool as guideline for the basic elements of teaching, students identify and collect artifacts that demonstrate their growing understanding of effective classroom practice.
3 Credit(s)
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ECHD 692 Teacher Inquiry/Capstone Portfolio
This course is intended to assist students in the final Core IV of the master¿s degree in early childhood (both licensure and non-licensure) to complete their Capstone Portfolios. The Portfolio is a sequence of student-made products that evidence the proficiencies gained through previous coursework regarding curriculum planning, lesson deliver and assessment, classroom management, issues, related to equal access for exceptional and otherwise underserved school children, and aspects of teachers¿ careers as professionals involved in life-long learning, community building and empowerment, and the promotion of 21st century skills. The course can be taken for 3 credits or extended for an additional 3 (total of 6) when a given topic of additional research, resulting in a formal paper of no fewer than 20 pages is negotiated with the instructor.
3 - 6 Credit(s)
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ECHD 696 Independent Study: Early Education and Care in Inclusive Settings
This is a directed study of a particular topic in education. The work is guided and assessed by the instructor. A proposal or outline of study, signed by the instructor, must be submitted for approval to the Graduate Program Director before the beginning of the semester in which the project is to be undertaken. On approving the proposal, the Graduate Program Director will authorize registration.
1 - 6 Credit(s)
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ECHD 697 Special Topics: Early Education and Care in Inclusive Settings
This advanced course offers intensive study of selected topics in the field of early childhood education and care. Course content and credits vary according to topic and are announced prior to the advance -pre-registration period.
1 - 6 Credit(s)
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ECHD 701 Early Education and Care Policy and Practice
In this course, students will examine early care and education (ECE) policies, programs, and practices. Particular attention is focused on analyses of national and state ECE policies and systems, including the implications of the current knowledge base and research to policies and practices at the federal, state, and program levels. Analyses are guided by several complementary conceptual frameworks and will be informed by the science of early childhood on developmentally appropriate practice, parenting, family support, parent engagement and empowerment, the importance of relationships, and the ecology of child development. Issues related to comprehensive services, the workforce, quality, costs and affordability, funding and return on investment, child outcomes, and advocacy are included. Implications of the ECE field will be identified and analyzed with a focus on advocacy for change.
3 Credit(s)
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