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2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Courses
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Professional Communication |
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PCOM 6200 Strategic Public Relations
Students learn to effectively create, present, and lead integrated public relations and marketing programming: how to manage accounts, employees, C-suite executives, members of the media, marketing partners, finances, clients and business leaders within a professional organization.
Credits: 3.0
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PCOM 6210 Global Communication
Uses comparative analysis to examine broadcasting in America and other countries. World broadcasting is viewed as a social, political and economic force.
Credits: 3.0
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PCOM 6230 Crisis and Reputation Management
Crisis, reputation and risk management issues are explored. The integral roles of a public relations or corporate communication professional within an organization’s crisis team are discussed. Topics include crisis planning and preparedness, reputation and risk management assessment and responses, techniques and tools for communication professionals to utilize before, during and after a crisis situation.
Credits: 3.0
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PCOM 6270 Research
This course introduces students to the fundamental concepts and terminology of research as they relate to the field of communication and media studies. Students are prepared to develop skills in using library resources, do scholarly writing, and develop a scholarly proposal in the field of communication.
Credits: 3.0
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PCOM 6280 Press and Global Society
This course provides an overview of the role of the press in a global society from historical and contemporary perspectives. Students study philosophical and legal issues pertaining to journalism, analyze the content and design of newspapers, and gain experience in the principles of journalistic reporting, writing and editing.
Credits: 3.0
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PCOM 7000 Independent Study
Independent research project, as approved and to be arranged with a department faculty advisor/mentor.
Credits: 1.0 - 6.0
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PCOM 7100 Advanced Topics in Professional Writing
Explores selected topics in greater detail, determined by current events or faculty interest such as, but not limited to, international media, grant writing, public relations, feature writing, technical writing, etc.
Credits: 3.0
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PCOM 7150 Social Media Communication
Course focus is on the social implications of technological tools as they are used in integrated marketing techniques. Students will explore the dynamics of such areas as viral marketing in the context of social interaction, the evolution of social websites like MySpace.com and Facebook.com, and other channels of integrated marketing from music downloads and distribution, to matchmaking as big business
Credits: 3.0
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PCOM 7300 Master Project
A cumulative experience in which students demonstrate applied competencies in effective communication through research, planning, writing, verbalization and technology use in a variety of environments. A graduate-level professional internship may be incorporated as part of the Master Project to enhance the student’s professional preparation.
Credits: 3.0
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Professional Sales |
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RPS 6100 Influence, Persuasion and Negotiation Strategy
Managers need resources to succeed and successful managers tend to negotiate well to give themselves the best chance to succeed; they negotiate with customers and suppliers for better prices; they negotiate with internal functions to get better support and key resources to deliver value to both internal and external stakeholders; as managers move up the corporate ladder, they negotiate with their team members for better commitment and they negotiate with their superiors for domain independence. This course will focus on managers’ need to influence others, manage conflict, and negotiate agreements in a wide range of business scenarios both within and outside the organization. Students will be introduced to basic theories of negotiation, practices and frameworks of negotiation. Students will be provided with opportunities to reshape their understanding of negotiation, discover their own negotiation styles, and apply negotiation principles to critical issues. The course takes a view that negotiation is also a life skill that comes in handy in career growth and addresses the managers need to understand that influencing often occurs without formal power or authority. The course uses a combination of lectures, discussions, role-play exercises, cases, and exams.
Credits: 3.0
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RPS 7000 Independent Study
With the approval of the faculty advisor and the graduate committee. (1-6 credits)
Credits: 1.0 - 6.0
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RPS 7010 Financial and Business Acumen
This course prepares participants to effectively analyze and interpret client financial data, business trends, operating results, industry norms and a wide range of financial statements in order to strengthen the financial impact of sales proposals and business propositions. The course is divided into four sections - accounting principles, financial analysis, budgeting, and return on investment calculations. Case studies will be utilized to showcase best-in-class value propositions.
Credits: 4.0
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RPS 7020 Data Driven Decision Making & Sales Analytics
Course will provide an understanding of data and analytics and the role analytics plays in successful decision making in sales. The course will provide a foundational knowledge in different type of analytics, the different steps involved in analytics, the way data and information can be represented in databases, tools used in analysis, visualization of data. The course will also focus on leveraging these tools to craft presentations to senior executives.
Credits: 4.0
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RPS 7050 Strategic Sales Leadership
Course will develop an in depth and applied understanding of both the strategic and interpersonal processes required to develop a successful proactive sales culture within diverse types of businesses. The planning, problem solving, interpersonal and communication skills, goal setting and accountability/measurement processes used by successful sales leaders will be researched, discussed and evaluated. Course focus will include establishing a vision for the sales organization and developing the individual characteristics and skills required to manage and motivate followers, manage across the organization and up the management hierarchy to achieve sales management goals.
Prerequisite(s): RPS 7010 and RPS 7020
Credits: 4.0
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RPS 7070 Enabling Sales Organization for Tactical Excellence
Course will develop an in depth and applied understanding of current best Practices followed by sales organizations to become customer-centric. The course will seek to achieve this through live projects in an organizational setting. Individual analytical qualities will be assessed through the students’ ability to isolate specific issues that organizations face in achieving tactical excellence. It will encourage students in critical thinking, ideation, solution building, implementation and building organizational/top management support for solution implementation. The course will also help students develop implementation plans as part of the live project. Prerequisite(s): RPS 7010 , RPS 7020
Credits: 3.5
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RPS 7080 Aligning Sales Strategy with Corporate Strategy
The course takes a view that sales strategy execution is a key driver of strategic success in organizations and highlights the need for sales leaders to understand long-term nature of corporate strategy and its drivers. It will encourage students in strategic thinking, fit analysis, what-if analysis, explicitly linking sales strategy implementation and corporate strategy and building organizational/top management support for solution implementation. Emphasis is placed on articulation and analysis of their own business/organization’s corporate strategy, the project design, execution and communication. Prerequisite(s): RPS 7010 and RPS 7020
Credits: 3.5
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RPS 7990 Global Sales Management
This course focuses on the general sales management process and how it changes across national boundaries and within different business cultures. Learning goals will include exploring the concept of global account managment and the problems and opportunities afforded by this strategic management directives. Prerequisite(s): MKT 6080
Credits: 3.0
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Psychology |
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PSY 5900 Disability and Maladaptive Behaviors in Organic Brain Disorders
This course provides counselors with an introduction to the study of disabilities and maladaptive behaviors across the life-span that are associated with organic brain disorders. This course helps counselors work more effectively with clients and helps foster a greater awareness and sensitivity to their special needs. Concepts will be discussed using case studies that help illustrate how counselors can optimize counseling efficacy by selecting appropriate interventions and techniques. Ethical/legal considerations will also be discussed.
Credits: 3.0
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PSY 5940 Cognition and Affect
This course examines various topics related to cognition, affect, and the interplay of the two. these areas have a rich history in empirical investigation in the field of psychology dating back to the 1800’s. The course will focus on historical views, emotion theory, and contemporary information processing research in both clinical and analog populations. Students will read and discuss the ” landmark” research in the areas of affect, cognition, and the corresponding affective neuroscience studies. This course introduces students to the theoretical and research background of these areas, with an additional focus on clincal application.
Credits: 3.0
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PSY 5990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean. Prerequisite(s): Permission of the chairperson
Credits: 1.0 - 6.0
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PSY 6040 Research Methods and Evaluation
With the goal of gaining facility in critical evaluation of published research and preparation for master’s level research positions, this course provides training in the basic use of descriptive statistics, experimental and quasi-experimental research designs, and parametric and nonparametric statistical methods.
Credits: 3.0
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PSY 6080 Child Psychopathology
Examines difficulties in child development and adjustment. Disturbed behavior in children is studied in relationship to physiological, environmental and social influences. The etiology of childhood disturbances, treatment modalities and methods for prevention are explored within the framework of the major personality theories. Clinical examples, case studies and current research are emphasized.
Credits: 3.0
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PSY 6090 Developmental Psychopathology
This course examines difficulties in child development and adjustment. Disturbed behavior in children is studied in relation to physiological, environmental and social influences. The etiology of childhood disturbances, treatment modalities and methods for prevention are explored within the framework of the major personality theories. Clinical examples, case studies and current research are emphasized.
Credits: 3.0
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PSY 6100 Human Growth and Development I
This year-long course sequence aims to provide a foundation for understanding human behavior across the lifespan. It covers the biological and environmental bases of human development, theories and research on the development of personality, cognition, social relations and the cultural and systems contexts of adaptive and maladaptive behavior. The course provides a theoretical and research base for how counselors can change human behavior (e.g., psychotherapeutic and psychopharmacologic interventions). (6 credits; taken in conjunction with PSY 6110 )
Credits: 3.0
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PSY 6110 Human Growth and Development II
This year-long course sequence aims to provide a foundation for understanding human behavior across the lifespan. It covers the biological and environmental bases of human development, theories and research on the development of personality, cognition, social relations and the cultural and systems contexts of adaptive and maladaptive behavior. The course provides a theoretical and research base for how counselors can change human behavior (e.g., psychotherapeutic and psychopharmacologic interventions). (6 credits; taken in succession of PSY 6100 )
Credits: 3.0
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PSY 6190 Psychodynamic Theories
This course is designed to provide graduate students with the framework necessary for the engagement, assessment and treatment of patients from a psychodynamic perspective. The contribution of psychodynamic psychology to our understanding of normal development and developmental pathology will be reviewed, as well as key psychodynamic theories and the application of these theories to the practice of psychotherapy. Traditional and contemporary psychodynamic models will be compared and contrasted with discussions that focus on how the various theories address specific issues associated with treatment.
Credits: 3.0
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PSY 6300 Intellectual Testing
The chief aim is to understand the techniques and purposes of the individualized evaluation of intelligence. The Wechsler-Bellevue Scales, Stanford-Binet, Goodenough Drawing, Bender-Gestalt and Illinois Test of Psycholinguistic Abilities are some of the tests studied. Opportunities for administration of tests are provided. Students will be charged an additional Psychology Lab Fee when enrolling in this course.
Credits: 3.0
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PSY 6400 Psychopathology
This course explores the biological, behavioral, cognitive, humanistic, and psychodynamic and socio-cultural explanations of abnormal behavior and teaches students how to assess Axis I and Axis II disorders. The purposes and use of this DSM-IV are discussed. The importance of research in this area is emphasized.
Credits: 3.0
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PSY 6410 Cultural and Social Issues in Clinical Practice
This course seeks to broaden students’ understanding of the cultural differences between the diverse populations that make up our society, the social problems faced by minorities and women, and how stereotypes, biases, and role and performance expectations related to particular cultural or social groups are part of the common socialization patterns. The overall aim is to improve the self-awareness, knowledge base, and sensitivity of students in cultural and social areas so that they can be more effective clinicians. Toward this end, the course is designed to explore the many forms of prejudice and discrimination in our society and to identify cultural differences in our society and to identify cultural differences in our society that affect clinical practice, such as diverse beliefs concerning illness, healing, and authority.
Credits: 3.0
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PSY 6420 Group Interventions
This course provides an introduction to the understanding of group process and the skill and processes involved in bringing about growth and change in individuals through group intervention. It seeks to expand students’ conceptual framework of the helping process by providing models of group dynamics and the intervention skills that facilitate goal achievement in each of the phases of group work. Common elements in work with individuals, families, and groups will be emphasized. Both the commonalities of diverse types of groups and the uniques aspects related to setting and purpose of the intervention are also considered.
Credits: 3.0
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PSY 6450 Health Psychology
This course is designed to provide a broad overview of the related fields of health psychology and behavioral medicine. Various theoretical perspectives are used to develop an understanding regarding the ways in which biological, psychological, and social factors interact with and affect: 1) people’s efforts to achieve good health and prevent illness, 2) factors underlying health habits and lifestyles, 3) stress and coping and their role in illness, 4) factors related to seeking and receiving treatment for medical problems, 5) pain and its treatment, and 6) the recovery, rehabilitation, and psychosocial adjustment of people with serious health problems and chronic illnesses such as cancer and heart disease. This course also addresses the role of research in clinical psychological interventions and the various ways in which these interventions can both improve health behaviors and patients’ quality of life. admission to the graduate program in Clinical Health Psychology
Credits: 3.0
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PSY 6500 Assessment I
This course introduces the counseling student to basic concepts of standardized and non-standardized testing of mental status at the individual and group level. Underlying concepts and instruments for appraising personality, mood, drug and alcohol abuse, and other functionally oriented measures will also be discussed. Fundamentals of assessment and evaluation such as test construction and issues of validity, reliability, measures of central tendency and variability are covered, in addition to how sociocultural factors can influence the assessment and evaluation process within the context of the counseling environment. Opportunities for administration of tests are provided. Ethical/legal considerations will also be examined.
Credits: 3.0
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PSY 6510 Assessment II
This course introduces the counseling student to basic concepts of standardized and non-standardized testing of mental status at the individual and group level. Underlying concepts and instruments for appraising personality, mood, drug and alcohol abuse, and other functionally oriented measures will also be discussed. Fundamentals of assessment and evaluation such as test construction and issues of validity, reliability, measures of central tendency and variability are covered, in addition to how sociocultural factors can influence the assessment and evaluation process within the context of the counseling environment. Opportunities for administration of tests are provided. Ethical/legal considerations will also be examined.
Credits: 3.0
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PSY 6670 Environmental Psychology
A variety of group experiences and techniques_group therapy, group counseling, family therapy, sensitivity training, encounter groups and self-help groups such as Alcoholics Anonymous are studied. Selected aspects of group dynamics and communication are also investigated.
Credits: 3.0
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PSY 6700 Introduction to Clinical Practice: Helping Relations I
This year long course sequence (PSY 6700 & PSY 6710) is designed to educate students in the basic procedures of ethical and culturally responsive clinical practice including the individual and systems perspectives. The courses include ethical issues in clinical practice, intake interviewing, initial assessment, engaging the client, formulating a treatment plan, implementing treatment, assessing progress, and terminating treatment. These courses also explore the characteristics and behaviors of the counselor and the client that influence the therapeutic process.
Credits: 3.0
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PSY 6710 Introduction to Clinical Practice: Helping Relations II
This year long course sequence (PSY 6700 & PSY 6710) is designed to educate students in the basic procedures of ethical and culturally responsive clinical practice including the individual and systems perspectives. The courses include ethical issues in clinical practice, intake interviewing, initial assessment, engaging the client, formulating a treatment plan, implementing treatment, assessing progress, and terminating treatment. These courses also explore the characteristics and behaviors of the counselor and the client that influence the therapeutic process.
Credits: 3.0
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PSY 6720 Ethics and Professional Orientation
This course will provide an understanding of various aspects of professional functioning in the field of mental health counseling and clinical psychology. Particular emphasis is placed on the ethical standards, ethical behaviors and their implications for clinical service delivery.
Credits: 3.0
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PSY 6730 Foundations of Career Development
This course is an overview of theories, processes, and determinants of career development and occupational choice. The history and current trends of career development theories and vocational counseling will be disucssed. Consideration will be given to both developmental and contextual factors that influence career and vocational decision making. Special emphasis is devopted to techniques of appraisals for career counseling, including the use of interviews, assessments, and work situations.
Credits: 3.0
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PSY 6800 Family Therapy:Theories and Practice
This course introduces students to the various theoretical models of family function and dysfunction, and specific therapy skills related to the models for helping the family better understand its needs and dynamics and to develop the kind of strategies for change that will enable it to move forward in more functional ways. Techniques for family counseling are discussed.
Credits: 3.0
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PSY 6810 Brief and Time Effective Interventions
The aim of this course is to introduce students to the methods of brief therapy by providing them with a theoretical knowledge base about different models of brief therapy and the basic skills for beginning to implement these therapies. Budman’s time-effective approach, and behavioral, cognitive, solution oriented, strategic, narrative, interpersonal, and crisis intervention therapies will be explored. Students learn how to implement brief and time effective interventions in their counseling practice.
Credits: 3.0
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PSY 6820 Psychology of Aging
This course provides an in-depth overview of the psychology of aging, with an additional focus on specific topics relating to physical and mental health in mid-to-later stages of life. With the older population growing at an accelerated pace, it is essential for mental health professionals to develop expertise in health and well-being in the later stages of life. We will discuss basic topics as well as ongoing debates in the field, including readings from biological, cognitive, affective, social, health, and clinical domains of psychology. Prerequisite(s): Enrollment in the MA or PsyD programs in Psychology
Credits: 3.0
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PSY 6830 Substance Abuse:Interventions
The aim of this course is to provide students with basic knowledge about pharmacology and toxicites of drugs of abuse and about substance abuse disorders. This course also introduces students to the therapeutic approaches and community resources that are most useful in intervening in these dirorders. Areas covered include alcohol, marijuana, heroin, amphetamines, and abused derivatives of amphetamines, cocaine, and barbituarates. The course also addresses other addictive/compulsive disorders such as gambling addictions and eating disorders. Students learn counseling intervention techniques for person with addictive/compulsive disorders. Prerequisite(s): Must be enrolled in a graduate program in Nursing or Clinical Psychology.
Credits: 3.0
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PSY 6840 Clinical Psycopharmacology
This course examines basic principles and research methods including ethics issues in drug research. The physiological, behavioral, and psychotherapeutic effects of the major classes of drugs in clinical use are discussed and an emphasis is placed on differentiating the appropriate uses, mechanisms, therapeutic and side effects, toxicities, and main drug interaction of these agents. Developmental issues in drug use (e.g., childhood, adolescence, and aging) are also discussed.
Credits: 3.0
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PSY 6850 Cognitive Behavior Therapy
This course provides an intensive focus on multiple topics related to cognitive behavior therapy, an evidence-based approach used to treat a wide range of psychological disorders. Students will develop a solid understanding of research and clinical aspects of cognitive behavior therapy and will be trained in multiple approaches to clinical problems, which will then be applied to specific psychological disorders. Students will demonstrate competency in the foundations of relevant clinical skills and will be able to trace their empirical roots. Students will critically evaluate various clinical scenarios that employ cognitive behavior techniques, from ethical and other perspectives. Prerequisite(s): Student must be enrolled int he Clinical Psychology Doctorate program.
Credits: 3.0
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PSY 6900 Clinical Practicum I
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques, and professional issues studied in the foundation courses that help shape, guide and inform supervised clinical field experiences. Students will be charged an additional Malpractice Liab Ins Fee when enrolling in this course. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes.
Credits: 3.0
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PSY 6910 Clinical Practicum II
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques, and professional issues studied in the foundation courses that help shape, guide and inform supervised clinical field experiences. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes.
Credits: 3.0
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PSY 6920 Clinical Practicum III
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques, and professional issues studied in the foundation courses that help shape, guide and inform supervised clinical field experiences. Students will be charged an additional Malpractice Liab Ins Fee when enrolling in this course. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes.
Credits: 3.0
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PSY 6930 Clinical Practicum IV
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques, and professional issues studied in the foundation courses that help shape, guide and inform supervised clinical field experiences. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes. Prerequisite(s): PSY 6920
Credits: 3.0
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PSY 6940 Clinical Practicum V
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques, and professional issues studied in the foundation courses that help shape, guide and inform supervised clinical field experiences. Students will be charged an additional Malpractice Liab Ins Fee when enrolling in this course. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes.
Credits: 3.0
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PSY 7000 Independent Study
To be arranged with supervisor and approved by graduate director and department chair. Only one independent study may be taken in the program.
Credits: 1.0 - 6.0
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PSY 7003 Dissertation I
This is the first in a three-course sequence examining various topics related to the planning, execution, and completion of a doctoral level dissertation. The course begins with a description of the expectations and purpose of the dissertation document, including appropriate choice of topic, time managment, all elements of planning and conducting the research, and aspects of writing the thesis. Elements of psychology research such as literature review, measurement, methods, and ethics will be covered in didactic lectures, class discussion, peer review exercises, and instructor feedback. In addition, elements of writing and scholarship such as grammar, graphical displays, avoiding plagiarism, formatting, and other APA Style guidelines will be thoroughly reviewed.
Credits: 3.0
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PSY 7004 Dissertation II
This is the second course in a sequence examining various topics related to the planning, execution, and successful completion of the doctoral dissertation. The course begins with a review of the expectations and purpose of the dissertation, including time management, planning and conducting the research, writing the thesis, and the oral defense. Topics that are covered include methodology, subject recruitment and sampling, data management and analysis strategies, statistical analyses, and interpretation and discussion of results. The format of the course will include didactic lectures, class discussion, peer review exercises, and instructor feedback. Elements of writing and data presentation will be covered including graphical displays, formatting, APA Style guidelines and publishing strategies. All students will complete data collection, analyze their data, and present their projects in mock defense format in the later phase of the course. Prerequisite(s): PSY 7003
Credits: 3.0
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PSY 7050 Clinical Practicum VI
This course provides a framework in which students can integrate theory, research, and practice of psychothreapy, with emphasis on clinical supervision and consultation. The weekly seminars offer an essential forum for didactic training and discussion of advanced techniques and professional issues that help complement the supervised clinical field experience in ways that also shape, guide and inform the students’ potential role as a supervisor. Students enrolled in this course must complete 16-20 hours per week of clinical time over the semester; in addition, students meet 1 times per week for 2 hours and 40 minutes hours/minutes.
Credits: 3.0
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PSY 7200 Seminar in Social Psychology
The course will examine both personal and situational factors that influence cognition, affect, and behavior as well as the interplay between the person and the situation. Students will master the various intellectual approaches in understanding processes in social psychology, such as “hot” (emotion and motivation) versus “cold” (cognition), controlled versus automatic, and implicit versus explicit. We will also draw on diverse perspectives such as social neuroscience and cross-cultural psychology in the study of social psychological phenomena. This course will provide students with a solid theoretical and empirical background in social psychology as well as engage students in applying social psychological principles to clinical research and practice.
Credits: 3.0
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PSY 7800 History and Systems of Psychology
This course is a survey of the development of modern psychological thought beginning with the early Greeks and culminating in the twenty-first century. The emphasis within the course will be upon the development of psychology as a science and the rise of the applied aspects of psychology. The origins of the scientific method and the early attempt to apply this methodology to psychological issues will also be presented from several perspectives.. Particular attention will also be given to key historical figues in their cultural context and their impact on the field.
Credits: 3.0
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PSY 7845 Pediatric Psychology
This course provides a comprehensive introduction to various topics in pediatric psychology, defined as the application of psychological research and evidence-based practice in the context of pediatric health. Students will gain a solid background of knowledge of the most prevalent chronic illnesses in children and how they are affected by human development, parent and child coping, family dynamics, the behavior of medical professionals, peer and school issues, and other factors. Although pediatric psychology research and corresponding interventions are the main focus of the course, students will also practice and master clinical skills in pediatric psychology inverventions and will be able to critically evaluate legal and ethical issues in the field. Prerequisite(s): Must be enrolled in the Clinical Psychology Doctorate program.
Credits: 3.0
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PSY 7850 Theories of Psychother. Pers.
This course provides an overview of the major theories of counseling (e.g., pyschodynamic, behavioral, cognitive, existential, rational-emotive), and personality (e.g., biological, state-trait, behavioral, psychodynamic). Students will read classic and contemporary theoretical papers and engage in in-depth discussions and critiques of their strengths, limitations and applications. The course will also evaluate how these theories apply to our understanding of human personality and the clinical history of personality disorders.
Credits: 3.0
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PSY 7855 Advanced Evidence-Based Psychotherapies
This course will enhance students’ ability to effectively and confidently work with a variety of patient populations by introducing a range treatment approaches to supplement more tranditional Cognitive-Behavioral Therapy (CBT) and psychodynamic techniques. The theory, research and treatment techniques associated with evidence-based treatments such as Interpersonal Therapy (IPT), Dialectical Behavior Therapy (DBT), Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) will be critically explored to prepare advanced students for clinical internships and practice. Prerequisite(s): PSY 6810 minimum grade of D.
Credits: 3.0
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Science |
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SCEN 5000 Science Methods
This course is aimed at teaching professionals. It provides an overview of the scientific disciplines of astronomy, physics, chemistry, geology, and biology, as well as instruction methods for each.
Credits: 3.0
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SCEN 5010 Physical Science
This course is designed for elementary/middle school teachers. Its purpose is to develop students’ analytical abilities in the physical sciences. It is an overview of the physical sciences, including fundamentals of measurement, mechanics, thermal physics, electromagnetism, optics, atomic and nuclear physics, and astronomy. The historical perspective between the physical sciences and technology will be examined, as well as the contributions from various cultures. Prerequisite(s): SCEN 5000
Credits: 3.0
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SCEN 5020 Physical Science II
This course is aimed at teaching professionals at the K-8 grades. Topics will be covered through an inquiry-based mode and will represent the fundamental principles of chemistry such as: the physical and chemical properties of matter, gas laws characteristics of elements, compounds and mixtures, knowledge of chemical bonding and chemical formulas, chemical reactions and balancing chemical equations, atomic theory, historical development and cultural significance of chemical science, major components of the atom, and the Periodic Table. Prerequisite(s): SCEN 5000
Credits: 3.0
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SCEN 5030 Life Science
This course is aimed at teaching professionals. It is an overview of the life sciences, including evolution, cell biology, genetics, microbiology, animal physiology, botany, and ecology. Prerequisite(s): SCEN 5000
Credits: 3.0
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SCEN 5040 Earth Systems Science
An interdisciplinary course that analyzes the fundamental processes governing the hydrosphere, atmosphere, lithosphere, and biosphere. Individual topics address connections between Earth systems operation, current environmental problems, and the role of humans in these processes. Prerequisite(s): SCEN 5000
Credits: 3.0
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Secondary Education Middle School |
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SMAT 5000 Knowing Your Adolescent Learner I
Knowing Your Adolescent Learner I is a 3 credit hybrid graduate course that runs prior to residency. This course is a comprehensive inquiry into contemporary perspectives and practices as it relates to the middle school and high school learning environment - learners, teachers, classrooms, schools and global societies. Utilizing a modular approach, students will analyze critical issues that inform planning, instruction, learning and teacher-student interactions. Students will be expected to conduct correlative research in adolescent psychology and its impact on the educational environment.
Credits: 3.0
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SMAT 5020 Knowing Your Adolescent Learner II
Knowing Your Adolescent Learner II is a 3 credit hybrid graduate course that runs prior to residency. This course is a comprehensive inquiry into contemporary perspectives and practices as it relates to the middle school and high school learning environment - learners, teachers, classrooms, schools and global societies. Utilizing a modular approach, students will analyze critical issues that inform planning, instruction, learning and teacher-student interactions. Students will be expected to conduct correlative research in adolescent psychology and its impact on the educational environment.
Credits: 3.0
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SMAT 5100 The Art of Teaching in the 21st Century
The Art of Teaching in the 21st Century is a 6 credit or 90 hour hybrid course that runs prior to residency. This course is designed to prepare prospective teachers for a successful induction into teaching. It is designed to help bridge the perceived gap between theory and practice. In this course teaching is understood according to the latest Professional Teaching Standards and recommendations of Common Core Curriculum Standards (CCCS). This course will include competence in planning, conducting and assessing learning experiences. The course places emphasis on issues of equity, working with diverse student populations, lesson planning, effective technology infusion, inquiry-based learning, managing classroom procedures, and establishing a culture for learning. Students will explore and analyze critical issues related to education practices.
Credits: 6.0
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SMAT 5220 Knowing Your Profession II
Knowing Your Profession II is a hybrid graduate course that runs concurrently with teacher residency. The course synthesizes the methods content course, field experience/residency, and educational foundations by focusing on topics such as the context of schools, school reform, advocacy, research about teaching diverse students, school politics, national teaching standards, and the content area standards. Students will be expected to produce; a research-based teacher work sample that includes a literature review and social justice lesson plan in their content area; a school reform project; and, a professional portfolio. Students will explore the legal, economic, and institutional constraints on schools, and the intellectual, cultural and social possibilities of schools. This course will stress the reconstructionist model, and groom teacher candidates to become agents for social justice and change. The assessments are designed to move candidates toward critical reflective practice.
Credits: 3.0
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SMAT 5300 Mathematics Content and Pedagogy Colloquium I
Mathematics Content Pedagogy and Colloquium I is a hybrid graduate course that runs concurrently with teacher residency. The purpose of this course is to prepare teacher candidates with effective pedagogical and assessment techniques for middle school and high school mathematics, as outlined by the National Council of Teaching Mathematics (2000), National Board for Professional Teaching Standards (2002), and the Common Core State Standards (2010). Approaches of integrating technology, collaborating, co-teaching, and various methods of assessment will be looked at in depth throughout the course. Students will be able to identify, plan and implement strategies for teahcing and learning mathematics in middle school and high school.
Credits: 3.0
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SMAT 5320 Mathematics Content and Pedagogy Colloquium II
Mathematics Content Pedagogy and Colloquium II is a hybrid graduate course that runs concurrently with teacher residency. The purpose of this course is to prepare teacher candidates with effective pedagogical and assessment techniques for middle school and high school mathematics, as outlined by the National Council of Teaching Mathematics (2000), National Board for Professional Teaching Standards (2002), and the Common Core State Standards (2010). Approaches of integrating technology, collaborating, co-teaching, and various methods of assessment will be looked at in depth throughout the course. Students will be able to identify, plan and implement strategies for teahcing and learning mathematics in middle school and high school.
Credits: 3.0
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SMAT 5400 Arts Content Pedag Coll I
Arts Content Pedagogy and Collequium I is a hybrid three credit course that will fulfill the first part of the arts content pedagogy and the colloquium requirement for teachers to be certified as visual arts teachers K-12. The objective of the course is to introduce, explore, and utilize global, aesthetic, and educational resources for graduate students to become enlightened teachers in multifacted areas of visual arts teaching and learning. The hybrid course is designed for future teachers to facilitate visual art lesson planning that fulfills NJCCCS arts standards, develop instructional platforms, foster creativity in hands-on studio and museum projects, provide model assessments, and gain leadership skills in art education to foster collaborative learning within their schools.
Credits: 3.0
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SMAT 5420 Arts Content Pedag and Coll II
Arts Content Pedagogy and Collequium II is the second part of a hybrid three credit course that will expand upon arts teaching pedagogies in diverse media and the colloquium requirement for teachers to be certified as visual arts teachers at the elementary through secondary level. The objective of the course is to engage, explore, explain, extend and evaluate global, aesthetic, and educational resources for graduate students to become enlightened teachers in multifacted areas of visual arts teaching and learning. The hybrid course is designed for future teachers to facilitate visual art lesson planning that fulfills NJCCCS arts standards, develop instructional platforms, foster creativity in hands-on studio and museum projects, provide model assessments, and gain leadership skills in art education to foster collaborative learning within their schools.
Credits: 3.0
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SMAT 5500 Science Content and Pedagogy I
Science Content and Pedagogy is a 3 credit hybrid graduate course that runs concurrently with teacher residency. Emphasis is on developing culturally relevant pedagogy, implementing a coherent, multicultural curriculum, and managing a safe and engaging learning environment with high expectations for diverse learners in middle school and high school. Currently recommended strategies that help learners to construct knowledge and understand science ideas are emphasized along with the curriculum recommendations of state and national science education standards and the common core. Candidates participate as learners in lessons that model current recommendations and they study practices of successful teachers through case studies and school visitations. Lessons planned in the methods laboratory are taught in the field. Candidates assess their teaching effectiveness through feedback from a variety of sources including peers, learners in the schools, cooperating teachers, and methods professors. Candidates work collaboratively to plan curriculum projects, to identify and solve problems associated with teaching science in the schools, and to collect and share resources for teaching and safe management of the learning environment.
Credits: 3.0
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SMAT 5520 Science Content and Pedagogy II
Science Content and Pedagogy is a 3 credit hybrid graduate course that runs concurrently with teacher residency. Emphasis is on developing culturally relevant pedagogy, implementing a coherent, multicultural curriculum, and managing a safe and engaging learning environment with high expectations for diverse learners in middle school and high school. Currently recommended strategies that help learners to construct knowledge and understand science ideas are emphasized along with the curriculum recommendations of state and national science education standards and the common core. Candidates participate as learners in lessons that model current recommendations and they study practices of successful teachers through case studies and school visitations. Lessons planned in the methods laboratory are taught in the field. Candidates assess their teaching effectiveness through feedback from a variety of sources including peers, learners in the schools, cooperating teachers, and methods professors. Candidates work collaboratively to plan curriculum projects, to identify and solve problems associated with teaching science in the schools, and to collect and share resources for teaching and safe management of the learning environment.
Credits: 3.0
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SMAT 5600 Master Of Arts in Teaching Residency I
Master of Arts in Teaching Residency and Seminar is a 3 credit hybrid graduate course that runs concurrently with content pedagogy and colloquium. This year-long residency in a classroom setting under the supervision of a highly effective and experienced classroom teacher and a university mentor is designed to support teacher candidates as they apply professional knowledge, skills and dispositions in support of student learning. Teacher candidates work in classrooms with students of varied cultural and linguistic backgrounds and exceptionalities. Teacher candidates keep a daily journal and will be observed a minimum of ten (10) times during the year. Teacher candidates will receive both pre and post lesson feedback from the university supervisor and classroom teacher. A weekly seminar accompanies the residency experience where teacher candidates reflect on their teaching practice, themselves as lefelong learners, and the current landscape of education in the United States and the world. Prerequisite(s): SMAT 5000 and SMAT 5100 .
Credits: 3.0
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SMAT 5620 Master Of Arts in Teaching Residency II
Master of Arts in Teaching Residency II is a 3 credit hybrid graduate course that runs concurrently with content pedagogy and colloquium. This year-long residency in a classroom setting under the supervision of a highly effective and experienced classroom teacher and a university mentor is designed to support teacher candidates as they apply professional knowledge, skills and dispositions in support of student learning. Teacher candidates work in classrooms with students of varied cultural and linguistic backgrounds and exceptionalities. Teacher candidates keep a daily journal and will be observed a minimum of ten (10) times during the year. Teacher candidates will receive both pre and post lesson feedback from the university supervisor and classroom teacher. A weekly seminar accompanies the residency experience where teacher candidates reflect on their teaching practice, themselves as lefelong learners, and the current landscape of education in the United States and the world.
Credits: 3.0
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SMAT 5700 Ss Content Pedag & Coll I
Social Studies Content Pedagogy and Colloquium I is the first part of a two semester hybrid graduate course that runs concurrently with teacher residency. Students will learn about the history and purpose of the social studies, as well as methods on how to teach the National Council for the Social Studies thematic strands, the NJCC standards for social studies, and the Common Core Social Studies - Literacy standards for teaching diverse learners in the middle and high school.
Credits: 3.0
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SMAT 5720 Ss Cont Pedag&Coll II
Social Studies Content Pedagogy and Colloquium II is the second part of a two semester hybrid graduate course that runs concurrently with teacher residency. Student will learn about the history and purpose of the social studies, as well as advanced methods on how to teach the National Council for the Social Studies thematic strands, the NJCC standards for social studies, and the Common Core Social Studies-Literacy standards for teaching diverse learners in the middle and high school.
Credits: 3.0
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SMAT 5800 Eng La Cont Ped & Coll II
This course focuses on the preparation of prospective/in-service teachers in becoming knowledgeable about English, literature, oral, visual, and written literacy, print and non-print media, technology, and research theory in secondary English Language Arts in today’s diverse schools. The methods of teaching English Language Arts from the planning and delivery of instruction to assessment will also be addressed. This course is designed to provide students with an opportunity to articulate their philosophies and visions as English teachers, and to engage students in developing critical pedagogical theories and practices that will help them enact their philiosophies and visions. This course is predicated on the assumption that all teaching is based on theory - that praxis revelas theory. Along with the notion that English Language Arts content area is a conduit to teach about humanity, cultures, life issues, power and social structures, and change through out the globe and ages.
Credits: 3.0
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SMAT 5820 English/La Cont Ped Col II
This colloguium accompanies the student teaching internship focusing on the discussion and reflection of the English education students’ teaching experiences. Students will analyze their educational experience at WPU with a specific focus on the secondary certification program. Students will examine their student teaching experience, school and classroom dynamics, and how to effect change all in an effort to becoming teacher-leaders. Teachers from local schools will be invited to discuss securing a teaching position, professional development and life as a teacher. This course will bring together content knowledge, professional disposition, instructional methods, assessment strategies, collaboration, diversity, classroom management, and technology. In this capstone colloquium, students are expected to demonstrate their proficiency skills in content knowledge, pedagogy, and assessment which are necessary to become a teacher by completing a Teacher Work Sample.
Credits: 3.0
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SMAT 5900 World Lang Cont Ped Coll I
World Languages Content Pedagogy and Colloquium I is the first part of a two semester graduate course that runs concurrently with teacher residency. The purpose of this 3 credit course offering is to prepare teacher candidates with effective pedagogy, methods and assessment techniques for teaching World Languages in K-12 settings, as outlined by the National Standards for Foreign Language Education, the National Board for Professional Teaching Standatrds and the New Jersey Core Curriculum Content Standards. Approaches for developing lesson and unit plans, meeting the needs of diverse learners, integrating technology, utilizing various teaching methodologies as well as using and analyzing appropriate assessments will be looked at in-depth throughout the course. The main goal of this course is for teacher candidates to be able to identify, plan, and implement strategies and techniques for the effective teaching, learning, and assessment of world languages in New Jersey K-12 schools.
Credits: 3.0
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SMAT 5920 World Lang Cont Ped&col II
World Language Content Pedagogy and Colloquium II is the second part of a two-semester graduate course that runs concurrently with teacher residency. The purpose of this 3 credit course is to prepare teacher candidates with advanced pedagogical knowledge, methods and assessment techniques for teaching World Languages in K-12 sessions, as outlined by the National Standards for Foreign Language Education, the National Board of Professional Teaching Standards and the New Jersey Core Curriculum Content Standards. Approaches for developing lesson and unit plans, meeting the needs of diverse learners, integrating technology, utilizing various teaching methodologies as well as using and analyzing appropriate assessments will be looked at in-depth throughout the course. The main goal of this course is for teacher candidates to be able to identify, plan, and implement advance strategies and techniques for the effective teaching learning and assessment of world languages in New Jersey K-12 schools.
Credits: 3.0
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SMAT 7000 Independent Study
Independent research arranged with a faculty sponsor and agreed upon by the department chair and dean. The course provides independent study for the residency and methods coursework required for the Masters of Arts in Teaching in Secondary Eduction.
Credits: 3.0
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SOC 5100 Sociology of Cities
This course explores the evolution of an urban society and the changing spatial distribution of people and social institutions within the urban setting. Consideration is given to the nature and importance of urbanism as a world phenomenon, the complex structure of the modern metropolis, the interdependence of city and suburb, and the effects of urban life in modern American society.
Credits: 3.0
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SOC 5140 Survey Research
This course will give students an advanced understanding of (1) different perspectives of social inquiry; (2) commonly utilized survey research methods and quantitative techniques; and (3) strategies and skills to design, execute, and report empirical social research.
Credits: 3.0
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SOC 5150 Data Analysis
This course will introduce students to (1) the basic statistical concepts; (2) skills in questionnaire coding, computer data creation, and data management; (3) commonly utilized methods and computer data analysis techniques; and (4) the interpretation and reporting of output files of computer data analysis in empirical social research. Course offered Fall Semester only.
Credits: 3.0
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SOC 5160 Evaluation of Social Action
The course examines different evaluation techniques and applications widely employed to appraise the effectiveness of social intervention programs. Through the application of research design and methodology, students are introduced to the benefits of scope assessment, impact analysis cost-effectiveness, and performance measurements. In addition, students design an evaluation project on the topic of their choice. Students gain an understanding of the social environment for conducting and implementing research. Prerequisite(s): SOC 5140 or equivalent
Credits: 3.0
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SOC 5170 Interviews and Focus Groups
This course is a survey of qualitative research methods that focuses on how qualitative methodologies can be used by professionals in the workplace. Students learn how researchers formulate research questions and determine the methodology appropriate to answer them. They also learn about the ethics involved in conducting research and become certified by IRB at William Paterson University to conduct qualititative research projects they carry out as part of the requirements of this course. Course offered every third semester.
Credits: 3.0
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SOC 5180 Applied Sociological Theory
This course introduces students to selected classical and modern theories in the context of their development as responses to historical social concerns and their contemporary applications. Students will read original sources by a variety of theorists such as Marx, Durkheim, Weber, Simmel, Mead, Du Bois, Gillman, Parsons, Merton, Coser, Dahrendorf, Blumer, Goffman, Garfinkel, Habermas, and Foucalt; and interpret their content within contemporaneous settings including the arts, social services, health care, and the professions. Course offered Spring Semester only.
Credits: 3.0
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SOC 5190 GIS- Basic Mapping I
This course serves as an introduction to the world of maps- how to use, interpret, and analyze maps to obtain information about a wide variety of topics. Discussions include mental maps, aerial photos, computer-assisted cartography, and Geographical Information Systems (GIS). Laboratory work includes digital map applications and GIS exercises. Course offered every third semester.
Credits: 3.0
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SOC 5200 GIS II: Principles of Geographic Information Science
This course builds on GIS I: Basic Mapping by providing students with practical knowledge of map usage and GIS software. This course covers basic concepts and theories of Geographic Information Science (GISc), as well as provides actual hands-on experience with a Geographic Information Systems (GIS) software package for computer mapping and data analysis. Through a series of lectures, GIS laboratory exercises, and the design of a GIS project, students are taught the variety of ways GIS can be used in the natural and social sciences, as well as many other fields. GIS is beneficial to any field using information which is linked to geography, such as environmental management, economic development, real estate, urban planning, public health administration, epidemiology, archaeology, marketing, political science, navigation, and tourism, as well as cartography, demography, climatology, and natural resources. Laboratory exercises will include simple database creation, generation of statistics, data analysis, and the production of thematic maps and charts. Demographic, socio-economic, environmental, land use and health data sets will be utilized in the lab exercises. Prerequisite(s): SOC 5190
Credits: 3.0
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SOC 5210 Contemporary Issues in the Workplace
This course examines the separate rights and responsibilities of the employer and employee and the inherent conflict between management prerogatives and employee protections. Included are such topics as affirmative action, industrial relations, privacy, free expression, downsizing, and workforce diversity. Course offered every two years, Summer Semester.
Credits: 3.0
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SOC 5310 Program and Policy Evaluation
The course examines different evaluation techniques and applications widely employed to appraise the effectiveness of social intervention programs. Through the application of research design and methodology, students are introduced to the benefits of scope assessment, impact analysis, cost-effectiveness, and performance measurements, among other evaluation techniques. Students gain an understanding of the social environment while conducting and executing an evaluation research. Course offered Spring Semester only.
Credits: 3.0
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SOC 5400 Diversity in America
This foundation course introduces students to basic concepts, perspectives, and theories about multiculturalism. Included are the areas of age, ethnicity, gender, race, and sexual orientation. Emphasis is placed on the long-term existence of multiculturalism in U.S. society, how the social structure often perpetuates inequalities, and the agendas of various multicultural advocates.
Credits: 3.0
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