Apr 30, 2024  
Mercy College 2021-2022 Graduate Catalog 
    
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Mercy College 2021-2022 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Education
  

  • EDUC 674 - Assistive Learning Technologies for Students with Special Needs

    Credit(s): 3
    3 semester hours
    Prerequisite(s): EDUC 502  
    This course is an applied course focusing on two essential questions: How does Universal Design for Learning (UDL) help teachers differentiate instruction for diverse learners? And how do teachers use adaptive and assistive instructional technology to help meet the educational, social, and communicative needs of students with disabilities? Candidates will acquire the knowledge, techniques, and experience to integrate educational technology methodology with the New York State Learning Standards for students with disabilities. Populations addressed include students with disabilities in Early Childhood, Childhood, Middle Childhood, and Adolescence education. Special emphasis is placed on use of assistive technologies to help students with disabilities access the general education curriculum to the maximum extent possible in order to provide a free and appropriate education within the least restrictive environment. Ten hours of fieldwork are required.

  

  • EDUC 686 - Practicum and Seminar in Applied Behavior Analysis

    Credit(s): 3
    3 semester hours
    This practicum is designed to provide students hands-on experience in implementing, evaluating, and participating in the development and revision of behavior analytically based instruction and related procedures for children with autism spectrum disorder and other related disabilities. Supervised in-situ training will be available in service delivery settings that utilize a behavior analytic approach to teaching and learning. A Certified Licensed Behavior Analyst will deliver on-site supervision as employed by the service delivery setting. A Certified Licensed Behavior Analyst in a group setting will conduct supervision seminar weekly during this course. The practicum curriculum meets part of the requirements set forth by NYS to become a Licensed Behavior Analyst. Requires 150 Practicum Hours.

  

  • EDUC 707 - Mentoring Seminar in TESOL

    Credit(s): 3
    3 semester hours
    Prerequisite(s): Passing scores on the ESOL CST
    The professional semester is comprised of a mentored teaching experience and the corresponding seminar. It is the capstone course of the TESOL graduate education program. Mentored experience is defined as a full-day, full-time, school-based experience that is mentored by both certified, experienced teachers and school administrators, as well as a college field supervisor. The experience is designed to reflect the reality of the TESOL classroom. The seminar focuses on issues relative to the INTASC Standards for Licensing Beginning Teachers, as well as those of TESOL. Pertinent issues and topics related to the expectations expressed in the Standards form the basis for presentations, group discussions and/or video analysis. Seminar topics incorporate effective instructional planning strategies, school organization, materials’ review and adaptation and the management of ESL program classes. Provisions are made for cooperative examination and reflection of field experiences and assessment of instructional outcomes. Twenty days of appropriate in school experiences are required. Fall and spring only
  

  • EDUC 708 - Thesis Project

    Credit(s): 3
    3 semester hours
    Prerequisite(s): Completion of all other required Education courses (For professional certificate.)
    This course will provide a culminating experience under the guidance of a mentor. Students may choose to write a research-based theoretical paper following an appropriate research manual style, or engage in an action-based project. Action research can be performance-based, authentic, portfolio, or outcome-based. The topic selected by the student may be developed from one pursued in a previous course, or it may be new. The course will conclude with individual student presentations.

  

  • EDUC 709 - Student Teaching Experience

    Credit(s): 3
    3 semester hours
    Prerequisite(s): Completion of 30 credits of coursework
    Passing score on the CST in the major degree area. The professional semester is comprised of the student teaching experience and the corresponding seminar. It is considered the capstone course of the graduate education program. Student teaching is defined as a full-day, full-time, school-based experience that is supervised by both certified, experienced teachers and a college field supervisor. The experience is designed to reflect the reality of the classroom. The weekly seminar addresses issues relative to the INTASC Standards for Licensing Beginning Teachers. Therefore, pertinent issues and topics related to the expectations expressed in the Standards will form the basis for presentations, group discussions and/or video analysis. Specific emphasis will be placed on reflective journal. Candidates must submit an edTPA examination to Pearson as one of the course requirements. A candidate will not pass the clinical practice course without submitting proof of his or her edTPA submission in the form of a receipt from Pearson by the end of the semester’s grading period. If a candidate does not submit an edTPA receipt prior to the end of the semester, he or she may request an incomplete grade in the course from the clinical supervisor. Once the edTPA receipt is submitted to the supervisor, the incomplete grade will be changed to the grade earned in the course based on the grading criteria outlined in the course syllabus. After a year, an Incomplete will become permanent and a teacher candidate must retake the course to receive credit. Candidates with an I-20 are exempt from this requirement. Online students living within 60 miles of a Mercy Campus must register for this course on an in-person basis. Requires Director’s approval

  

  • EDUC 713 - Seminar in Teaching

    Credit(s): 3
    3 semester hours
    Prerequisite(s): Passing score on the CST in the major degree area.
     

    The professional semester is comprised of the student teaching experience and the corresponding seminar. It is considered the capstone course of the graduate education program. Student teaching is based experience that is supervised by both certified, experienced teachers and a college field supervisor. The experience is designed to reflect the reality of the classroom. Candidates who are currently employed in a classroom setting but do not have New York State Initial Certification may use their current job experience to meet part of the student teaching requirements. Candidates will also need to complete 100 hours in the other level of the certificate for which they don’t have experience. The weekly seminar addresses issues relative to the INTASC Standards for Licensing Beginning Teachers. Therefore, pertinent issues and topics related to the expectations expressed in the Standards will form the basis for presentations, group discussions and/or video analysis. Candidates must submit an edTPA examination to Pearson as one of the course requirements.   

    Requires Director’s approval

  

  • EDUC 721 - Thesis Project

    Credit(s): 3
    3 semester hours
    Prerequisite(s): Completion of all other required Education courses(For professional certificate.)
    This course will provide a culminating experience under the guidance of a mentor. Students may choose to write a research-based theoretical paper following an appropriate research manual style, or engage in an action-based project. Action research can be performance-based, authentic, portfolio, or outcome-based. The topic selected by the student may be developed from one pursued in a previous course, or it may be new. The course will conclude with individual student presentations.

  

  • EDUC 899 - Maintenance of Matriculation

    Credit(s): No credit.
    Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.


Educational Leadership
  

  • EDSA 510 - Using Data for Instruction and Educational Policy

    Credit(s): 3
    3 semester hours
    This class will study the essential concepts, principles, and methods employed in the field of education research. Focus will be on formulation and development of improvement of one problem affecting student achievement for investigation in the candidate’s workplace; survey of the related literature; selection and use of one or more appropriate methods for gathering evidence coupled with analysis and interpretation of data; and reporting findings and discussing their implications. Eighteen hours of field experience required.  Eighteen hours of fieldwork required.

  

  • EDSA 511 - Perspectives on Leadership

    Credit(s): 3
    3 semester hours
    This course exposes participants to various theories of leadership, to have them examine their own experience in working with a leader, to have them probe their own sources of motivation in seeking to exercise leadership, and to have them develop specific leadership skills and approaches. (For students who completed an equivalent research course.) Fifteen hours of fieldwork required.

  

  • EDSA 520 - Curriculum and Teaching: Theories into Practice

    Credit(s): 3
    3 semester hours
    This course stresses developmental cognitive and social/emotional processes and their impact on teaching and learning, the principles of curriculum development, the role of school personnel, curriculum goals and objectives, the characteristics of excellent teachers, the role of technology in the post-Covid 19 era, effective instructional leadership, what students must learn, differentiated instruction, multicultural education, and data driven decision making. The learning activities for this course are designed to prepare each student with essential knowledge and competencies for effective instructional leadership and curriculum development and the supervision of teachers in implementing effective pedagogical strategies in this millennium. Eighteen hours of field experience required.  Eighteen (18) hours of fieldwork.

  

  • EDSA 535 - Organization of the Community Relations Program

    Credit(s): 3
    3 semester hours
    This course studies the influence of interest groups in urban and suburban areas who have a stake in the educational system. The course content focuses on the role of school administrators in developing a culturally responsive, diverse school community and school/home programs and the involvement of school and community personnel in partnerships with parents, the community and other stakeholders to further the educational aims of the community for all children. Eighteen hours of field experience required.  Eighteen hours of fieldwork required.

  

  • EDSA 540 - Leadership in Instructional Supervision

    Credit(s): 3
    3 semester hours
    This examines the new standards procedures, processes, and practices specifically related to the administration of the teaching-learning process, an understanding of staff motivation as a contributing factor to the success of the teaching-learning process and will gain insight as to how to integrate technology into all curriculum areas. The observation process is studied in detail. Eighteen hours of fieldwork required.

  

  • EDSA 551 - Organizational Dynamics and Culture of School Systems

    Credit(s): 3
    3 semester hours
    This course explores the different theories that guide educational leadership practices in school systems. The focus of this course explains organizational administrative behavior in school systems, with special emphasis on structure, dynamics, politics, decision making, culturally responsive leadership practices, and quality outcomes. The class will include discussion and analysis of cases, examination of experiences in schools and districts, and the application of theory to practice. Eighteen hours of field experience required.  Eighteen hours of fieldwork.

  

  • EDSA 555 - Educational Finance and Management

    Credit(s): 3
    3 semester hours
    Federal, state, and local support of education will be analyzed in this course. The influence of economic, political, and demographic factors on the financing of education will be explored. Principles and practices of sound school business management will be emphasized in relation to basic accounting and budget procedures. The construction of individual school budgets and their relationship to the district budget will be considered. Twelve hours of field experience required. Twelve hours of fieldwork.

  

  • EDSA 560 - Legal Aspects of the Administration of Schools

    Credit(s): 3
    3 semester hours
    This course will study the legal framework (National and New York State) within which public education operates. Areas considered are church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students. Eighteen hours of field experience required.  Eighteen hours of fieldwork required.

  
  

  • EDSA 590 - School Building Internship I

    Credit(s): 3
    3 semester hours
    The internship experience is intended to provide candidates with a minimum of 500 hours of significant field experiences over two semesters and clinical internship practices for school building leadership candidates within a school environment to synthesize and apply current knowledge and develop the professional skills specified in the national and state Professional Standards for Educational Leaders (PSEL). The internship provides an opportunity for candidates to discover their own strengths, talents, leadership styles, needs, and interests. This training enables candidates (under the auspices of an experienced supervisor and college instructor) to apply supervisory and administrative skills to pragmatic school situations and experience the ongoing responsibilities of a practicing, effective school leader.

  

  • EDSA 591 - School Building Internship II

    Credit(s): 3
    3 semester hours
    This is a continuation of the School Building Internship I- EDSA 590 . This experience is intended to provide candidates with a minimum of 500 hours of significant field experiences and clinical internship practices for school building leadership candidates within a school environment to synthesize and apply current knowledge and develop the professional skills specified in the national and state Professional Standards for Educational Leaders (PSEL). The internship provides an opportunity for candidates to discover their own strengths, talents, leadership styles, needs, and interests. This training enables candidates (under the auspices of an experienced supervisor and college instructor) to apply supervisory and administrative skills to pragmatic school situations and experience the ongoing responsibilities of a practicing, effective school leader.

  

  • EDSA 592 - Administrative Internship II (District-level Candidates Only)

    Credit(s): 3
    3 semester hours
    This three credit cooperatively guided administrative experience focuses on decision-making and problem solving at the central office level and leads to certification as a School District Leader (SDL). The internship hours in the course are in addition to the hours earned in EDSA 590 - School Building Internship I . It requires 250 hours of administrative tasks and activities outlined in an internship proposal designed collaboratively between the intern and the on-site supervisor. The competencies are described in the Handbook for Administrative Interns. The intern will secure an administrative internship in a central/district office and devote no less than fifteen (15) hours a week to internship activities.

  

  • EDSA 594 - School District Administration

    Credit(s): 3
    3 semester hours
    This course studies the roles and responsibilities of the superintendent of schools, central office administrators, and the Board of Education. Major topics include: organizational, professional and legal issues in school district administration; the school district administrator and organizational decision-making; emerging responsibilities in working relationships among school district administrators and the board and community; and critical economic, political, and social issues confronting educational leadership in a technological world. Fifteen hours of fieldwork required.

  

  • EDSA 595 - Advanced Human Resource Strategies for District Office Administrators

    Credit(s): 3
    3 semester hours
    This course focuses on positions in the central such as superintendent, assistant superintendent or director. Advanced strategies will be provided through lecture, readings, and hands-on activities stressing hiring procedures to ensure a diverse staff. Advanced intervening techniques, performance appraisal, termination, the 3020-A process, and understanding the collective bargaining process. Other topics include transcendental leadership, transformational leadership, legal and ethical issues, contract administration, and grievance procedures. Additionally, the course will provide insight and assistance in the development of caring, critical, reflective professionals responsive to the needs of a diverse society. 15 hours of fieldwork required.

  

  • EDSA 596 - Special Education Law

    Credit(s): 3
    3 semester hours
    This course engages school district leadership candidates in an in-depth exploration of the legal issues related to the identification, evaluation, placement, and delivery of services for students with disabilities. The course also examines the current legal frameworks of IDEA, NCLB, and case law to address questions of discipline of students with disabilities. Particular attention is paid to the substantive principles that undergird the procedural requirements and safeguards afforded to students with disabilities and their parents/ legal guardians under IDEA. Fifteen hours of fieldwork is required.

  

  • EDSA 597 - Governance and Policy Issues for School District Leaders

    Credit(s): 3
    3 semester hours
    To be effective, educational leaders in the 21st century must understand educational policy and the processes by which it is developed, implemented, and assessed. They must have the ability to use power responsibly to advocate for students, families, and schools and to raise their voices on educational issues. This course is a critical inquiry into the policy making process of policies that affect educational institutions, schools and organizations. Candidates will examine policy analysis, conflict theory, political theories, political structures, practical politics, and policy environments at the federal, state, and local levels. The course explores the impact of economics, demographics, political culture, values and ideology. This course will provide knowledge that can empower educational leaders in becoming proactive and influencing policy making in responsible ways. 18 hours of fieldwork required.

  

  • EDSA 598 - Functions of Human Capital in Educational Administration

    Credit(s): 3
    3 semester hours
    This course is designed for those preparing for positions in school administration, with particular emphasis on human resource administration on the building and central office levels. The scope of the course will consist of the functions of human capital, specifically in the areas of strategic human planning, recruiting, hiring, evaluating staff; contract administration, negotiations and critical issues of human resource/human capital administration in the 21st century. The following topics will be covered: Strategic Human Resources Planning Analyzing staffing trends for public school districts Identifying policy decisions relative to staffing allocations Recruiting, selecting and hiring process for a diverse workforce Developing effective Induction, orientation and mentoring programs Creating effective Staff Development/Adult Learning Performance Evaluation Rewards/Progressive Discipline/Termination Contract Administration Critical Issues in the administration of Human Resources Legal Issues related to Human Resources In addition, the course will provide insight and assistance in the development of caring, critical and reflective professionals responsive to the needs of a diverse society. Eighteen hours of fieldwork is required.

  

  • EDSA 899 - Maintenance of Matriculation

    Credit(s): No credit.
    Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.


English Graduate Education
  

  • ENGE 540 - Applied English Grammar

    Credit(s): 3
    3 semester hours
    This course is a comprehensive study of English grammar and usage, with a focus on the analysis of the structure and relationship of words, phrases, and clauses in core sentences. It includes strategies for sentence-combining and essay-writing to improve clarity of language and effectiveness of style. Fall only
  

  • ENGE 541 - Analyzing Short Fiction

    Credit(s): 3
    3 semester hours
    This course explores the historical and structural development of the short story as well as major practitioners of the craft. While the formalist approach will predominate with a close reading on the text for emphasis on structure, other approaches will be explored. Where appropriate, regional or historical approaches will be considered, as well as gender and class. The course examines the characteristic elements of fiction and some of the changing ways in which fiction relates to reality. Spring only

English Literature
  

  • ENGL 500 - Theory and Practice of Literary Criticism

    Credit(s): 3
    An introduction to major movements and figures of the theory of criticism, the question, “what is literature?” is the primary concern of this course. Such an inquiry necessarily engages other, closely affiliated signifiers such as work/text, writing, reading, interpretation, and signification itself. After brief encounters with ancient antecedents and seminal moderns, influential contemporary approaches to the question concerning literature and its cultural significance are engaged. An assessment of the relative strengths and weaknesses of current trends in the practice of literary criticism, and their theoretical groundwork, is the ultimate objective of this course.

    This is the core course for students who began the program prior to Fall 2020. For explanation of the Core Course Requirements, click here .
  

  • ENGL 505 - Transformations of the Epic

    Credit(s): 3
    This course is based on the conception of the epic as an encyclopedic narrative of substantial length featuring a central figure who reflects the values of a particular culture. It will proceed chronologically, studying the taxonomy and transformations of the epic, from its earliest Classical manifestations, through its emergence in Medieval and Renaissance texts, to its incorporation after the Renaissance into the modern novel.

  

  • ENGL 506 - History of Poetic Forms

    Credit(s): 3
    The course will study the major forms and conventions of poetry that have developed in English and then American literature from classical models to the present. Wherever possible, particular poems from different historical contexts will be compared and analyzed to demonstrate how these forms and conventions have developed and been adapted to specific personal, ideological, or cultural pressures.

  

  • ENGL 507 - Narrative Strategies in the Novel:

    Credit(s): 3
    This course will study various works in the narrative mode. The course will focus on a range of novels selected from both or either the English and American tradition, with the specific focus dependent upon the professor’s area of expertise. The course will exam works demonstrating various narrative styles and techniques; will work to evolve an understanding of what choices and forces inform these various styles and techniques; and will explore the both the potential and the limits endemic to writing in the narrative mode.

  

  • ENGL 508 - History of Drama in English

    Credit(s): 3
    This course will study selected dramatic works from the vantage of the cultures of the historical epochs they are embedded in. It will use a chronological approach, beginning with the drama in England: the medieval mystery cycles and morality plays, the emergence of secular drama in the 16th century and earlier 17th century, focusing on the precursors and contemporaries of Shakespeare, Restoration drama, the development of sentimentalism and the adaptation of drama to an increasingly middle class audience in the 18th Century, the closet drama of the Romantic era, 19th-century melodrama in Britain and America, and the emergence of the modern theater in the United Kingdom and the United States.

  

  • ENGL 509 - Perspectives on the Essay

    Credit(s): 3
    The course will study of the essay as a distinct literary genre; its characteristics and types; its history; and its role in reflecting authorial consciousness. This course will examine the taxonomy of the essay in terms of its medium (verse or prose), its tone and level of formality, its organizational strategies, and its relationship to its audience and to particular modes of literary production (speech, manuscript, pamphlet, book, magazine, newspaper). It will trace the development of the essay from its origins to the modern era.

  

  • ENGL 510 - Theory and Practice of Expository Writing

    Credit(s): 3
    The course will address the techniques of expository writing as reflected in academic discourse. Ideally, students will learn the general practices of critical writing, but focus their work in their individual fields of interest. These interests may include feminist approaches, deconstructive approaches, research in culture, education, etc. The course will specifically address techniques of analytic organization.

  

  • ENGL 514 - Major Authors

    Credit(s): 3
    This course involves close reading of texts by and about a writer who has had a significant impact on literature. The author studied will vary from semester to semester depending on faculty specialty. This course will seek to provide a sense of the central themes, stylistic techniques, and temperament and sensibility that distinguish the author, as well as of the evolution of his or her art from a biographical perspective. Authors studied will vary and will be selected by consultation between individual instructors and the program director.

  

  • ENGL 515 - Special Topics in Literature

    Credit(s): 3
    The special topic courses will be offered in response to student interest and faculty specialty. Ideally, they will be interdisciplinary in nature, allowing students to do focused research on problems of contemporary interest in poetics, narrative, feminism, politics, sociology, or critical theory. Sample topic courses may include “Tragedy,” “Modern Irish Drama,” “Mythologies,” “Violence and Representation,” “Sport Literature,” “Magic and Literature,” and “Animals in Literature.”

  

  • ENGL 517 - Advanced Creative Writing

    Credit(s): 3
    The course will work to develop each student’s creative writing ability through a close study of various writing forms, styles, and techniques, matched with assignments and workshops which encourage students to further develop their own creative writing informed by such literary study. The emphasis of the course will shift depending on the expertise of the instructor running it, but each class will involve attention to poetic and narrative forms, among others.

  

  • ENGL 521 - Themes and Genres of Medieval Literature

    Credit(s): 3
    This course is designed to cultivate students’ awareness of the themes, genres, and issues related to the study of medieval literature. Students will study the major genres of medieval literature, including epics, lays and romances.

  

  • ENGL 522 - Humanism in Renaissance Texts

    Credit(s): 3
    This course will focus on humanism and the concepts arising from it in relation to the production and appreciation of literature during the Renaissance. The revival of interest in the arts and ideas of Greco-Roman antiquity and the dependence of Renaissance thought on classical themes will be among the issues discussed.

  

  • ENGL 523 - Tragedy

    Credit(s): 3
    This course will explore the history and theory of tragedy as both dramatic genre and philosophical motif. Beginning with its origins in ancient Greek ritual, the course traces a history of the genre to the present, with emphasis on the classical and English literary traditions. The course will consider such elements as: the relationship between tragedy and the tragic; the role tragedy plays in the histories of Western drama and ideas; ways in which tragedy is distinct from other dramatic genres, such as comedy and melodrama; the essential elements of tragedy; comparisons between Classical and Elizabethan tragedy; and the possibility of modern tragedy.

  

  • ENGL 524 - Reason and Imagination

    Credit(s): 3
    This study of English literature between 1650 and 1850 examines Neoclassicism and Romanticism as two opposed aesthetic and philosophical stances. It traces the political, ideological, and literary roots of Neoclassicism in the English “Glorious Revolution” of 1688, the late seventeenth-century growth of rationalism and empirical science, followed by the flowering of Neoclassicism and then the shift in sensibility that led to the emergence of Romanticism.

  

  • ENGL 525 - The Victorian Age in Literature

    Credit(s): 3
    This course explores literature from the Victorian age, with attention to the wider context of the Victorian culture and society from which these works emerged. Works studied might include those of Charles Dickens, Charlotte and Emily Brontë, George Eliot, Thomas Hardy, Anthony Trollope, Elizabeth Gaskell, Alfred Tennyson, Robert Browning, and Oscar Wilde, among others.

  

  • ENGL 526 - Modernism

    Credit(s): 3
    This course explores the various “isms” of Modernism while questioning if these trends are of the past or remain present and relevant to contemporary intellectual and aesthetic sensibilities It traces the anti-mimetic shift in the arts in the age of mechanical reproduction, as found in the literature of symbolism, expressionism, futurism, dadaism and surrealism. Among the features of modernism that emerge in this course are themes of fragmentation, parody, and irony, the self-conscious retrieval of myth, the collapse of traditional distinctions between subjective and objective reality, and the iconoclastic transgression of Victorian norms of religion, the family, and sexuality.

  

  • ENGL 540 - Topics in British Literature

    Credit(s): 3
    Various new and experimental coursework tending toward or involving British literature will run under this topics course code. Any course running under this code will meet the student’s “Literature Group 1” degree requirement.

  

  • ENGL 541 - Search for Identity in American Literature

    Credit(s): 3
    The course will examine the search for and different manifestations of personal and group identity in American culture and literature. In broadest terms, the course will trace the formation of nineteenth-century liberal ideals of personal identity and “freedom” as they emerged from the theological and republican values of the colonial and early national periods, and as they evolved over the course of the 19th and early 20th centuries.

  

  • ENGL 542 - Classics of African American Literature

    Credit(s): 3
    Students in this course will study a range of works of African-American literature in light of Toni Morrison’s statement that “my parallel is always the music because all of the strategies of the art are there.” The course will involve considerations of how in Richard Powell’s words the blues provides “much contemporary literature, theater, dance, and visual arts with the necessary element for defining these various art forms as intrinsically African American.” Informed by the concept that music is the trope that best illuminates much African-American writing, the course will study selections that could include modern classics (e.g. writings by Jean Toomer, Zora Neale Hurston, James Baldwin, Ralph Ellison, or Langston Hughes) as well as contemporary classics (e.g. writings by John Wideman, Toni Morrison, August Wilson, Maya Angelou, Lynn Nottage, Suzan-Lori Parks, Branden Jacobs-Jenkins, or Tayari Jones).

  

  • ENGL 543 - The American Renaissance

    Credit(s): 3
    “The American Renaissance” is a term made famous by F.O. Matthiessen in his book by the same name. Matthiessen posited that though 1776 marked the creation of the United States, the middle of the nineteenth century marked the rebirth of the nation in the form of a literary renaissance. The term originally only encompassed five writers—Emerson, Thoreau, Melville, Hawthorne, and Whitman—but has since expanded to encompass practically all of American Romanticism, American slave narratives and abolitionist texts, progressive American literature, popular American fiction, and Native American texts. This course will study a diverse variety of works from this era and question whether or not they truly signal an American renaissance.

  

  • ENGL 544 - Frontiers of American Literature

    Credit(s): 3
    This course will explore the frontiers of American literature, meaning groundbreaking works in American writing, progressive and iconoclast works, as well as works which involve encounters with an historical or metaphorical American frontier. Readings can range from colonial to contemporary times, and will include a diverse range of authors and works unbound by genre or era. Authors studied could include but are not limited to William Gibson, Amy Tan, Olaudah Equiano, Emily Dickinson, James Baldwin, Zora Neale Hurston, Alan Ginsberg, Frank Norris, Jack London, Charles Bukowski, Jhumpa Lahiri, Kurt Vonnegut, et al.

  

  • ENGL 545 - Literature of the Left Bank, Paris

    Credit(s): 3
    This course will examine the people, culture, and writings of the expatriate community of the Parisian Left Bank during the early and mid-twentieth century. This will include an exploration of the significance of Sylvia Beach’s Shakespeare & Company bookstore and lending library, and of intellectual and artistic salons such as those of, for example, Natalie Barney and Gertrude Stein. The course will additionally consider the doings and writings of expatriate authors moving through or closely associated with the Left Bank’s modernist enterprise. An emphasis will be placed on studying the cultural geography of this location which attracted so many of the world’s great writers and artists and gave rise to so many works now considered twentieth century literary masterpieces.

  

  • ENGL 546 - Working Women in the United States 1865—Present

    Credit(s): 3
    This course will examine writings about working women from the post-Civil War era to the present. We will review key changes in the American work force, and social, economic, and racial factors since 1865, with attention to movements leading up to changes in the second half of the 19th century. In this multi-genre course, we will read literature (fiction, short stories, poetry, memoirs, biographies, and essays) to help us deconstruct the definitions of “women,” “working,” and “The United States” from the Civil War era to present writings about the millennial generation. We will inquire into the shifting definitions of the term “gender.” We will start with gender as a concept, a social construction reflecting differentials of power and opportunity, breaking what the feminist writer Tillie Olsen calls the “habits of a lifetime.” An important goal of the course is for students to know the literature, history, and benchmarks of major events in the lives of women.

  

  • ENGL 560 - Topics in American Literature

    Credit(s): 3
    Various new and experimental coursework tending toward or involving American literature will run under this topics course code. Any course running under this code will meet the student’s “Literature Group 2” degree requirement.

  

  • ENGL 599 - Master’s Thesis (cc)

    Credit(s): 3
    In this one-on-one tutorial, students will pursue an original research topic under the guidance of a mentor. The thesis paper produced for this course must receive final approval of the mentor and a second reader in order for the student to pass the course. Students in the tutorial will be encouraged to submit versions of their papers to read at conferences of scholars in English Literature. The topic selected by the student may be developed from one pursued in a previous course, or it may be new.

    This is the core course for students who began the program in Fall 2020. For an explanation of the core course, click here . 
  

  • ENGL 890 - Capstone Continuation

    Credit(s): No credit, but cost is equivalent to one credit.
    Students who have completed all coursework but have not completed their capstone project within the required one term must register for this course each subsequent term until the project is completed. Only two consecutive terms of capstone continuation registration permitted.

  

  • ENGL 899 - Maintenance of Matriculation

    Credit(s): No credit.
    Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. Only two consecutive terms of capstone continuation registration permitted. The fee is $100 per term and is processed as a registration. Maintenance of Matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.


Finance
  

  • FINC 701 - Money and Capital Markets

    Credit(s): 3
    Cross-listed With:   
    Prerequisite(s): ACCT 742 . 
    Surveys money and capital markets in the United States, and the relation of the operations of financial institutions to these markets. The effects of central banking policies, treasury debt management policies, and international economic relationships on these markets are examined.

  

  • FINC 702 - Money and Capital Market Applications

    Credit(s): 3
    Prerequisite(s): ACCT 742  
    Study of financial markets as allocators of funds and distributors of risk. Emphasis is given to the roles and functions of financial intermediaries. Theories of financial asset pricing are considered as they help to determine risk and return in competitive markets.

  

  • FINC 703 - Corporate Financial Policy

    Credit(s): 3
    Prerequisite(s): ACCT 742 .        
    Analysis of techniques used to attain corporate objectives by means of financial policy. Topics include: sources of funds, cost of financing, capital structuring, investment evaluation policies, leasing, dividend policies, voluntary capital adjustments, parent-subsidiary relationships, multi-corporate organizations, mergers, acquisitions, consolidations, and holding companies.

  

  • FINC 705 - Securities Analysis

    Credit(s): 3
    Prerequisite(s): ACCT 742 .       
    Theory and practice of security analysis including the valuation of individual securities with emphasis on common stocks, the valuation of the stock market as a whole, portfolio management, and investment strategy.

  

  • FINC 706 - Advanced Securities Analysis

    Credit(s): 3
    Prerequisite(s): ACCT 742   
    An advanced course analyzing options, financial futures, commodity futures, foreign securities, arbitrage and hedging strategies, and other problems of securities analysis and portfolio management.

  

  • FINC 707 - Portfolio Management

    Credit(s): 3
    Prerequisite(s): ACCT 742  
    Considers the most effective methods of meeting the investment objectives of investors, both for the individuals and institutions. Portfolio patterns are analyzed and appraised in terms of those objectives, economic changes, interest rate movements, tax and legal considerations.

  

  • FINC 708 - Insurance

    Credit(s): 3
    Prerequisite(s): ACCT 742 . 
    Considers how insurance is used to compensate for risk. Discusses the specific uses of insurance with respect to personal and business risks that arise from life, health, property and liability contingencies. Theory, institutional relationships, and legal factors are emphasized.

  

  • FINC 709 - Business Conditions Analysis and Forecasting

    Credit(s): 3
    Prerequisite(s):  ACCT 742 .      
    Forecasting techniques, including time series analysis patterns of statistical relationships and econometric models that can be used to provide estimates of future overall activity for given components of the economy. Use of forecasting methods to help decision-making or production planning for particular industries, as well as tests to verify forecasts.

  

  • FINC 710 - Corporate Mergers and Acquisitions

    Credit(s): 3
    Prerequisite(s): ACCT 742 .        
    Study of business enterprise growth through merger and acquisition. Reviewed and discussed from a management perspective are premerger planning and fact finding, legal and accounting considerations, finance aspects, tax and anti-trust problems, personnel matters and post-merger integration. International and domestic mergers and acquisitions are considered.

  

  • FINC 711 - American Enterprise System

    Credit(s): 3
    Prerequisite(s): ACCT 742 .       
    Evolution of the American industrial system, with emphasis given to developments since 1870. Consideration given to such factors as changing entrepreneurial functions, the relationship of government to business, employment and labor conditions, and changes in political and social attitudes.

  

  • FINC 712 - Capital Budgeting

    Credit(s): 3
    Prerequisite(s): ACCT 742 .       
    The theory of capital budgeting and risk management of long-term funds is explored. Topics include: capital structure management, cost of capital and the effects of the balance sheet of the corporation, theory and measurement of capital costs, value theory, capital rationing, cash management and inventory policy. Attention is given to the effects capital budgeting has on the stockholders’ return on investments.

  

  • FINC 713 - Public Finance and Fiscal Policy

    Credit(s): 3
    Prerequisite(s): ACCT 742 .        
    The study of the impact of government fiscal operations on resource allocation and income distribution. Special attention given to the relationship of government expenditures and taxation to employment and price levels, and alternative choices available to influence the rate of economic activity.

  

  • FINC 714 - Working Capital Management

    Credit(s): 3
    Prerequisite(s): ACCT 742 .        
    Financial planning and control are considered in terms of management of short-term assets and liabilities. Some of the major topics surveyed include cash management, inventory policy and management of receivables.

  

  • FINC 750 - Financial Problems Seminar

    Credit(s): 3
    Prerequisite(s): ACCT 742 .        
    Selected current foreign and domestic financial and economic developments are analyzed. Emphasis is upon integrating acquired financial knowledge with the problems under study.

  

  • FINC 798 - Independent Study in Finance

    Credit(s): 3
    Prerequisite(s): ACCT 742  plus written approval from the Graduate Business chair.
    A special project designed by the student, faculty member and the coordinator to maximize a current educational experience covering material not currently offered as a regular course.


Health Services Management
  

  • HSMG 601 - Health Care in the United States

    Credit(s): 3
    3 semester hours
    Study of health care organizations and programs in the U.S. health care delivery system; health care parameters in the United States; the interaction of social, political and economic forces in shaping U.S. health care policy.

  

  • HSMG 605 - Readings and Research in Health Services Management

    Credit(s): 3
    3 semester hours
    Course is designed to enable a student to pursue study of a selected topic in health services management. The course may be arranged in consultation with the faculty member who will serve as mentor.

  

  • HSMG 611 - Health Care Management

    Credit(s): 3
    3 semester hours
    Application of general management principles, methods, procedures, and techniques to health care environment; planning, organizing, staffing, directing, controlling and evaluating health care operations; acquisition and management of resources; human power, workspace, equipment, and supplies; extensive use of case studies.

  

  • HSMG 612 - Health Care Management and Delivery

    Credit(s): 3
    This course provides a foundation in health services management. The course introduces the student to the structure and functions of the U.S. Health Care System. The course examines how the management of various health care systems and the provision of health care services are impacted by external factors.

  

  • HSMG 615 - Crisis Management in Healthcare

    Credit(s): 3
    The purpose of this course is to improve emergency preparedness by employing a managerial perspective on crisis management. Health care managers are often judged by their leadership during times of crises and severe emergencies. Events that require health care managers to have the knowledge and competencies to lead during crises include:  

    • Natural disasters (hurricanes, tsunamis, earthquakes, floods, forest fires),
    • Technology, infrastructure, and systems failures (major industrial accidents, bridge collapses, power or cyber system blackouts, airline and train crashes),
    • Infectious Disease (Ebola, MERS, H1N1, SARS, West Nile virus, avian flu), and 
    • Purposeful, human-initiated disasters (terrorism, bio-terrorism, riots).

     

  

  • HSMG 621 - Health Care Financing

    Credit(s): 3
    3 semester hours
    Study of health care financing in the United States; sources of funds; methods of financing and allocation of funds, modes of reimbursement, and financial decision-making; study of revenues, expenditures, cash flow and fiscal management.

  

  • HSMG 631 - Human Resource Management for the Health Care Organization

    Credit(s): 3
    3 semester hours
    Examination of the human resource management in health care; job analysis and evaluation; compensation administration; performance evaluation; employee benefit programs; labor relations; motivation; training programs.

  

  • HSMG 641 - Ethical Issues and the Health Care Manager

    Credit(s): 3
    3 semester hours
    Study of the philosophical bases of ethics; ethical issues affecting governance and management, informed consent; allocating scarce medical resources; resolving ethical problems; the role of Ethics Committees.

  

  • HSMG 701 - Strategic Planning for the Health Care Organization (cc)

    Credit(s): 3
    3 semester hours
    Study of the external environment; internal capability analysis; formulation of organizational strategies; strategic choice; development of operational plans, programs, activities; resource allocation and utilization.

    For explanation of the Core Course Requirements, click here .
  

  • HSMG 711 - Legal Environment of Health Care Management

    Credit(s): 3
    3 semester hours
    Prerequisite(s): MPAT 503  
    Exploration of the legal principles and issues that impact on the health care environment e.g. contracts, torts, patient confidentiality and medical records/privacy; end of life issues; employment law issues; provides an overview of pertinent legislation with which the health care manager needs to be familiar; the process by which laws are enacted.

  

  • HSMG 721 - Measuring and Enhancing Organizational Performance

    Credit(s): 3
    3 semester hours
    Study of measurement of performance in health care organizations; selection of approaches, measures of organizational performance and their use; approaches to quality control and improvement.

  

  • HSMG 731 - Special Topics - Advanced Issues in Health Services Management (Elective)

    Credit(s): 3
    3 semester hours
    Examination of selected issues in health services management according to faculty and student interest, which may include, but are not limited to, topics such as managing conflict, diversity issues, program implementation and evaluation, global health, compliance issues, and writing for professional effectiveness.

  

  • HSMG 732 - Special Topics - Advanced Issues in Health Services Management (Elective)

    Credit(s): 3
    3 semester hours
    Examination of selected issues in health services management according to faculty and student interest, which may include, but are not limited to, topics such as managing conflict, diversity issues, program implementation and evaluation, global health, compliance issues, and writing for professional effectiveness.

  

  • HSMG 801 - Internship Experience

    Credit(s): 3
    3 semester hours
    This course provides internships in organizations with practicing health service managers. Students must complete a written project at the conclusion of the internship. The internship student is supervised in the organization. The program faculty member mentors the student and evaluates the internship project. Interested MS and MPA students may choose an internship as an elective.

  

  • HSMG 802 - Internship Experience

    Credit(s): 3
    3 semester hours
    Prerequisite(s): HSMG 801 .
    This course provides internships in organizations with practicing health service managers. Students must complete a written project at the conclusion of the internship. The internship student is supervised in the organization. The program faculty member mentors the student and evaluates the internship project. Interested Students may choose a second quarter of the internship experience as an elective.

  

  • HSMG 810 - Capstone I – Preparation Course

    Credit(s): 3
    3 semester hours
    Prerequisite(s): MPAT 521 .
    This course is devised for students in the Health Services Management programs to synthesize their education by beginning a capstone project. This course is required of students (admitted from fall 2017 and beyond) in both the Master of Science (MS) and Master of Public Administration (MPA) programs. This course will engage students in the process of identifying a topic of interest that is related to Health Services Management. Once the topic has been identified, students develop proposals that include purpose, significance, literature review, and methodology.

  

  • HSMG 811 - Capstone II - Capstone Project

    Credit(s): 3
    3 semester hours
    Prerequisite(s): HSMG 810 .
    This project involves intensive study and is designed to employ and represent the student’s theoretical and applied skills obtained during the course of study in the MS or MPA program. Upon completion of Capstone I, the student is prepared to complete a comprehensive report, based on applied analysis or authentic assessment. The report will be written according to the Health Services Management Program and American Psychological Association (APA) guidelines. This project is supervised by a faculty mentor. The project is presented to the mentor and other parties to be determined by the student and the mentor.

  

  • HSMG 890 - Capstone Continuation

    Credit(s): No credit, but cost is equivalent to one credit.
    Students who have completed all coursework but have not completed their capstone project within the required one term must register for this course each subsequent term until the project is completed. Only two consecutive terms of capstone continuation registration permitted.

  

  • HSMG 899 - Maintenance of Matriculation

    Credit(s): No credit.
    Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.

  

  • MPAT 503 - Law, Government and the Political Process

    Credit(s): 3
    3 semester hours
    The course is designed to strengthen the student’s knowledge of the major aspects and functions of the United States government. Particular attention is placed on the political process in which laws are enacted, implemented and modified. Students gain a basic ability to implement the advocacy role at the federal, state and local levels.

  

  • MPAT 521 - Action Research and Data Analysis

    Credit(s): 3
    3 semester hours
    Provides students with the knowledge and ability to use research techniques to develop programs and assess program outcomes and effectiveness.

  

  • MPAT 531 - Management Information Systems

    Credit(s): 3
    3 semester hours
    Study of information systems in health care; analysis, design and implementation of hardware and software; use of information systems in managerial decision making.

  

  • MPAT 541 - Managerial Communication and Leadership

    Credit(s): 3
    3 semester hours
    Enables the manager to enhance written and oral communication; learn to apply effective styles of communication needed by the health care leader; includes written, oral and media communication; use of new information and communication technology (including Internet and video-conferencing) will be considered.


History Graduate Education
  

  • HSTE 533 - Critical Issues in U. S. History

    Credit(s): 3
    3 semester hours
    This course is designed to familiarize secondary social studies education candidates with the major themes in U.S. history from the founding of the nation to the recent past, consistent with the National Standards for Social Studies Teachers developed by the National Council for the Social Studies. Among the topics to be covered are the Constitution and the Bill of Rights, the rise of sectionalism and disunion, the Reconstruction Era, American expansionism, Progressivism, the Great Depression and the New Deal, and the Cold War and post-Cold War Era. Candidates construct their own organization and units of U.S. history. Ten hours of fieldwork required. Spring only
  

  • HSTE 534 - Critical Issues in Global History

    Credit(s): 3
    3 semester hours
    This course is designed to familiarize secondary social studies education candidates with the major themes in global history from the ancient world to the recent past, consistent with the National Standards for Social Studies Teachers developed by the National Council for the Social Studies Among the topics to be covered are the Classical Civilizations, the Medieval Period, the European Renaissance and Enlightenment, Western Industrialization and Imperialism, and the histories of Europe, China, Japan, India, the Middle East, Africa, and Latin America. Candidates construct their own organization and units of global history. Ten hours of fieldwork required. Fall only
  

  • HSTE 535 - American Government

    Credit(s): 3
    3 semester hours
    This course is designed to familiarize students with the origins, development, structure, and functions of the American national government. Among the topics to be covered are the constitutional framework; federalism; civil rights and liberties; political parties, campaigns and elections; the three branches of government, including the bureaucracy; and domestic and foreign policy. Upon completion, students should be able to demonstrate an understanding of the basic concepts and participatory processes of the American political system. Spring only
  

  • HSTE 536 - Theories of Globalization

    Credit(s): 3
    3 semester hours
    This course introduces students to theoretical approaches to understanding and explaining globalization. Through a comprehensive and critical overview of the complexities and controversies surrounding the multiple dimensions of globalization, students will draw out the common threads between competing theories, as well as to pinpoint the problems that challenge our understanding of globalization. The course sheds new light on several crucial current issues, such as the changing shape of democracy and citizen engagement with governance, the global economy and liberalization, and problems relating to empire and cultural hegemony. Key terms and topics include globality, globalism, creolization, economic liberalism, world-systems analysis, world polity theory, world culture theory, globalization and the environment, and theories of global flows. Fall only

Human Resource Management
  

  • HRMG 500 - Introduction to Human Resource Management

    Credit(s): 3
    The course is designed to be an introduction to, and overview of, the human resource management function in modern organizations. It focuses on the strategic role of human resource management in the accomplishment of organizational objectives and on specific personnel functions, policies, and practices. Topics will include: the external environmental factors affecting human resource management, typical organizational patterns of the human resource department, the role of the government in human resource management, human resource planning, employee development, and compensation administration.

  

  • HRMG 520 - Quality Measurement Techniques and Tools for Human Resource Management

    Credit(s): 3
    Prerequisite(s): HRMG 500 Introduction to Human Resource Management      
    This course is an examination and use of statistical tools needed for the analysis and presentation of human resource data. It includes quantitative reasoning, survey of computer software and systems utilized by the human resource professional for the management of data, and spreadsheet applications and database management systems.

  

  • HRMG 525 - Management in a Changing Work Environment

    Credit(s): 3
    Prerequisite(s): HRMG 500 Introduction to Human Resource Management     
    This course explores the traditional management tasks of planning, organizing, directing, and controlling within the context of today’s rapidly changing organization. The historical development of management theory and practice as well as the day-to-day application of major concepts are examined. The course looks at how effective management techniques are derived from new trends and ideas. Functional areas, such as marketing and finance, are covered and their roles in business enterprises as well as related functions in not-for-profit and government organizations, are compared and contrasted. Case studies and contemporary issues are used to highlight the organizational transformation that is underway both in the United States and internationally.

 

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