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Counseling |
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COUN 7010 - Counseling Theories
3 cr.
Participants in this course examine the major paradigms and theoretical approaches to counseling, including Organic-Medical, Psychoanalytic, Person-Centered, Behavioral, Rational-Emotive/Cognitive and Systemic/Family. In addition to increasing participants’ understanding of the therapeutic process, the course focuses on increasing self-awareness of personal characteristics that may influence professional effectiveness. Students submit a personal statement paper.
Performance in this course is part of the pre-candidacy screening process for matriculation into the Graduate Program in Counseling.
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COUN 7030 - Introduction to Professional Counseling: Issues & Skills
3 cr.
This course is designed to provide an overview of the counseling profession, develop basic counseling skills, foster the initial development of a professional identity, and examine one’s suitability for a career in counseling. Performance in this course is part of the pre-candidacy screening process for matriculation into the graduate program in counseling.
This course replaces COUN 7020 Group Dynamics in the Counseling programs.
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COUN 8010 - Issues in Development: Counseling Children and Adolescents
3 cr.
This course equips students with a strong background in developmental events of childhood and adolescence in order to enhance their understanding of a young client’s point of view. Students are asked to relate developmental issues to the kinds of problems children and adolescents present to the counselor. Theories of personality are reviewed, and students are required to apply concepts from theory to case material.
Prerequisite(s): A course in psychology of development.
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COUN 8015 - Research and Program Evaluation
3 cr.
This course provides students with an overview of the design and methodology of social research and program evaluation as applied to mental health counseling and education. Topics of study include the critical analysis and evaluation of research literature, experimental research design, survey research, program evaluation, treatment strategies evaluation, needs assessments, participant observational research and ethics in research evaluation. Students learn how to plan, conduct and document a research and/or evaluation study in a field setting.
Prerequisite(s): A course in statistics.
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COUN 8030 - Life Span Development
3 cr.
This course examines human physical, cognitive, personality and social cultural development from conception to death. Emphasis is upon the understanding of the theories of human development across the life span, the understanding of empirical research associated with these theories, the enhancement of critical thinking skills and the application of understanding to current issues in development.
Prerequisite(s): A course in psychology of development.
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COUN 8100 - Childhood Trauma and Its Impact on School Based Services
3 cr.
This course explores the principles and practices of etiology, diagnosis (diagnostic and statistical manual criteria, etc.), treatment and prevention of emotional and dysfunctional behaviors (physical abuse and neglect, sexual abuse, substance abuse, sexuality issues, AIDS, mental illnesses and violence) and the legal and ethical dilemmas faced by educators in schools today. The course is designed to teach the educator to respond to children and families in crisis, provide referrals, work as part of an interdisciplinary team and take a proactive stance against child abuse and related problems.
Prerequisite(s): A course in psychology of development.
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COUN 8130 - Psychopathology I: Diagnosis and Assessment
3 cr.
This course explores major categories of emotional and behavioral disturbance utilizing the DSM-5 diagnostic classification system. Case vignettes are used to provide students with practice in differential diagnosis using the DSM-5. The course reviews the following for each category of psychopathology: essential features, associated features, diagnostic criteria and multiaxial classification. Clinical interviewing and assessment is addressed, as well as legal and ethical issues related to assessment and diagnosis.
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COUN 8132 - Psychopathology II: Treatment Planning and Outcome
3 cr.
This course is an advanced graduate mental health counseling psychology course, which assumes familiarity with patterns of emotional and behavioral disturbances and competency in utilizing the DSM-5 to determine differential diagnosis. In addition to discussing psychopathology and diagnosis, this course focuses on differential treatment planning and outcome effectiveness. Treatment planning examines various interventions, including psychopharmacology and modalities of categories of psychopathology. Students explore the role of the multidisciplinary team and the need for consultation and/or referral. Treatment termination indication is also covered.
A field based experience (50 hours minimum) is required for this course. Prerequisite(s): Admission to counseling program, COUN 7030 and COUN 8130
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COUN 8140 - Alcohol Abuse and Other Addictive Disorders
3 cr.
The course is a survey of the use and abuse of alcohol and other commonly used psychoactive drugs. An understanding of the basic principles of pharmacology is reviewed along with the psychosocial correlates of substance abuse and other addictive disorders. The course provides a functional analytic framework for assessing addictive behaviors. Participants visit various substance abuse programs such as Alcoholics Anonymous, Narcotics Anonymous, AL-anon, and an area detoxification program.
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COUN 8190 - Social and Cultural Foundations: Issues in Counseling
3 cr.
This course covers the multicultural and pluralistic trends as well as the characteristics and concerns of diverse groups. The attitude and behaviors based on such factors as age, gender, race, religious belief, physical disability, sexual orientation, ethnicity, language, culture, family pattern, socio-economic status and intellectual ability are explored in the context of client population and a student’s own background. Individual family and group counseling strategies for working with these diverse populations are examined while taking into consideration ethical issues.
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COUN 8200 - Principles of School Counseling
3 cr.
This course addresses the roles, activities and problems of school counselors. Counselor relations with parents, students, teachers, administrators, and with other professionals in the pupil services field are examined. Techniques for effectively reaching and serving target populations in a school setting are explored.
Prerequisite(s): Admission to a Counseling Program.
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COUN 8205 - Psychology of Learning: Theory and Applications
3 cr.
This course explores the study of the human learning process with emphasis on learning theories, concepts, principles, applications and implications. Among the topics addressed are information processing, attention, perception, metacognition, thinking, memory, forgetting, transfer, concept learning, principle learning, learning disorders, study skills, expository techniques, classical conditioning, operant conditioning, social learning and motivation.
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COUN 8210 - College and Career Readiness
3 cr.
This course provides and overview of college and career readiness counseling in the school context, including career development theories, counseling techniques, and equitable access to post secondary education.
A pre-practicum (25 hr. minimum) is required. Prerequisite(s): Admission to a Counseling Program and COUN 7030
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COUN 8215 - Lifestyles and Career Development
3 cr.
This course examines how economic, labor market, technological, and sociocultural factors influence lifestyles and career choices. The course also explores the interrelationships among work, family, and other life roles, as well as the intersection of lifestyle, career, and mental health. Students are exposed to theories of career development and career counseling; vocational assessment tools; sources of vocational/educational information; strategies for career development programming; and social, cultural, legal, & ethical issues in career counseling. Students will practice facilitating career counseling.
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COUN 8220 - Counseling in the Elementary School
3 cr.
This course provides applications of counseling strategies as they relate to the development levels exhibited by elementary school students. Emphasis is placed on counseling methods and referral skills appropriate to working in school settings, with professional colleagues and parents. Note: a field based experience (25 hr. minimum) is required for this course.
Prerequisite(s): Admission to a Counseling Program and COUN 7030
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COUN 8300 - Psychological Testing and Assessment: Theory and Practice
3 cr.
This course is designed to give students a broad understanding of the theory and use of psychological testing and assessment. Methods of test evaluation, analysis and interpretation, including psychometric statistics, standardization, correlation, validity, reliability, standard errors, and types of assessment scores are presented. Students examine standardized testing instruments used to measure human cognitive and affective factors, as well as environmental, performance, behavioral and computer-assisted assessments. Age, gender, ethnicity, language, disability, cultural factors and ethical considerations related to assessments and evaluation are explored.
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COUN 8625 - Crisis Intervention for Counselors
3 cr.
This course examines a number of sophisticated and challenging obstacles counselors face in evaluating and working with individuals who are in crisis. Counselors are prepared to perform effective mental health assessments, develop appropriate emergency intervention treatment strategies and develop appropriate discharge planning for crisis-involved individuals. Topics covered include emergency psychiatric evaluations, mental status examinations, crisis intervention techniques, legal issues, managed care systems and discharge planning. Role playing situations and written assignments are utilized.
Prerequisite(s): COUN 7010 , and COUN 7020 or COUN 7030 . (offered every two years)
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COUN 8700 - Group Work and Leadership in Mental Health Counseling
3 cr.
This course examines utilizing group as a modality of intervention in working with adults and children. Theories and approaches to group work including support groups, psycho-educational groups and therapy groups are covered. The course focuses on group leadership, group process and stages of group development and group membership issues. Practical considerations in planning a group, screening and selections of group members, leading and/or co-leading a group, dealing with problems encountered in group work and methods of evaluation of group effectiveness are examined.
Prerequisite(s): COUN 7010 , COUN 7020 or COUN 7030 , or permission of instructor.
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COUN 8705 - Group Work and Leadership in School Counseling
3 cr.
This course examines the theories and models of group counseling, with an emphasis on group leadership skills, utilized by school counselors. The course examines utilization groups as a modality of intervention in working with the school age population.
Prerequisite(s): COUN 7010 , COUN 7020 or COUN 7030 , or permission of instructor.
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COUN 8710 - Family and Systems: Models and Interventions
3 cr.
This course covers basic tenets of family systems theory, recent research on family functioning, and various models of family therapy. The course will also review legal, ethical, professional, and cultural issues in family therapy. Students will practice facilitating family therapy.
Prerequisite(s): COUN 7010 and COUN 7030 , or permission of Instructor.
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COUN 8900 - Counseling Techniques and Case Analysis: School Counseling
6 cr.
This course prepares student-counselors in the skills necessary for working with school-aged students by facilitating basic listening and counseling techniques, using guided simulations and school-based field experience.
Note: a pre-practicum (25 hours) is required. Prerequisite(s): COUN 7000 , COUN 7010 , COUN 7030 , COUN 8200 , COUN 8210 or COUN 8220 , admission to a counseling program, and candidacy.
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COUN 8901 - Counseling Techniques and Case Analysis: Mental Health Counseling and Practicum
6 cr.
This course prepares the student-counselor in the skills necessary for working with clients by facilitating basic listening skills and counseling techniques while working with simulated and real clients.
Note: A practicum (100 hours minimum) required. Prerequisite(s): COUN 7005 , COUN 7010 , COUN 7030 , COUN 8130 , COUN 8132 , COUN 8300 , admission to a counseling program, and candidacy.
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COUN 8910 - Independent Study
1 cr.
The content of this course is designed by a student with the guidance of a faculty member to provide in-depth exposure to a topic for which no regular course is available. A plan of study must be submitted to the Behavioral Sciences Committee on Graduate Programs and the Dean of Graduate and Continuing Education during the semester preceding the term of the proposed course. Independent study is available by permission of the instructor only.
Prerequisite(s): Determined by instructor.
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COUN 8920 - Independent Study
3 cr.
The content of this course is designed by a student with the guidance of a faculty member to provide in-depth exposure to a topic for which no regular course is available. A plan of study must be submitted to the Behavioral Sciences Committee on Graduate Programs and the Dean of Graduate and Continuing Education during the semester preceding the term of the proposed course. Independent study is available by permission of the instructor only.
Prerequisite(s): Determined by instructor.
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COUN 8930 - Independent Study
6 cr.
The content of this course is designed by a student with the guidance of a faculty member to provide in-depth exposure to a topic for which no regular course is available. A plan of study must be submitted to the Behavioral Sciences Committee on Graduate Programs and the Dean of Graduate and Continuing Education during the semester preceding the term of the proposed course. Independent study is available by permission of the instructor only.
Prerequisite(s): Determined by instructor.
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COUN 8971 - Topics in Counseling
1 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest.
Prerequisite(s): Determined by instructor.
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COUN 8972 - Topics in Counseling
3 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest.
Prerequisite(s): Determined by instructor.
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COUN 8973 - Topics in Counseling
6 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest.
Prerequisite(s): Determined by instructor.
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COUN 9062 - Internship in Counseling
3 cr.
Students are placed in agencies for supervised contact with clients. Each student maintains a case load, participates in the operation of their agency, and meets regularly with their on-site supervisor to discuss case planning and counseling techniques. Students meet at the university for group supervision and conferences and to present one of their client cases in detail. The faculty supervisor visits each internship site during the semester to confer with students and their on-site supervisors. The internship requires a minimum of 150 hours of on-site experience.
Students must consult with the Field Placement Coordinator one semester in advance of their expected placements to begin arrangements. Prerequisite(s): Candidacy and COUN 8901 .
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COUN 9075 - Internship in Counseling
6 cr.
Students are placed in agencies for supervised contact with clients. Each student maintains a case load, participates in the operation of their agency, and meets regularly with their on-site supervisor to discuss case planning and counseling techniques. Students meet at the university for group supervision and conferences, and to present one of their client cases in detail. The faculty supervisor visits each internship site during the semester to confer with students and their on-site supervisors. The internship requires a minimum of 300 hours of on-site field experience.
Students must consult with the Field Placement Coordinator one semester in advance of their expected placements to begin arrangements. Prerequisite(s): Candidacy and COUN 8901
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COUN 9085 - Practicum in School Counseling
fall 6 cr./spring 6 cr.
A two semester, 600 hour practicum in elementary, secondary or dual sites, depending on desired license(s), provides public school counseling experiences. Students manage counseling caseloads, participate in guidance activities (student evaluations, delivering school counseling curriculum, articulation with colleagues, scheduling), and meet weekly with their on-site supervisor. During required on-campus seminars, students present cases, discuss site issues and professional practice standards, review legal and ethical issues, and critique assignments. Three faculty visits allow student and on-site supervisor consultation facilitating professional growth and completion of licensure paperwork. Students must consult with the Field Placement Coordinator in the Spring semester before beginning their placement.
Students must consult with the Field Placement Coordinator one semester in advance of their expected placements to begin arrangements. Prerequisite(s): Stage 2 approval and all coursework.
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COUN 9090 - Internship in Mental Health Counseling
fall 6 cr./spring 6 cr.
The Internship is a two semester experience in a professional counseling agency (600 hours on-site). Students maintain a caseload, participate in related tasks, and meet regularly with their on-site supervisor to discuss case planning and counseling techniques. Students participate in an on-campus seminar with faculty where students receive group supervision, present cases, and discuss internship issues. Faculty conduct site visits to confer with students and on-site supervisors. Students must consult with the Field Placement Coordinator in the Spring semester before beginning their placement.
Students must consult with the Field Placement Coordinator one semester in advance of their expected placements to begin arrangements. Prerequisite(s): Stage 2 approval and all non-elective coursework.
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COUN 9093 - Graduate Thesis
6 cr.
At the end of a student’s formal academic study in the CAGS in Interdisciplinary Studies (Psychology/Counseling) Program, students submit a Thesis research or study proposal to the Behavioral Sciences Committee on Graduate Programs. With committee approval, the student works under the supervision of a faculty member on this activity. The Thesis is a supervised, systematic research or analytical study of a significant problem/issue involving the areas of psychology and counseling, which results in an original, written product. Students are challenged to think independently and critically throughout the process of developing the research or study. The written product must reflect an organized effort with an appropriate and useful format through which to discuss a comprehensive review of the literature, problem identified, assumptions, significance of study, sources and methods of gathering and analyzing information, and conclusions/recommendations.
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Creative Arts |
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CRAR 8140 - Creative Teaching
3 cr.
This course applies creative problem solving techniques and the arts to other content areas of the curriculum. This course is part of the initial licensure track, all majors.
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CRAR 8145 - Celebrating Diversity through the Arts
3 cr.
The course is a study of methods used for balancing Euro-centric cultural backgrounds; celebrating cultural diversity through the arts; building respect and understanding through cultural grid systems; creating harassment-free learning environments; teaching without gender bias and understanding, discussing, and preventing classroom sexism, racism, anti-Semitism, and homophobia.
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CRAR 8146 - Arts Technology in the Classroom
3 cr.
This lab experience provides professional development in the arts technologies. Emphasis is placed on integrating these exciting tools into varied learning. Topics include both visual arts and music applications such as digitized images, digital sound, scanners, synthesizers, video overlay card, MIDI laser discs, sequencers and sound design. This course is a must for educators from all disciplines and levels. No prior technology expertise required.
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CRAR 8200 - Music Learning Theory and Creativity
3 cr.
A study of Gordon’s learning theory of music aptitude, achievement, and testing and its relationship to musical creativity. After learning and performing basic rhythmic and tonal patterns students apply this knowledge and skill in creating compositions. The similarities and differences among the terms discovery, creativity and improvisation are discussed and experienced in a variety of music projects. The importance of creativity and improvisation in Gordon’s skill learning sequence are discussed and experienced in depth.
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CRAR 8500 - Art and Human Development
3 cr.
This course is applicable to students who are in human services fields, including diverse groups teachers, social workers, recreation directors, religious educators and others. Students use hands-on activities to demonstrate how concepts and practices are learned and to facilitate students’ needs.
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CRAR 9051 - Supervising, Directing, and Leading in Arts Education I
3 cr.
The course involves discussions about inter-departmental and intradepartmental relations, faculty development, grants, community relations, the diversity of a community, the needs of exceptional learners and other administrative concerns.
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CRAR 9052 - Supervising, Directing, and Leading in Arts Education II
3 cr.
The course involves of discussion of such topics as the efficient and humane use of personnel, finance, curriculum, and physical resources. The evaluation and supervision of programs and personnel is also covered.
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CRAR 9060 - Foundations of Creative Arts Integration Research
3 cr.
This course focuses on the role of the creative process in education and the Creative Arts, as well as the integration of the Arts across the curriculum. It introduces methodologies appropriate to educational research in Arts disciplines, with an emphasis on theories and research that have direct implications for instructional practice and planning. Students learn the appropriate technologies applicable to research and data collection, and evaluate contrasting theories about research design, to gain an understanding of effective sampling procedures, research bias, and the use of longitudinal studies. Research into the cultures of various community groups and the inclusion of exceptional learners in the educational process are considered. Finally, students develop a detailed proposal designed to explore the implementation of best practices in the field.
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CRAR 9065 - Drama in Education
3 cr.
Participants develop teaching skills they can apply to their own work and personal skills that explore drama as an expressive medium. Through a special project, students have the opportunity to explore a range of arts media, their relationship to one another, the learning process, and academic achievement.
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CRAR 9070 - Creative Arts Curriculum Development and Applications
3 cr.
This course is designed to help aspiring leaders understand how to develop and implement systemic K-12 fine arts curriculum, instruction and assessment.
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CRAR 9090 - Arts Presentation
3 cr.
Students create a culminating project after completing at least 18 semester hours in the degree.
Prerequisite(s): CRAR 9070
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Criminal Justice |
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CJ 7200 - Foundations
6 cr.
Students must register for this six credit CORE which includes the following modules of study: Criminal Justice Process CJ 7240 , Social Relations and the Legal System CJ 7260 , Criminology CJ 8530 .
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7240 - Criminal Justice Process
This area of study explores the organization and function of the criminal justice system.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7250 - Applied Concepts in Policing
3 cr
This course covers policing issues such as use of force; motor vehicle operations; care and custody of persons; special operations and critical incidents; homeland security; technology and privacy; and liability related to these areas.
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CJ 7260 - Social Relations and the Legal System
This course explores law as a social process that is both a source of order and of conflict.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7300 - Professional Responsibility and Community Relations for Law Enforcement
3 cr
The founder of modern policing, Sir Robert Peel, delineated the concepts of ethical policing and policing by consent. In this course we will show how these two concepts are mutually reinforcing. The course focuses attention on the constituencies interest in police services, the goals that law enforcement agencies are expected to achieve , and the means to achieve goals. Ethical police behavior is considered at three levels (individual, agency, and society-wide) and the interaction of those three levels is observed in a case study. Examples of effective and ineffective community relations strategies are examined. The roles of police leadership is discussed.
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CJ 7320 - Crime Causation
3 cr
This study combines various perspectives from across the behavioral sciences to help illuminate the causes and consequences of crime and criminality, from juvenile delinquency and street crime to white collar and corporate crime.
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CJ 7350 - Advanced Police Patrols Operations
3 cr
This course will provide an in-depth study of the police patrol function, its evolution including studies of patrol, the goals of patrol, issues of discretion for patrol officers, the role of community and patrol, strategies and techniques of patrol, and the types of patrol. In addition, there will be a comprehensive study of report writing.
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CJ 7370 - Massachusetts Criminal Law and Procedure
3 cr
The main goal of this course is to help students develop a working knowledge of Massachusetts black-letter law, case law, and procedural law relevant to the practice of law enforcement in the Commonwealth.
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CJ 8010 - Leadership and Management
3 cr
This course focuses on theories of leadership and management within a public organization. General theories will be interwoven with behavioral theories, with critical distinctions made between leadership and management, and on communication, team-building and ethics.
Prerequisite(s): CJ 7350
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CJ 8100 - Program Evaluation
3 cr
Perhaps the most important question for persons and institutions in the helping and public service professions is whether their efforts are accomplishing their goals. Program evaluation is the process of determining how well a program, treatment, or other intervention designed to help ameliorate social or personal problems, including but not limited to crime and delinquency, or otherwise enhance the quality of life and/or the overall well-being of society, has accomplished its goals. This process requires attention to the interests and desires of multiple segments of society who have a stake in the outcome of the intervention as well as to the principles of scientific methodology. In this course, students will learn, among other things, the importance of evaluating not only how well an intervention worked but how well it was implemented in the first place, the value of using the results of evaluations to design new programs or improve existing ones, how to conduct a program evaluation, how to evaluate the validity of a program evaluation, and, perhaps most importantly, the role of program evaluation in designing good public policy.
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CJ 8150 - Advanced Policy Seminar
3 cr
This course combines a seminar-style overview of public policy theories and the policy-making process, including research, analysis, recommendation(s), implementation and evaluation, along with a clinical approach of gaining experience working as a research team member.
Prerequisite(s): 15 graduate credits in Criminal Justice.
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CJ 8200 - Recruit Officer Course
12 cr
This course will be taken by all Criminal Justice students who have completed the undergraduate MPTC Police Academy Concentration and who intend to complete the Graduate CJ MPTC Concentration portion of the program. This course will also provide the student the experience necessary for professional development in the policing field.
The Practicum will consist of the field work necessary for completion of the MPTC program and will be conducted under the supervision of MPTC Certified Instructors and FSU faculty members.
The Practicum will involve the following field work sessions:
- Defense Tactics Training
- Water Safety
- Emergency Driving
- Highway Safety (Radar, Breath test, Field Sobriety, Occupant Protection)
- Firearms
- Less Lethal Applied Semintion Training
- Patrol Response/Applied Patrol Procedures (includes Motor Vehicle Stops and Arrest/Processing)
- Active Shooter
- First Aid/CPR
- Hazardous Material Response
- Health and Wellness
- Domestic Violence and Elder Abuse
- Response to Person with Mental Illness
- Sex Crimes Investigation
- Suicide Prevention
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CJ 8400 - Applications in Criminal Justice
6 cr.
Students must register for this six credit CORE which includes the following modules of study: Research Methods CJ 8430 .
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8430 - Research Methods
This course of study allows the student to develop competencies in understanding, analyzing and questioning research findings. Basic techniques and knowledge are introduced to assist the student in locating, understanding, and using resources relevant to legal analysis of the law, measurement of crime and criminal behavior, and interpretation of research findings.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8500 - Applications
6 cr.
Includes the following course titles:
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8530 - Criminology
An examination is conducted of the historical development of criminological theories, including the Classical School of the 18th century, the Marxist and Socialist Schools of the late 19th century, and contemporary theories of the 20th century. Emphasis is on social, political, economic, religious, racial, gender and emotional characteristics of crimes and offenders.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8540 - Administration and Organizational Development
This component increases the students’ awareness of organizational dynamics by providing them with the skills to analyze organizations and to learn to view them from several frames of reference.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8560 - Contemporary Issues
The course examines current social trends as they confront the criminal justice professional in the field, in institutional settings and in the courts. Students explore contemporary theories and responses to emotionally demanding issues that challenge the community and the criminal justice system, as well as the strategies for responding to these problems.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8580 - Ethical Issues in Criminal Justice
This course includes an examination of major ethical issues that span the components of the criminal justice system. Students will explore the ethical challenges and ensuing dilemmas that occur in daily professional work along with strategies for responding to job situations.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8590 - Program Evaluation and Statistics
3 cr.
This course provides an introduction to elementary statistical methods as applied to problems in crime and criminal justice. It is an introduction to descriptive statistics exploratory data analysis, probability theory, inferential statistics and program evaluation. Its purpose is to enable students to do empirical statistical work, as well as to intelligently and critically read academic publications. Even if students do not plan to do quantitative work after graduation, understanding the theory and limits of statistical analysis is important given its prevalence in criminal justice.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9620 - Legalities of Criminal Justice Administration
3 cr.
The course examines contemporary issues facing criminal justice administrators and explores the legal considerations necessary in determining sound managerial solutions. Topics of discussion include the legal implications of employee hiring, training, promotion, and discipline; internal investigations; discrimination challenges; affirmative action plans; labor relations and unions; and the development of departmental policies and procedures. Students examine each topic within the realm of relevant state and federal law. This course is especially fitting for practitioners who are faced with policy-related decisions in the criminal justice field.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9660 - Professional Issues: Liabilities and Challenges
3 cr.
This course clarifies the ideological conflicts - from enforcement to rehabilitation - that may be encountered by the criminal justice practitioner. Through case studies, this course focuses on the legal and ethical responsibilities of the criminal justice professional including liability standards and philosophies of practice, and professional ethics. Attention is paid to the invisible effects of discretion as a part of the decision making process.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9680 - Cultural Diversity and Communication
3 cr.
This course reviews individual and group models of relationships between criminal justice agencies and the public, with emphasis on gender, race and ethnic differences. Special attention is paid to areas of potential conflict and cooperation with distinctive cultural groups. Alternative dispute resolutions are emphasized, including problem solving, negotiation, meditation and conflict resolution strategies.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9800 - Theory and Practice/Capstone Experience
6 cr.
Students choose from the following: CJ 9840 CJ 9860
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9820 - Option I: Internship
The Capstone Internship is a supervised, field-based (300 hours) learning experience in an approved criminal justice agency. Responsibilities can include administration, case/clinical work, training and development or research. The student is responsible for systematically applying theoretical concepts in an applied and practical way to the work of the organization and contributing to the goals of the criminal justice system. Placement is facilitated through the Field Placement Office, Department of Behavioral Sciences, in accordance with departmental policies. The internship is monitored by a faculty member who conducts on-site evaluations of the student’s skills and competencies. Students are required to meet as a group in a seminar class; assignments include a paper discussing a literature review of relevance to the internship and a discussion of the application of the literature to the field experience.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9840 - Theory & Practice: Capstone Project
6 - 12 credits
The Capstone Project is a significant undertaking appropriate to the criminal justice field and reflects originality and independent thinking. The project must be a systematically organized effort with appropriate form and methodology. Projects may vary considerably, from developing a prototype service/program to undertaking a media project. A written abstract is required and includes an articulated rationale, explained significance of project, identified objectives and conclusions/recommendations. The student works under the supervision of a faculty member and if appropriate, in cooperation with an approved criminal justice field site. The focus of the project must be approved by the Graduate Committee on Criminal Justice.
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CJ 9860 - Option III: Thesis
The Capstone Thesis is supervised, systematic research or analytical study of a significant problem/issue, which results in an original, written product. Students are challenged to think independently and critically throughout the process of developing the study. The paper must reflect an organized effort with an appropriate and useful format through which to discuss a comprehensive review of the literature, problem identification, assumptions, significance of the study, sources and methods of gathering and analyzing information, and conclusions/recommendations. The student works under the supervision of a faculty member, and the topic of the thesis must be approved by the Graduate Committee on Criminal Justice.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9880 - Seminar
All students participating in the Capstone experience, regardless of the option chosen, meet together in a seminar class. Students share scholarship from their works in progress and discuss issues related to their Capstone experiences. Faculty facilitate the discussions and oversee the students’ work. At the end of the Capstone experience, students present the results of their internship, project, or thesis to the entire Capstone group.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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Early Childhood, Elementary, and Middle School Education |
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EDUC 7001 - Writing to Learn
3 cr.
This research-based course is designed for classroom teachers, administrators, curriculum coordinators, Chapter I, ELL, bilingual, and special needs teachers who want to involve themselves in the writing process and become more knowledgeable about the teaching of writing.
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EDUC 7002 - The Culture of the School
3 cr.
This course teaches prospective administrators how to create a more flexible culture focused on problem solving, learning, and successful communication in their school/school district community. Prospective administrators learn how to recognize what can be mandated and when mandate make sense, what is susceptible to problem solving and when issues are best dealt with collaboratively, how and when to focus on instructing members of the school/school district community, and how and when not to intervene. There is a particular focus on strategies and techniques for problem solving, collaborative work, and successful instruction of adults.
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EDUC 7003 - Educational Issues in Child Development
3 cr.
This core course explores human growth and development from Pre-K to grade six. Particular attention is given to exploring the relationship between developmental theory, knowledge, and educational decisions and practice. Various theoretical perspectives and practices are covered as well as specific developmental areas, such as physical-motor, cognitive, language, social, and emotional development. How children develop as thinkers and learners, specifically how problems are solved at different points in development, is emphasized. In addition, constructivist theory and project based learning will be explored. Teacher candidates will develop a clear understanding of the process of objective observation of children, as well as observation and recording skills appropriate for investigating various aspects of child development and behavior.
This course is required for all early childhood and elementary education initial licensure candidates. A 15 hour pre-practicum experience is required.
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EDUC 7004 - Cooperative Learning Structures and Strategies in the Content Area
3 cr.
This is a comprehensive course in cooperative learning designed to provide an in-depth look at a variety of instructional practices and strategies appropriate for effective teaching and learning in the inclusionary and heterogeneous classroom. Learning objectives are pertinent for all disciplines. Class projects align with the requirements of state and national standards.
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EDUC 7005 - Bureaucracy in Education
3 cr.
This course focuses on how participants have experienced school - as students, as teachers, and as leaders-and how the organization of schools and districts creates those experiences. The rules under which schools operate, the intention of the educational reforms and movements that underlie those rules and the interaction between those rules and individual goals are examined. The course requires writing similar to that required in schools and districts as well as writing that draws on students’ experiences with schools.
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EDUC 7006 - Developing Interdisciplinary Content Learning Centers: Incorporating Cooperative Learning Strategies
3 cr.
This course explores the variety of methods and materials inherent in developing multi-level, multimedia content learning centers. The focus will be on integration in a variety of curriculum areas including math, science, language arts, reading, social studies and the arts. Participants develop an interdisciplinary content learning center to be used in a classroom setting. Techniques for effectively incorporating essential skills and knowledge of selected content areas, as well as cooperative learning strategies into the implementation of these centers, will be explored. Scheduling and evaluative techniques are integral parts of the focus in this K-12 course.
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EDUC 7007 - Developing Math Materials to Differentiate Instruction
3 cr.
This course involves the construction and use of multi-level, multimedia Math materials for classrooms from grades K-12. Curriculum resources will be shared for a range of learners and we will discuss how to differentiate instruction. A wide spectrum of methods, activities and materials, pertaining to a variety of strands of Math, will be presented and examined. Connections will be made to Massachusetts Curriculum Frameworks. We will discuss the NCTM standards and expectations. Examination of objectives and outcome strategies used to meet a wide range of abilities in the teaching and learning of Mathematics will take place. Participants will have an opportunity to create, adapt, design and construct Math materials to use in their own classrooms when differentiating instruction. Testing, assessment and evaluation, in the area of Mathematics, will be incorporated. This practical, hands-on course will also provide a variety of strategies for scheduling and implementing materials designed by participants. Innovative ideas will be shared to reinforce Math as an exciting subject.
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EDUC 7008 - Construction and Use of Reading Materials
3 cr.
Participants will be involved in the research, design and construction of a variety of materials used in the teaching of Reading and Language Arts. A multitude of resources, methodologies, materials and strategies, pertaining to various levels of learners and how to differentiate instruction, will be presented and examined. We will make connections to Curriculum Frameworks and higher order thinking skills. The instructor will demonstrate many activities and materials previously designed and implemented in the classroom to develop and enhance the teaching and learning of Reading and Language Arts. The participants will have an opportunity to design and construct materials that meet their individual teaching needs. Scheduling, assessment and evaluation techniques will also be discussed. Learning Centers will be referenced and demonstrated. This hands-on, fast paced course will provide a balance between creative and practical approaches to the teaching and learning of Reading.
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EDUC 7009 - Cultural Diversity and Urban Teaching
3 cr.
This course is designed to generate an understanding of culturally responsive teaching and the development of expert practice in working with diverse racial and ethnic student populations. Expert practice includes all professional and instructional activities that facilitate student learning. Participants will analyze and discuss research on culture, cultural identity and community-writ large- the sociological, political, racial and economic factors that impact society and writ small-how race ethnicity and SES impact the lives and learning of urban students with a focus on Lowell students.
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EDUC 7010 - Storytelling in the Curriculum
3 cr.
This course will address storytelling and its relationships to today’s multicultural classroom. The use of oral history projects and the use of folklore in the curriculum is explored. Emphasis will be on promoting storytelling in the classroom. Current theory on the relationship of oral and written language acquisition will be reviewed. Storytelling, self-esteem building, healing and creative conflict resolution techniques for the classroom will be discussed.
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EDUC 7014 - Reading and Writing in the Content Areas
3 cr.
This course examines the reading and writing processes as it pertains to the teaching and learning of knowledge and skills within content disciplines. It includes an exploration of the relationships among reading, writing, critical thinking and learning; discussion and designing of current assessment tools, including portfolio; and analysis, development, and implementation of reading and writing strategies and procedures which develop student capacity for using reading and writing to think critically and to learn and understand content. This course involves embedded experiential field-based learning components.
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EDUC 7015 - Language Arts and Literacy in Elementary Education
3 cr.
This specialized course in language arts and literacy at the elementary level focuses on language development, the reading/writing processes, and balanced literacy instruction. Classroom research-based strategies and curriculum, including those that integrate the fine arts, including English Language Learners and children with special needs, will be emphasized. Candidates seeking an initial license complete a field experience. Credit cannot be given for both EDUC 7015 and EDUC 7222 , EDUC 8400 , or EDUC 8450 . This course is part of the initial licensure track, elementary school.
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EDUC 7017 - The At Risk Young Reader/Writer: Assessment and Intervention
3 cr.
This specialized course focuses on early intervention for young children (K-2) who are at risk or are experiencing difficulties learning to read and/or write. The course uses the theoretical framework of emergent literacy as a foundation for assessment and intervention strategies. Students learn to use a variety of assessment tools, such as observation survey and running records to plan individualized, small group (guided reading) and large group (morning message, interactive writing) interventions.
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EDUC 7018 - Drawing/Writing and the New Literacy
3 cr.
For teachers in a Socratic, radically-constructivist, brain-based literacy program, this course addresses the challenge of teaching literacy skills so that they stick. The abilities to write and to read depend upon many skills, including the ability to pay attention, to extract information and to communicate information. These skills can be learned through drawing. When writing accompanies drawing, a double literacy develops both verbally and visually. The new literacy models encourage integrated brain function.
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EDUC 7019 - Drawing/Writing and the New Literacy-Intermediate
3 cr.
Consolidation of the five-step drawing and writing program introduced in EDUC 7018 , Drawing/Writing. Emphasis on understanding multiple literacies and increasing self-knowledge through the Neuroconstructivist, cross-model teaching and learning are reviewed and deepened. Students will work with the writing curriculum in part four of the text Drawing/Writing and the New Literacy. Students are introduced to the four-fold hypothesis.
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EDUC 7021 - Connecting Reading and Writing
3 cr.
This research-based course is designed for classroom teachers, administrators, Chapter I, ELL, Bilingual, and special needs teachers who have participated in Writing To Learn and would like to become more knowledgeable about the relationship between reading and writing.
Prerequisite(s): EDUC 7001 or permission of the Instructor.
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EDUC 7025 - Teaching Science in the Elementary and Middle School
3 cr.
This course covers contemporary thinking, practices, and research in the teaching of science to elementary and middle school students. Emphasis is on providing innovative hands-on experiences for students. Candidates seeking initial licensure complete a field experience. This course is part of the initial licensure track, elementary and middle school.
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EDUC 7026 - Studying Skillful Teaching
3 cr.
This course focuses on improving student learning and achievement by building capacity in three integrated strands: 1) useof varied and extensive research on the knowledge base about teaching; 2) understanding teacher beliefs about their own and students’ ability to learn 3) creating professional communities characterized by shared goals, collaborative work and shared accountability. This course is provided directly by Research for Better Teaching.
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EDUC 7029 - Content Instruction in a Standards-Based Classroom
3 cr.
This course provides the participants with the knowledge, skills and understanding to provide instruction in content in a standards-based learning environment. Participants conduct a brief review of literature of the essential concepts and skills of a content area(s), design an environment conducive to content learning, align learning experiences to state and national standards, and develop lessons that engage students while differentiating for diverse learning styles and special needs. They will also develop appropriate assessment strategies that align with standards and goals. Content standards as defined by the Massachusetts Curriculum Frameworks are emphasized.
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EDUC 7034 - Understanding Wellness and the Coordinated School Health Model
3 cr.
This course is designed to explore the six dimensions of wellness and how they relate to personal and professional goals.
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EDUC 7035 - Literacy Learning for Younger Children
3 cr.
This course provides students with an in-depth study of elements of an early literacy instructional framework, with a focus on the reading components. Included in the course of study are investigations of the following: Reading comprehension, interactive reading aloud to students, assessment of reading skills, shared reading, guided reading, independent reading, and word study. Students are expected to effectively implement each of these elements into a typical classroom study with a theoretical understanding of why particular decisions are being made.
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EDUC 7036 - Literacy in the Elementary School
3 cr.
This course is designed for Lowell teachers who teach balanced literacy to elementary students. The components of balanced literacy will be addressed as they relate to Massachusetts curriculum frameworks: phonemic awareness, phonic, fluency, vocabulary, comprehension, writing, and assessment. Throughout the course, emphasis will be on culturally responsive literacy instruction that incorporates an understanding of the development of motivation and resiliency in a diverse, urban population. Readings from research literature and current practice will frame discussion, inquiry, and analysis of the complexities of teaching literacy. Teachers will use Lowell’s current curriculum materials to apply course concepts and strategies in job-embedded assignments and conduct a teacher inquiry connected to a course topic and the needs of the teachers’ students.
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EDUC 7037 - Literacy Learning for Older Children and Adolescents
3 cr.
This course is designed to assist participants in teaching the full range of intermediate students to read and write and to use literacy skills for a variety of purposes. Sessions will focus on implementing effective literacy practices with groups of students, using observations of students’ reading and writing behaviors to effectively plan for different learners, and establishing a supportive, well-managed environment for learning. Participants will gain experience in observational assessments, lesson planning, guided reading, writing process, and language/word study.
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EDUC 7040 - Advanced Concepts and Methods of Elementary and Middle School Math
3 cr.
Students investigate methods and materials used in elementary and middle school programs. Students develop functional math skills for use by elementary and middle school teachers. This graduate course includes information on math principles (set, function, probability and statistics, geometry, and measurements, algebra, and computer awareness) and provides opportunities for the application of such information. Candidates seeking initial licensure complete a field experience. This course is part of the initial licensure track, elementary and middle school.
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EDUC 7041 - Observing and Analyzing Teaching I
3 cr.
This course is a practical, performance-based course for individuals who are currently working as- or intend to work as - supervisors, evaluators, teacher leaders or central office administrators. It is designed to help school districts ensure the quality and consistency of their professional growth and evaluation systems. OAT I examines the links between instructional leadership (encompassing supervision and evaluation) and student achievement. The course is organized into the three strands: understanding expert instruction, building instructional leadership skills and developing professional communities. This course is provided directly by Research for Better Teaching.
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EDUC 7050 - Observing & Analyzing Teaching II
3 cr.
The successor to Observing & Analyzing Teaching I course, the course focuses on the tools, skills, and strategies that participants need to help build cultures of high achievement and system-wide accountability for student learning. Emphasis is on practical applications, problem-solving and developing common standards and expectations within one’s own work setting. The objectives enable participants to use a common language and concept system to analyze teaching and its impact on student learning, and discriminate levels of performance in relation to standards and criteria. This course is provided directly by Research for Better Teaching.
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