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Political Science |
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PLS 501 - Organizational Theory and Behavior Credits: 3
Examines organization theory relevant to the administration and leadership in complex organizations. Focus is on topics of bureaucracy and development of administrative thought; human behavior in organizations including individual motivation, group and interpersonal dynamics, and leadership modes; organization structure, process, and dynamics; organizational development and change; and emerging perspectives in the field.
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PLS 502 - Human Resources Management Credits: 3
Case study course reviewing personnel administration integratively as an administrative, behavioral, and technical area. Role of the line manager in personnel administration is covered, as well as the technical roles of central personnel agency and the operating personnel office.
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PLS 503 - Public Budgeting and Financial Management Credits: 3
Provides the knowledge base required to understand and interpret public sector budgets and the principles underlying public sector budgeting and decision making. Budget processes, influences, and tensions are explored as well as various budgeting approaches, formats, and historical developments. Emphasis is placed on developing analytical skills to interpret and design budgets and their processes and understanding the expanding role that budgets play in public sector management.
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PLS 504 - Ethics for Public Service Managers Credits: 3
Examines specific contemporary ethical concerns in the public sector and the ethical conduct required by statutes and codes of conduct. Appropriate case studies discussed, emphasizing the constantly changing standards in the public sector.
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PLS 511 - State Government Credits: 3
Studies state governments in the American federal system and analyzes state government institutions and processes with special reference to Pennsylvania.
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PLS 512 - Intergovernmental Relations Credits: 3
Examines the developing area of intergovernment relations among federal, state, and local governments. Special emphasis placed upon the work of the Advisory Commission on Intergovernmental Relations and implementation where feasible by state and local governments.
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PLS 521 - Labor Relations in the Public Sector Credits: 3
Reviews whole area of relations between public employees and public employers and impact on public personnel administration. Some guidelines used for past contractual arrangements are covered.
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PLS 522 - Advocacy in Public Administration Credits: 3
Advocacy and lobbying are two of the core activities in the relationship between citizens and the government. This course demonstrates the strong relationship between these activities and governmental outcomes. Students will examine reasons for doing advocacy and lobbying, advocacy and lobbying techniques and the effect of lobbying and advocacy on policy outcomes.
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PLS 523 - Communication for the Public Manager Credits: 3
This course will improve the ability of the student to effectively communicate in a public sector setting. It will rely on exercises, analysis and evaluation to improve the student?s ability to communicate better in various formats, including written, oral, and graphic methods.
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PLS 553 - Public Policy Implementation Credits: 3
After briefly examining the public policy-making process, the course applies policy implementation theories, models, and frameworks to public policies. This course analyzes and evaluates public problems facing local and state public organizations. The course content focuses on a policy domain; the seminar is research-intensive, requiring students to choose one policy domain for implementation analyses.
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PLS 561 - Administrative Law Credits: 3
Study of the law concerning the powers and procedures of administrative agencies. These governmental bodies which affect the rights of private and public parties through either adjudication or rule making are compared to and contrasted with the judicial, legislative and executive processes using the case method.
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PLS 591 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 592 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 601 - Research Methods Credits: 3
Survey of the research process including preparation of a research design, use of theoretical framework, and testing of hypothesis by gathering and analyzing data. Recommend the student complete this course as early in the graduate program as possible.
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PLS 603 - Public Policy Analysis and Program Evaluation Credits: 3
Examines the policy making and policy implementation processes as they relate to the analysis of public policies. Major focus is upon results-oriented management techniques, and a number of specific quantitative policy analysis techniques. This includes program evaluation and cost benefit analysis.
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PLS 605 - Capstone Seminar: Applied Public Management Credits: 3
Requires students to demonstrate their ability to successfully resolve workplace situations by utilizing principles and concepts of public management as presented in the core and elective courses of the MPA curriculum. Employing the case study method, and additional reading, the principal focus requires the students as individuals and in teams to work with the development and implementation of public policy. Course takes an application and problem-solving approach designed to develop the practical management skills required in the current public administration workplace.
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PLS 611 - Internship I Credits: 3
Opportunity to practice public administration theory and concepts as participant and an observer in the process. Placement on a limited basis in a government or nonprofit activity enhances the student’s preparation in the field.
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PLS 612 - Internship II Credits: 3
Opportunity to practice public administration theory and concepts as participant and an observer in the process. Placement on a limited basis in a government or nonprofit activity enhances the student’s preparation in the field.
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PLS 623 - Field Research I Credits: 3
An independent supervised research project.
Prerequisite(s): PLS 601 with minimum grade of B
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PLS 624 - Field Reseach II Credits: 3
An independent supervised research project.
Prerequisite(s): PLS 601 with minimum grade of B
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Psychology |
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PSY 500 - Advanced Research Design and Statistics I Credits: 3
Concerned with scientific method to the investigation of behavior. Research methods and experimental design and statistics are reviewed along with a survey of the more recent significant developments in the field of psychology. Use of computer statistical packages to analyze data is emphasized. Students demonstrate competency in descriptive statistics.
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PSY 502 - Program Evaluation Credits: 3
Provides an introduction to the issues and methods of modern program evaluation. This course provides an overview of the tools available to evaluate programs and policies. Program evaluation concepts and methods will be emphasized and applications in business, government, health, and education settings will be provided.
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PSY 503 - Survey Research Credits: 3
Provides an introduction to the issues and methods of modern survey research. Methodological survey research steps to be covered include: question wording, questionnaire design, defining and sampling populations, data collection modality, data processing and analyses, and ethical issues. Applications in business, government, health, political, and education settings will be covered.
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PSY 512 - Theories of Learning Credits: 3
Examines the explanations of human learning processes offered by various behavioral and cognitive theorists. Classical and contemporary theories and applications are presented dealing with topics such as conditioning, motivation, memory, and problem solving.
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PSY 516 - Motivation Credits: 3
Explores and compares different theories in the realm of motivation. Topics may include: Basic human drives, core human motives such as autonomy, competence, and belonging, goal setting, planning, and striving, and the role emotions, individual differences, and the situation plays in motivation. The course will also look to see how principles of motivation can be applied.
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PSY 517 - Applied Psychology of Women and Gender Credits: 3
This course takes an applied approach to the psychology of women and gender. For five decades, psychologists have studied social phenomena from feminist frameworks. This course is designed to familiarize students with those frameworks, as well as see how these theoretical and epistemological underpinnings lead to different research questions, methodological approaches, data analyses, and implications for practice. Students will move from feminist theory and epistemology to empirical study and practice across current topics in the field which may include sexualization, reproduction and motherhood, work and achievement, sexual and gender categories, immigration, and violence against women.
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PSY 518 - Introduction to Behavior Analysis Credits: 3
Introduction to applied techniques for assessing and modifying behavior, including descriptive and functional assessment, reinforcement, extinction, punishment, stimulus control, modeling, token economies, systematic desensitization, and counterconditioning.
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PSY 529 - Adult Development and Aging Credits: 3
Focuses on process of aging during later years of the life span. Developmental approach provides basis for the systematic study of aging. The interaction of the physiological, psychological, emotional, intellectual, and social aspect of aging are emphasized.
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PSY 530 - Applied Child and Adolescent Psychopathology Credits: 3
This course introduces students to the major mental health disorders typically diagnosed in childhood and adolescence. Students in this course will learn about the current issues and knowledge in the field of child and adolescent pathology. Students will learn about the developmental frameworks in the psychopathological paradigm as well as the current empirical and theoretical approaches to the classification and treatment of childhood disorders.
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PSY 531 - Cognitive Psychology Applied to the Workplace Credits: 3
The modern workplace provides many instances where an understanding of cognitive psychology (how we reason, process information, and make decisions) is crucially important in complex, intensive, and fast-paced work environments. This course will illustrate how cognitive psychology can apply to our understanding of such environments. Topics include mental models, medical and financial decision making, problem solving, cognitive overload and burnout, and the impact of artificial intelligence on work.
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PSY 533 - Applied Social Psychology Credits: 3
Study of the theoretical and applied aspects of social attitudes, behavior, cognition, and affect from a social psychological perspective. Topics may include social cognition, the self, attitudes, prosocial behavior, aggression, prejudice, stereotyping, discrimination, social influence, intimate relationships, and groups.
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PSY 535 - Behavioral Assessment Credits: 3
A study of the conceptual background and practical application of behavioral assessment techniques. The focus will not be on the diagnosis of a particular form of psychopathology, but rather on the function a particular behavior or set of behaviors is serving. Methods ranging from interviews with parents and direct care staff to the experimental analysis of function will be discussed, with emphasis on the idea that once function has been identified, it will be possible to design a behavioral intervention to treat a behavioral excess based on its function(s), and thus, improve the effectiveness and efficiency of behavioral treatment.
Prerequisite(s): PSY 518
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PSY 536 - Research Design in Behavior Analysis Credits: 3
A study of single-case research design, the primary research design utilized for applied research in behavior analysis as well as the implementation of interventions to treat behavioral excesses and deficits in the practice of applied behavior analysis.
Prerequisite(s): PSY 518
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PSY 539 - Community Psychology Credits: 3
Community psychology is concerned with the interrelation and interdependence of individuals and their communities and environments. This involves how individual’s thoughts, emotions, and behaviors are shaped by the social, cultural, and physical environments in which they live, as well as how individuals shape their environment. In addition, community psychology takes an active, applied approach to the world, focusing attention and action on social issues and policies, underserved and marginalized groups, social justice and social change, prevention science, health promotion, and the design and evaluation of interventions aimed generally at promoting individual and community competence and empowerment. The goal of this course is to introduce you to the central concepts, theories, strategies, findings, and values of community psychology in order to help develop broader perspectives on individual and community functioning and wellbeing.
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PSY 543 - Behavioral Treatment & Systems Support Credits: 3
A study of the conceptual background and practical application of behavioral treatment techniques. With behavioral excesses, it is essential to determine the function that the behavior or set of behaviors is serving via behavioral assessment. Then, a functional treatment can be created to decrease excesses, which will be more effective and less restrictive than treatment that ignores function. Treatments to increase existing deficits in behavior will also be considered. Finally, considerations with regard to support of behavioral interventions within different settings (home, school, etc.) will be examined, including ethical considerations.
Prerequisite(s): PSY 518
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PSY 545 - Child & Adolescent Psychology Credits: 3
Students in this course will gain an advanced understanding of how individuals grow and develop from infancy through adolescence. Students will investigate the major theoretical perspectives and research methods related to child and adolescent development. Topics covered in this course include physical development, cognitive development, socioemotional development, and contextual influences on child and adolescent development.
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PSY 565 - Human Factors Credits: 3
Focuses on the application of psychological principles of human behavior, perception, and cognition to real-world environments. Topics include improving workplace and transportation safety, improving human-computer interaction, and discussing general ways humans can work more easily and naturally with complex technologies in today?s society.
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PSY 590 - Introduction to Group Dynamics Credits: 3
Examines classic and current theory and research on the dynamics of small group interaction. We will examine the motivational, behavioral, social, cognitive, and organizational aspects of groups and their dynamics. The course is taught using recent theory and research from the field of group dynamics. Through online discussion, students are expected to engage in critical analysis of the literature, and actively participate in the weekly class conversations. This course will primarily focus on issues affecting groups in an organizational setting like leadership, cohesion, performance, decision-making, and conflict.
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PSY 595 - Selected Topics in Psychology Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PSY 596 - Selected Topics in Psychology Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PSY 597 - Independent Study in Psychology Credits: 3
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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PSY 598 - Independent Study Credits: 3
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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PSY 600 - Capstone Credits: 3
This capstone course requires students to demonstrate their mastery of the program’s learning objectives through their ability to successfully identify a research question in an applied setting, review the issues related to the research question, and develop a comprehensive research proposal. Utilizing the principles and concepts presented in the core and elective courses of the MAP curriculum, students create a research proposal in the form of a paper and deliver an oral presentation via video conference.
Prerequisite(s): PSY 500 , PSY 502 , PSY 503 , each core category completed, and 24 credit hours completed, 3.0 GPA.
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Reading |
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RDG 413 - Teaching Reading to English Language Learners Credits: 3
Designed to address teaching reading and writing to the English language learner in a non-ESL classroom; address the concerns of teachers who encounter students in their classrooms who are learning English; explore theories about first-and second-language acquisition; introduce classroom best practices in literacy as they relate to learners of English; and support teachers in developing an understanding of the basic principles of teaching and assessing English language learners with practical suggestions for assisting students in learning to cope in their new culture. Course is reserved for reading minors and master’s of reading students.
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RDG 422 - Studies in Children’s Literature Credits: 3
Designed to incorporate children’s literature as a method for examining the relationships between authors’ writing processes, curriculum, and pedagogy in the elementary classroom. Emphasizes current literacy research related to writers’ craft in order to demonstrate a wide range of purposes and styles of writing and how various genres can be used to develop literacy skills.
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RDG 443 - Reading Measures and Interventions in PK-4 Credits: 4
Focuses on assessment methods, including observation, informal, and formal assessment measures to diagnosis and describes stages of reading development among readers, specifically prekindergarten through fourth grades. Uses assessment data to identify and implement literacy instruction for small groups and individual learners. Participation in an education field experience will be required.
Prerequisite(s): (RDG 323 and RDG 363 )
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RDG 490 - Selected Topics in Reading Credits: 1-3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 491 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 492 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 493 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 511 - Comprehensive Literacy Model for School Improvement Credits: 3
The course is designed as a summer literacy institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress monitoring, school plans, and literacy coaching. This course is the first in a sequence of seven courses required for a literacy coach registration.
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RDG 512 - Theory and Practice in Literacy Credits: 3
This course examines theories of cognitive, linguistic, and cultural learning and their practical implications for teaching students in the elementary and middle grades. A focus is placed on developing inquiry-based classrooms where language becomes a tool for increasing knowledge. Research-based components of reading are examined and applied to the everyday context of teaching and learning. Students begin an action research project in literacy that will be carried over and completed in the spring theory course. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 513 - Supervision and Organization of Reading Programs Credits: 3
The course is one of seven courses to prepare reading specialist/literacy coaches for supervising and organizing a school?s literacy program. The course focuses on organizational techniques and instructional approaches as applied to the operation of total reading program. An additional focus will be on developing the skills and techniques of a literacy coach in three major areas: coaching teachers, providing professional development to school personnel, and evaluating a school?s literacy program. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 514 - Processes and Strategies in Reading Comprehension Credits: 3
This course focuses on the processes of reading comprehension, including the influence of perceptions, beliefs, motivation, language, and strategies on the reader?s understanding. An emphasis is placed on effective questioning, text selection, discourse chains, and environment as ways to promote comprehension. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 515 - Research in Language and Literacy Acquisition Credits: 3
This course explores the contributions and latest research of linguists, sociolinguists, and psycholinguists to language and literacy acquisition; description of methods and techniques employed in literacy research; designing and conducting a research project in literacy. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 516 - Literacy Coaches as Agents of Change Credits: 3
This course focuses on the roles and responsibilities of a literacy coach, including specialized techniques and language prompts for scaffolding teachers. An emphasis is placed on observing change over time in knowledge levels and types of self-reflection. Other responsibilities include modeling lessons, conducting team meetings, leading study groups, selecting materials, and collecting and analyzing data for school improvement. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 517 - Curriculum Design and Evaluation of Literacy Programs Credits: 3
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 520 - Tutoring Secondary Students Credits: 3
Designed to give master’s degree candidates experience working with upper-grade students who are having difficulty becoming effective readers and writers. Candidates in this course will tutor 3-5 freshman students once per week for the course duration. In addition, student’s reading and writing abilities will be assessed at the beginning and end of the course.
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RDG 524 - Diversity’s Impact on Literacy Instruction in a Standards Aligned System Credits: 3
This course is designed to address the impact that linguistic and cultural diversity has on literacy instruction in a Standards Aligned System (SAS). Foundational theory in both first and second language acquisition and instruction is explored. In addition, this course investigates what influences the learning process, how instruction best aids that process, and how to utilize the SAS to enhance student learning for speakers of languages other than English. This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners. Course is reserved for Master’s of Reading students.
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RDG 525 - Curriculum Evaluation and Data Analysis Credits: 3
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals.
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RDG 526 - Leadership and School Change Credits: 3
This course is focused on coaching principles and strategies related to making improvements and innovations in classroom teaching and literacy instruction. Emphasis is on program evaluation and professional development to bring about educational reform and improvements in teaching and literacy instruction. Course content is informed by various research, policy, and practice resources, which contribute in different but complementary ways to the preparation of literacy coaches and instructional leaders. Research and theory addressed in the course will draw from several fields of inquiry, including adult learning, professional development, teacher quality and student achievement, and school improvement.
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RDG 527 - Inquiry Approaches to Literacy Credits: 3
Students will be required to examine foundational knowledge of literacy research, reading theories and principles, and methods for conducting and critically evaluating reading research as applied to the three roles of the literacy specialist. Additionally, students will engage in a professional learning community to broaden and share their literacy understandings regarding research-based literacy practices.
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RDG 528 - Foundations of Literacy Development Credits: 3
Provides a comprehensive overview of factors related to literacy development and explores the implications of knowledge about the reading/writing process for effective instruction. Topics considered include such areas as: research knowledge about literacy processes, early literacy experiences, comprehension, vocabulary/concept development, word identification, literature for reading instruction, microcomputers and literacy, instructional materials, classroom organization for effective literacy instruction, and strategies for instruction/assessment in reading.
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RDG 529 - Reading and Reasoning Beyond the Primary Grades Credits: 3
Examines comprehensively all aspects of literacy instruction for older children and adults. Special attention given to topics having unique relevance to older readers such as: mastery of expository text structures, development of independence in monitoring and controlling one’s own reading, building of vocabulary concepts, and development of positive attitudes toward print.
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RDG 532 - Diagnosis and Assessment in Reading Credits: 3
Explores varied means for obtaining information about children’s abilities in using print as a basis for aiding further development. Critically examines the strengths and weaknesses of assorted reading/writing assessment strategies. Emphasis will be given to those strategies that are process-oriented and have the most direct application to instruction. Students will practice using informal observation techniques and varied measurement instruments as a basis for preparation of a clinical case report.
Prerequisite(s): RDG 528 and RDG 529 or permission of instructor.
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RDG 533 - Advanced Diagnosis and Assessment in Reading Credits: 3
Further examines issues introduced in RDG 532 with emphasis upon refining and expanding expertise in observation of literacy development. Preparation of a clinical case report required. Other topics investigated include: current issues in literacy assessment, new strategies for assessment, organizing classrooms for optimal diagnosis and instruction, recent literature by reading researchers with implications for assessment.
Prerequisite(s): RDG 532
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RDG 534 - Laboratory Practicum in Reading Credits: 3
Provides experience in facilitating children’s literacy development in a clinical setting with guidance and support from university faculty. Assessment/instructional strategies are practiced and discussed as a means of building insights about literacy processes and individual developmental needs.
Prerequisite(s): RDG 532
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RDG 535 - Seminar in Literacy, Language, and Reading Credits: 3
Explores current understandings of literacy processes with opportunities for in-depth study of topics of special interest and relevance. A capstone course, students reflectively examine concepts introduced in earlier courses including possibilities and problems of their application in varied instructional settings. Practice in curriculum leadership roles such as writing for publication and planning/implementation of in-service sessions provided.
Prerequisite(s): RDG 532 and RDG 534 and two other graduate-level courses in reading.
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RDG 537 - Brain Based Strategies for Literacy Learners Experiencing Difficulties Credits: 3
Focuses on differentiating reading and writing instruction within various settings, including supplemental and classroom, for meeting the needs of struggling learners. Includes techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs, and using assessment to monitor learner’s progress.
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RDG 554 - Practicum in Reading Credits: 3
Addresses a series of practical issues Teacher Leaders face on a daily basis. Topics include teaching adults, how to work with administrators, parents, and trainers of teacher leaders in coming years. Field site visits are included.
Prerequisite(s): Requires a Master’s degree to enroll.
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RDG 555 - Practicum in Assessment Credits: 3
Prepares Reading Recovery teachers to learn to observe and record the reading and writing strengths of individual children. Field site visits are included.
Prerequisite(s): Requires a Master’s degree to enroll.
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RDG 593 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 594 - Selected Topics in Reading Credits: 1-3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 595 - Selected Topics in Reading Credits: 2
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 596 - Selected Topics in Reading Credits: 2
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 597 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 598 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 599 - Independent Study Credits: 2
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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RDG 601 - Language Development Theory Credits: 3
Focuses on theory and current research related to effective Reading Recovery instruction. Examines and applies theoretical principles of learning and literacy learning to their practice. Evaluates and relates theories of literacy learning, thinking, and teaching to the process of becoming literate.
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RDG 602 - Reading Thoughts and Processes Credits: 3
Reading Recovery is a system intervention that changes how educators think about learning and instruction. Teacher Leaders are key to creating systemic change. Examines recent developments and research regarding issues Teacher Leaders are most likely to face when implementing Reading Recovery Programs in their respective sites.
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RDG 607 - Reading Recovery Training for Teachers I Credits: 3
Assists teachers in developing an understanding of the Reading Recovery procedures in order to select from these procedures to meet individual learning needs. Lesson analysis, specific strategies, and charting student progress are important components of course.
Prerequisite(s): Requires permission of instructor to enroll.
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RDG 608 - Reading Recovery Training for Teachers II Credits: 3
Refines and expands the Reading Recovery teacher’s level of awareness and understanding of how to effectively implement the Reading Recovery Program.
Prerequisite(s): Requires permission of instructor to enroll.
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RDG 609 - Internship Credits: 3
Provides opportunity to gain practical experience in chosen career area.
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RDG 610 - Reading Internship II Credits: 3
Provides opportunity to gain practical experience in chosen career area.
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RDG 612 - Thesis I Credits: 3
Students identify, explore, and synthesize current information regarding a topic of special significance in literacy education. Work guided by reading faculty and must be approved by faculty committee. All students expecting to undertake advanced graduate studies in reading are urged to elect the thesis option.
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RDG 613 - Thesis II Credits: 3
Continuation of RDG 612 .
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Science Education |
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SCED 550 - Safety and Welfare in Science Education Credits: 3
This fifth course in the Master of Arts in Science Teaching (MAST) program surveys the primary safety concerns in science instruction with emphasis on chemical safety, safety equipment and procedures, and legal and ethical considerations for using live and preserved organisms in the classroom and field. Principles and legal requirements for classroom design and how classrooms and laboratories must be modified to accommodate students with learning and physical disabilities will also be included. Students will also complete a minimum of 25 hours of observations in a secondary science classroom.
Prerequisite(s): SCED 510 with minimum grade of C and SCED 520 with minimum grade of C and SCED 530 with minimum grade of C and SCED 540 with minimum grade of C
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Supply Chain Management |
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SCM 410 - Distribution Systems in Supply Chains Credits: 3
This course introduces students to the contributions that distribution systems make to value driven supply chains, the impact of distribution systems imperatives on the strategic management of supply chains, and the integration of these systems with manufacturing and service operations. Strategies for effective and efficient decision-making and management of distribution systems that augment and support the supply chain as well as deliver customer value are explored. Models of distribution systems that minimize or reduce system wide costs are investigated. The course also explores advances in information technology and its role in distribution systems.
Prerequisite(s): SCM 330 or permission of instructor.
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SCM 420 - Global Logistics Systems Credits: 3
Studies the impact of operations management decisions in order to fulfill demand e.g. location, production, and transportation on a global scale. Investigates how logistical systems impact operations strategies to open new markets for supply and demand. Delves into the implications of international operations and logistics strategies based on enhanced information systems and their impact on transportation costs and value added activities. This course provides participants with an examination of the preconditions of globalization and its effects on logistics operations management decisions with regard to performance measures, risk management, and organizational structures. In addition to being exposed to the theory, case studies will be used to further reinforce the material’s application in practice.
Prerequisite(s): SCM 330 or permission of instructor.
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SCM 481 - Decision Models for Supply Chain Management Credits: 3
Introduces a variety of models to aid decision making in supply chain management focusing on the integration of business processes from end user through original suppliers. Additional issues covered are concerned with the value added by the supply chain to customers from products, services, and information. Emphasis on applying tools and skills in the areas of spreadsheets, database languages, and statistics to gain insights into the integrated nature of the supply chain. Analysis will focus on optimization, risk analysis, decision analysis, forecasting, resource allocation, new product introduction and production, and inventory planning and control. Role of information systems in supply chain management also discussed.
Prerequisite(s): SCM 330
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SCM 490 - Selected Topics in Supply Chain Management Credits: 1-3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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SCM 510 - Logistics and Transportation Management Credits: 3
The course introduces students to the theories, concepts, and practice of logistical operations needed to support the supply chain. It investigates the rise of logistics management from a minor business function to its current role as the backbone of the supply chain. Covers issues related to state of the art methods of delivering goods and services to customers through efficient inventory management, materials flow, transportation, warehousing, and procurement.
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SCM 515 - Procurement Management Credits: 3
This course is designed to give students a foundation in the theory and practice of purchasing and sourcing. Presented in the course are concepts, procedures, and issues related to negotiations, sourcing, pricing, procurement, cost management and global supply management. Strategies and challenges facing purchasing and sourcing in a global environment to maintain competitive advantages are considered.
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SCM 555 - Supply Chain Quality Management Credits: 3
This course introduces students to the principles, concepts and strategies needed for managing quality in a manufacturing or a service environment. Historical perspectives and theories of quality management are considered. The design of quality systems is studied from a market, customer, and manager?s prospective. State of the art skills and tools for quality assessment are covered providing insight into the implementation and maintenance of quality systems. The origins and principles of continuous improvement and their impact on quality management are explored.
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SCM 570 - Supply Chain Management Theory and Practice Credits: 3
Covers theory, principles, and practices in designing, planning, and operating a supply chain. The course considers the historical development, impact, and role of supply chain management in today?s society. It investigates the role of information and transportation networks within the supply chain. Also discusses how firms develop and formulate strategy and design of their supply chains to improve competitive advantage.
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SCM 590 - Warehousing and Distribution Management Credits: 3
Considers the theory and best practices for designing, operating, and managing material handling systems as they relate to warehousing. This course discusses warehouse location, design, and work force issues with regard to warehousing operations. It also considers warehousing strategies that minimizes supply chain inefficiencies and allows product accumulation, consolidation, and customization. Addresses a variety of principles and systems needed to create and manage world-class warehousing.
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Sociology |
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SOC 421 - Impact of International Migration Credits: 3
This course is a sociological survey of immigration and ethnicity, with a primary focus on originating countries of immigrants and their experiences in the contemporary United States. The causes of immigration will be studied. Various assimilation patterns will be compared and analyzed. We will examine the needs of immigrants including housing, employment, education and medical care, and what kind of impacts they will cause on receiving society.This course is a sociological survey of immigration and ethnicity, with a primary focus on originating countries of immigrants and their experiences in the contemporary United States. The causes of immigration will be studied. Various assimilation patterns will be compared and analyzed. We will examine the needs of immigrants including housing, employment, education and medical care, and what kind of impacts they will cause on receiving society.
Prerequisite(s): SOC 101 OR HON 161
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SOC 435 - Gender, Organizations, and Leadership Credits: 3
Examines the dynamics of gender and leadership in broader social contexts with particular focus on organizational settings. Focuses on the larger realm of women and men working, together or otherwise, in leader-follower situations framed by organizational constraints and concerns. The course examines a wide range of survey data and literature on gender and leadership.” Students will learn how to promote a workplace culture of equality, diversity, and inclusion.
Prerequisite(s): SOC 101 or HON 161
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SOC 440 - Global Leadership for Global Society Credits: 3
xamines leadership across the social settings and organizational cultures embedded in differing global perspectives on leadership. Many organizations in a variety of social settings and cultural contexts have developed formal leadership expectations in response to emerging global issues. Students will analyze leadership perspectives seen at the organizational, institutional, and social structural level beyond US borders and come to understand how the discipline of leadership in social and organizational settings requires a multi-faceted approach.
Prerequisite(s): SOC 101 or HON 161 or INT 200
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SOC 445 - Sexuality and Sexual Orientation: A Social Approach Credits: 3
Examines the interrelationship of sexuality and the broader social structure in a variety of settings. Analyzes some of the critical theory on gender and sexuality and applies the lessons learned to issues such as the globalization of sexuality, transgendered and intersexed individuals, sexual exploitation, and sex trafficking. Intentionally not a course on just sexual orientation; also examines the specific issues, opportunities and threats surrounding the social experiences of G/L/B/T/Q and their allies. Students work together to develop better strategies for female/male sexuality and sexual interaction.
Prerequisite(s): SOC 101 or HON 161
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