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Behavioral Sciences and Education |
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ABA 601 Supervised Fieldwork Practicum I Fall-Spring, Summer Semesters
This course provides an opportunity for candidates to gain supervised experience in the field of applied behavior analysis by working closely with a BCBA in the community. This supervised experience is required for candidates who wish to become eligible to sit for the BCBA exam. Candidates will, where appropriate, conduct the practicum in their professional work in education and/or mental health settings. In cases, where this is not possible, candidates will be placed at a local mental health agency to conduct this supervised practicum. Candidates will receive both individual and group supervision by a credentialed BCBA as they work with clients, design and execute behavior management plans, and carry out behavioral assessments. Candidates who successfully complete this course and the accompanying practicum will be awarded up to 500 clock-hours of supervised BCBA fieldwork. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 602 Supervised Fieldwork Practicum II Fall-Spring, Summer Semesters
This course provides an opportunity for candidates to gain supervised experience in the field of applied behavior analysis by working closely with a BCBA in the community. This supervised experience is required for candidates who wish to become eligible to sit for the BCBA exam. Candidates will, where appropriate, conduct the practicum in their professional work in education and/or mental health settings. In cases, where this is not possible, candidates will be placed at a local mental health agency to conduct this supervised practicum. Candidates will receive both individual and group supervision by a credentialed BCBA as they work with clients, design and execute behavior management plans, and carry out behavioral assessments. Candidates who successfully complete this course and the accompanying practicum will be awarded up to 500 clock-hours of supervised BCBA fieldwork. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 603 Supervised Fieldwork Practicum III Fall-Spring, Summer Semesters
This course provides an opportunity for candidates to gain supervised experience in the field of applied behavior analysis by working closely with a BCBA in the community. This supervised experience is required for candidates who wish to become eligible to sit for the BCBA exam. Candidates will, where appropriate, conduct the practicum in their professional work in education and/or mental health settings. In cases, where this is not possible, candidates will be placed at a local mental health agency to conduct this supervised practicum. Candidates will receive both individual and group supervision by a credentialed BCBA as they work with clients, design and execute behavior management plans, and carry out behavioral assessments. Candidates who successfully complete this course and the accompanying practicum will be awarded up to 500 clock-hours of supervised BCBA fieldwork. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 604 Supervised Fieldwork Practicum IV Fall-Spring, Summer Semesters
This course provides an opportunity for candidates to gain supervised experience in the field of applied behavior analysis by working closely with a BCBA in the community. This supervised experience is required for candidates who wish to become eligible to sit for the BCBA exam. Candidates will, where appropriate, conduct the practicum in their professional work in education and/or mental health settings. In cases, where this is not possible, candidates will be placed at a local mental health agency to conduct this supervised practicum. Candidates will receive both individual and group supervision by a credentialed BCBA as they work with clients, design and execute behavior management plans, and carry out behavioral assessments. Candidates who successfully complete this course and the accompanying practicum will be awarded up to 500 clock-hours of supervised BCBA fieldwork. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 640 Foundations of Applied Behavior Analysis Fall-Spring, Summer Semesters
This course will provide students with a complete, accurate, and contemporary view of applied behavior analysis. This course will focus on defining applied behavior analysis, selecting, assessing and evaluating behavior to change, and introducing basic behavior-change procedures. Students will understand the philosophical underpinnings of the field of applied behavior analysis. In addition, students will think critically about these philosophical underpinnings and how they relate to the concepts and principles of applied behavior analysis. Students will gain introductory knowledge of measurement and the application of applied behavior analysis foundations. 3 credit hours
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ABA 641 Introduction to Single Subject Research Methodology Fall-Spring, Summer Semesters
This course provides an overview of behavioral measurement, single subject research designs, and methods of data analysis. This course will define behaviors of measurement and describe methods of measuring those behaviors. Students will think critically about the requirements, advantages, uses, and limitations of both demonstration (withdrawal, reversal, multiple baseline, multiple probe, changing criterion) and comparative (alternating treatments/multi-element, multi-treatment, adapted alternating, parallel treatments) single subject research designs. In addition, students will learn how to describe the characteristics of data, display data graphically using electronic graphing programs, and describe data by its characteristics. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 642 Experimental Analysis of Behavior Fall-Spring, Summer Semesters
This course presents an overview of the basic behavioral processes related to human and nonhuman learning. Topics include, non-associative learning, respondent conditioning, operant conditioning, reinforcement and punishment, motivating operations, behavioral economics, stimulus control, and verbal behavior. Students will critically analyze single subject experiments, demonstrating behavioral processes related to these topics. Students will also apply their skills using computer-based simulation of laboratory experiments and demonstrate competency in scientific writing via laboratory summaries. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 643 Behavior Assessment Fall-Spring, Summer Semesters
This course provides students with a deep understanding of behavioral assessment and how behavior assessment can be used to understand socially significant behaviors. This course focuses on training students to be able to select and prioritize socially significant behavior-change goals. In addition, students will apply foundations of applied behavior analysis to conduct behavioral assessments (e.g. preference assessments, functional assessments, functional analyses). Students will also use the knowledge they have gained to examine and interpret behavior assesssment data. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 644 Providing ABA Treatment Fall-Spring, Summer Semesters
This course prepares students to influence the academic and social behavior of the individuals they treat. This course will review the philosophical underpinnings of applied behavior analysis and apply this knowledge to behavior change procedures. Topics include; a review of the foundations of applied behavior analysis (specifically the philosophical underpinnings) and basic principles and processes of behavior-change procedures. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 645 ABA Management and Programming Fall-Spring, Summer Semesters
Students will critically apply their knowledge of applied behavior analysis applications related to behavior-change procedures to select and implement interventions. They will also apply this knowledge as it relates to personnel supervision and management. Topics include, selecting and implementing interventions, supervision, and management. Students will learn how to select goals for supervision and provide personnel trainings related to the applications of applied behavior analysis. In addition, this course will provide students an understanding of how to measure supervisees skills related to identified goals by evaluating the effects of supervision on both client outcomes and supervisee repertories. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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ABA 646 Administering Ethical Behavior Analytic Services Fall-Spring, Summer Semesters
This course provides a forum for students to discuss challenges to the ethical practice of behavior analysis in applied settings. This course will define terms and concepts that facilitate considerations of ethical service delivery from a behavior analytic perspective. Students will critically analyze a number of assumptions (as well as, other important variables) that influence our ability to design effective and ethical behavior intervention plans for our clients. Students will also consider models for service delivery and barriers to effective program implementation ( as well as, strategies to remove these barriers). In addition, students will consider practical constraints encountered by most behavior analysts and will consider ways to protect our field from incompetence and defamation. M.Ed. - Applied Behavior Analysis majors only. 3 credit hours
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MED 500 Continuous Enrollment
Students must register for this zero credit status when not registering for any credit bearing course(s). The Continuous Enrollment status ensures that the student does not lose their matriculation for that semester. See Continuous Enrollment Policy for further important information. (0 credits)
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MED 501 Introduction to Educational Research
This course will facilitate the development of knowledge and skills to read, design, and interpret research, especially as that research relates to educational issues. Students will, through actual qualitative and quantitative research activities, identify and develop sound research questions, select appropriate research techniques, develop solid research design, and engage in analysis of data. Students will, as a result of this course, be informed professional consumers and practitioners of research and will be able to utilize quantitative and qualitative research for effective educational improvement. 3 credit hours
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MED 502 Development, Learning, and Inclusive Practice
Students will expand their knowledge of effective educational practices, development, behavior, and inclusive practices. They will apply their expanded understandings of these topics while interacting with school-based special education professionals in a variety of leadership roles. Throughout the course, participants will explore emerging models of development while reflecting on their personal leadership characteristics and their roles in creating cultures of inclusivity and presumed competency for all learners. The culminating activity will require students to develop their personal missions, visions and core values as formal or informal school leaders with a focus on inclusive practices. (3 credits)
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MED 503 Curriculum Trends and Issues
Students will analyze significant trends and issues impacting curricular decisions, trace their historical development, and examine likely future trends. Issues to be examined include conflicts between and among educational philosophies, learning theory, content, inclusion practices, and purpose of the written curriculum. Further public expectations, legislative decisions, and policymaking will be examined to better understand the many facets of a schoolʼs curriculum process. (3 credits)
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MED 504 Group Processes in Education
This course will advance participant understanding of the various concepts of group processes, including communications within groups, leadership, decision making, conflict, change, school culture, power and team development. Theory and practice are combined in this course through the use of reflection tools and participation in simulated group processes. The development and maintenance of effective school cultures will be emphasized. (3 credits)
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MED 510 Foundations of Reading Instruction
This course is designed to examine the nature of language, acquisition of language, and ways in which language develops. The pedagogy of reading instruction, particularly the nature of the reading process, skill development, and various instructional strategies will be emphasized. Students will examine historical practices as well as current models of reading instruction. (3 credits)
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MED 511 Children and Adolescent Literature
This course is an advanced survey of childrenʼs and adolescent literature. Included will be the examination of the genres of literature, the literary elements that combine to create a good book, and how literature can be used in any classroom. Students will learn advanced strategies for teaching literature as a teaching medium – one that enhances and expands the lesson or instructional concept. The course will also emphasize the strategies and techniques teachers use to promote literature within and throughout every subject area. (3 credits)
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MED 512 Advanced Reading in the Content Areas
This course is designed for reading specialists and elementary teachers. It examines the relationship between reading skills and student achievement in content area subjects and the processes that foster independent learners. Research-based teaching techniques and procedures geared to developing critical thinking skills are emphasized. (3 credits)
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MED 513 Development and Administration of School Reading Programs
This course defines the various reading specializations along with the duties and responsibilities of reading specialists. Students will examine current theories and practices on the development and administration of school reading programs, especially those suitable for specific school situations. Additionally, the course will enable students to monitor and assess the effectiveness of a school or district reading program in line with current standards and/or regulations. (3 credits)
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MED 520 Advanced Psychology of Reading
This course examines the psychological principles involved in the perception and recognition of words and word groups, theories of lexical access, visual perception of print, integration of sensory systems, neural mechanism for integrating language and print, and the cognitive dimensions of the reading act. Psychological basis for theories regarding preferred methods of teaching reading will be examined. (3 credits)
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MED 524 The Reading Specialist as Literacy Coach
This course defines the emerging role of the literacy coach and explores the duties and responsibilities of a coach. Students will examine current theories and practices of effective literacy coaching and datadriven instruction. Additionally, the course will enable students to apply their knowledge of instructional leadership and best literacy practices with effective coaching techniques to expand teachersʼ instructional expertise and ultimately impact student achievement. (3 credits)
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MED 526 Clinical Practicum in Reading: Diagnosis and Assessment
This course is designed to give practice in the use of formal and informal assessments in appraising a childʼs skill in reading and related areas.The utilization of a reading profile or case study that serves as the basis for instructional practices is emphasized. Clinical and field experiences are part of this course. (3 credits)
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MED 527 Clinical Practicum in Reading: Correction and Remediation
In this course, teachers work in teams designing corrective and remedial instructional plans for students with mild to severe reading disabilities, according to their emotional, cultural, and educational learning needs. It involves supervised practice in the use of sociological, psychological, and pedagogical instructional procedures including: keeping student portfolios, collaborating with related support school personnel, conferring with parents, using community resources, and conducting classroom action research. (3 credits)
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MED 550 Legal and Ethical Issues in Education for Administrators
This course will guide the aspiring principal through the morass of legal and ethical issues that need to be considered in the day-to-day leadership of the school. Students will engage in an analysis, synthesis, and application of judicial interpretations of the various constitutions, statues, rules, and regulations relating to education. Those legal considerations affecting the rights of educators, students, and parents will be investigated. Through the active application of case law, and following the tenants of ethical leadership, students will acquire the skills necessary to promote the success of students while working within a framework of appropriate laws, policies, and regulations. (3 credits)
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MED 560 The Principalship
Students will consider the key issues of the school organization, pupil promotion, program of studies, selection and supervision of teaching staff, oversight of pupil personnel, contract management, time allocation, plant and equipment management, and public relations. Theoretical and “best practice” models will be explored. Students will participate in a number of school-based administration activities through a supervised school-based practicum. Major problems of the organization and administration of schools will be examined. (3 credits)
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MED 561 Introduction to Organizational Leadership
A variety of theories and models of organization and administration with specific applicability to schools will be explored. The school organization will be analyzed through the symbolic, structural human resource and political conceptual frames. Leadership styles, systems theory, and various administrative practices will be addressed. Theoretical and conceptual constructs will be applied through the use of authentic and case study applications. (3 credits)
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MED 562 Supervision of Instruction
This course extends the principalʼs knowledge and skill in applying clinical techniques to instructional supervision. An overview of personnel practices and the evaluation of school personnel will be investigated. Systems for analyzing teaching performance are explored, and methods to engage teachers in their own professional reflective practice and renewal for improvement will be developed. Clinical supervision and mentoring models will be emphasized. Techniques and processes for analyzing student assessment and performance outcomes against state standards will be developed. (3 credits)
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MED 565 School Financial Management
This course provides an overview of planning and fiscal management models and tools appropriate for public school management. Specifically, it is designed to help future administrators understand the legal and philosophical issues associated with school finance and business operations. Federal, state, and local school financing; school budgets; and business methods of accounting will be addressed. Students will engage in simulated financial planning and management activities, as well as participate in a school financial planning/management process. (3 credits)
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MED 572 Supervision of Educational Personnel
This course examines an adult development model and highlights opportunities to enhance the professional skills of all school employees. Adult learning theories and models will be explored as they relate to current best practice regarding the supervision, development, and improvement of teachers and other school personnel. Models for curriculum improvement will be examined. (3 credits)
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MED 578 Reflective Instructional Practice Fall-Spring Semesters
Candidates will explore the role of the teacher-leader on enhancing the effectiveness of other educators. Topics to be addressed will include evidence-based instructional practices, types of teacher leadership, and decision-making. Candidates will explore pre- and in-service teacher development models, educator induction, as well as, emerging trends and regulations affecting educator development in Pennsylvania. Candidates will apply their learning while serving on a building or district-wide committee in their local education asssocaiton. 3 credit hours
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MED 579 Peer Mentoring in Education Fall-Spring Semesters
Candidates will investigate various models and approaches for mentoring educators in classroom settings. Topics to be addressed include; characteristics of adult learners, instructional observation and reflection, delivering actionable feedback, and co-teaching models. Candidates will learn to deploy data and assessments to help promote the adoption of highly effective techniques among other educators. Candidates will apply what they learned by working with another educator at their school to guide, enhance, and improve their practice. 3 credit hours
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MED 580 Structural Inequity in Education Fall-Spring-Summer Semesters
Candidates will be invited to critically reflect on the structural inequities inherent in the American education system. This will originate with an investigation of critical theory and a close reading of foundational texts explaining the historical context educational inequity. Candidates will also explore student conditions in uniquely inequitable systems, with special attention paid to urban education. Candidates will synthesize critical theory with their personal experiences in education. Candidates will learn a variety of techniques and will design curricular products that are informed by their understandings of educational inequity. 3 credit hours
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MED 582 Education Policy and Reform Fall-Spring-Summer Semesters
Candidates will investigate the economic, historical, political and sociological factors that contribute to the current state of American school systems. This investigation will begin with broad national trends including school re-segregation and social stratification, school choice, privatization, and teacher evaluation. Candidates will then explore the effects of those national trends on the urban education systems in which they live and work. Candidates will be challenged to identify opportunities to affect change by participating in the policy dialog surrounding urban education. 3 credit hours
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MED 584 Child and Adolescent Social, Emotional, and Mental Health Fall-Spring-Summer Semesters
Candidates will develop the skills needed to deploy social emotional learning and trauma-informed approaches with students. This will include helping them build and maintain healthy and positive relationships, setting realistic and positive goals, and empathy-building. This will include a grounding in childhood development, positive behavioral support, multi-tiered systems of support, and positive behavioral intervention. Candidates will also explore the range of mental health factors that can influence students’ school experiences. 3 credit hours
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MED 586 Social and Cultural Responsiveness Fall
Candidates will explore a range of socioeconomic and cultural backgrounds found among students in today’s schools. Candidates will evaluate their personal socioeconomic and cultural experiences and perceptions and evaluate how those experiences and perceptions influence their professional practice. 3 credit hours
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MED 588 Applied Support Techniques Fall
Faculty, staff and administrators are often first to notice or be approached by students facing difficulty. This positions educators in the pivotal role of first-responders in supporting student social and emotional learning needs. This course will prepare candidates with the techniques for responding to students’ psychological, emotional, and developmental needs. Effective use of these skills can facilitate better relationships with students, students’ families, and colleagues. 3 credit hours
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MED 590 School, Family and Community Collaboration Fall
Candidates will explore evidence-based approaches for school-family-community collaboration. These approaches will be augmented by a deep investigation of the full range of community organizations and their services available in candidates’ educational communities. Participants will learn appropriate approaches for engaging with their families and in their communities and will explore approaches for developing school-family-community partnerships and programs in ways that support all students. 3 credit hours
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MED 592 Research Seminar in Diversity and Resilience Fall-Spring-Summer Semesters
Candidates will develop a writing product on a topic in diversity and/or student resilience. This product will synthesize candidates’ understandings of diversity and student resilience theory, social and cultural competence, community engagement, responding to non-academic factors that contribute to student learning, and/or deploying social and emotional approaches to student learning. The product will either be a piece of novel scholarship or an evidence-based program proposal. Candidates will complete a variety of formative writing activities and deliver a capstone presentation summarizing their work. 3 credit hours
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MED 594 Administrative Internship
This supervised pre-professional internship is the culminating experience in the Educational Leadership program. It provides candidates with field-based opportunities to apply the knowledge, dispositions, and competencies acquired through the programʼs course work. The internship is aligned to both the PA Inspired Leadership (PIL) standards and the Interstate Leaders Licensure Consortium (ISLLC) standards. The internship is required for all Educational Leadership candidates. (3 credits)
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MED 595 Administrative Internship I
This optional internship format is designed for the aspiring principal whose professional and/or family responsibilities make completing a one-semester internship experience very difficult. This supervised preprofessional internship is the culminating experience in the Educational Leadership program. It provides candidates with field-based opportunities to apply the knowledge, dispositions, and competencies acquired through the programʼs course work. The internship is aligned to both the PA Inspired Leadership (PIL) standards and the Interstate Leaders Licensure Consortium (ISLLC) standards. The internship is required for all Educational Leadership candidates. (2 credits each semester)
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MED 596 Administrative Internship II
This optional internship format is designed for the aspiring principal whose professional and/or family responsibilities make completing a one-semester internship experience very difficult. This supervised preprofessional internship is the culminating experience in the Educational Leadership program. It provides candidates with field-based opportunities to apply the knowledge, dispositions, and competencies acquired through the programʼs course work. The internship is aligned to both the PA Inspired Leadership (PIL) standards and the Interstate Leaders Licensure Consortium (ISLLC) standards. The internship is required for all Educational Leadership candidates. (2 credits each semester)
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MED 598 Education Innovation Studio Fall/Spring/Summer
Candidates will explore various design concepts deployed in different education contexts. Topics to be covered include motivation, design thinking processes, innovation and student-centered pedagogy. Candidates will utilize these concepts collaboratively to critically evaluate how they are, and can be, applied to school settings. Candidates will work in teams to identify a problem, ideate possible solutions. This work will culminate in the development of an Education Innovation Proposal that will be submitted to the Graduate Office and approved prior to the execution of either the Education Innovation Practicum or Educational Technology Internship. 3 credit hours
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MED 599 Education Innovation Practicum Fall/Spring/Summer
This supervised practicum will facilitate candidates’ execution of the education innovation product created and proposed during the Education Innovation Studio (MED 598 ). Candidates will implement the project, engage in structured reflection individually and with colleagues and prepare a final presentation summarizing the project outcomes. This is the capstone course for the Learning Design and Innovation, M.Ed. program. Prerequisite: MED 598 3 credit hours
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MED 620 Enhanced Technology Pedagogies
Students will explore current and emerging learning technologies including various learning management systems, collaboration tools, assessment technologies, personalized learning programs, and content-presentation systems. Students will deploy newly-learned tools and approaches that enhance curricula in ways that maximize K-12 students ‘future-readiness. Assignments completed during the course equate to 20 hours of course-embedded field experience as defined by PDE for Education Technology students pursuing the Instructional Technology Specialist Certification. (3 credits)
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MED 622 Education Transformation and Change Fall/Spring/Summer
Students will explore foundational and emerging education technology theories and evaluate how these theories manifest themselves in education environments. Topics to be explored include diffusion of innovation, technology self-efficacy, levels of technology integration, and more. Students will apply these theories by assessing real-world educational technology integration. Assignments completed during the course equate to 10 hours of course-embedded field experience as defined by PDE for Education Technology students pursuing the Instructional Technology Specialist Certification. 3 credit hours
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MED 624 K-12 Computer Science Principles Fall/Spring/Summer
Students will explore essential computer science principles including abstraction, algorithmic thinking, and data science. Students will identify mechanisms for developing computer science skills for K-12 learners including coding instruction and integration of computer science principles across curricula. Assignments completed during the course equate to 15 hours of course-embedded field experience as defined by PDE for Education Technology students pursuing the Instructional Technology Specialist Certification. 3 credit hours
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MED 626 Teacher Leadership
Students learn the skills required to succeed in teacher-leadership positions in school organizations, such as, technology and instructional coaches, team leaders and department chairs. Students will learn how to facilitate the development of institutional cultures that promote collective growth and development using established adult learning theories. Products created in association with these learning goals include, school policies, needs assessment, implementation plans and a professional development or professional learning program proposal. (3 credits)
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MED 628 Educational Technology Systems Management
Students will learn to support educational organizations through the management of education technology and systems. Issues to be examined include project management, technology asset administration, and personnel. Students will also learn to store and manage data using approaches that comply with FERPA, COPPA, AND CIPA regulations. Assignments completed during the course equate to 20 hours of course-embedded field experience as defined by PDE for Education Technology students pursuing the Instructional Technology Specialist Certification. (3 credits)
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MED 632 Education Technology Internship
This supervised internship is a culminating experience in the education technology program for students seeking either the Instructional Technology Certificate or the Online Teaching Endorsement from the Pennsylvania Department of Education. It provides candidates with field-based opportunities to apply the knowledge, dispositions, and competencies acquired during education technology program coursework. The internship is aligned to both the Instructional Technology Specialist Certification and Online teaching Endorsement competencies. The internship is required for all Educational Leadership candidates. (3 credits)
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THE 506 Theatre History: The Well-Made Play & Beyond Fall-Spring-Summer Semesters
Students will use major dramatic texts to explore theatrical history and how theatre is a mirror of current society and issues. Students will read plays, discuss playwrights and staged productions, and examine the historical, social and critical contexts of the period. Class discussions will emphasize how to convey this information to young learners. At the conclusion of the course, the students should be able to: identify and discuss major plays and playwrights, identify conventions in modern & contemporary drama and performance, and critically analyze dramatic literature. 3 credit hours
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THE 507 Performance History and Craft Fall-Spring-Summer Semesters
Students will learn the history of acting and directing through the study of practitioners with an emphasis on theory and production history. Students will discuss the stages of play creation from auditions to rehearsal processes to the final staged production using historical examples and current work to support their arguments. 3 credit hours
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THE 508 Theatre Production and Design (Summer Residency) Summer Semester
This course focuses on: ensemble-building, new play development, and the collaborative relationship in the rehearsal room. Students will work as actors, directors and playwrights using contemporary devising methods and improvisation to create a dramatic text to be performed in residency. This course is part of a 10 day on-campus residency where students will be expected to work during morning, afternoon and evening. Candidates who cannot commute will be offered on-campus room and board for the duration of the residency. This course will be supplemented with theatre-related co-curricular activities through the duration of the residency. 3 credit hours
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THE 509 Theatre Production and Design (Summer Residency) Summer Semester
Students will work collaboratively from script analysis through performance with an eye towards design and technical elements. Through this course, students will gain an understanding of design and implementation through hands-on activities including best practices in the safe use of materials and resources. Students will learn how to model technical skills and design curriculum to ensure achievement for all learners. This course is part of a 10 day on-campus residency where students will be expected to work during morning, afternoon and evening. Candidates who cannot commute will be offered on-campus room and board for the duration of the residency. This course will be supplemented with theatre-related co-curricular activities through the duration of the residency. 3 credit hours
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Master of Accounting |
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ACC 515 Accounting Theory Fall Semester
This course is a study of the role of accounting in society and the theory that provides the underpinning for modern financial reporting. The course provides an understanding of the issues and development of Generally Accepted Accounting Principles and major stakeholders in developing accounting standards. The course examines the economic forces, competing interests, and regulatory institutions that shape the way regulators make accounting policy choices. In addition to discussing accounting in its familiar role as an income measurement tool and as an input to decisions under uncertainty, students study how efficient markets, compensation practices, debt covenants, and other broad economic consequences impact accounting policy makers. 3 credit hours
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ACC 524 Federal Tax Planning and Research Fall Semester
This course will provide an introduction to fundamental concepts of federal law impacting individuals and corporations. The focus will be on understanding how to integrate tax strategy into the bigger picture of corporate decision-making and will incorporate Internal Revenue Code sections, Treasury regulations, and research in online legal databases and current journal publications. Students will gain a broad exposure to the tax implications of business decisions ranging from corporate formation to corporate acquisitions and divestitures. Students will also be introduced to how tax planning decisions affect financial metrics. This course is cross listed with MBA524. 3 credit hours
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ACC 528 Special Topics in Accounting Fall Semester
This course provides a continuing in-depth study of Accounting principles and current concepts. Subjects may include contemporary accounting issues, ethical concerns in accounting, govermental units, non-profit organizations, multinational enterprises, and fiduciaries. Course is limited to MAcc students. 3 credit hours
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ACC 538 Controllership Issues Summer Semester
This course will provide a comprehensive overview of the roles and responsibilities of controllers in today’s corporate environment. Students will learn the controller’s role in facilitating investor relationships, internal control, profit planning, cost control, external financial reporting, and best practices in long range and short-term planning. The course will address internal managerial reporting, external financial reporting, and governmental tax reporting as well as the relationship between the function of the controller and other corporate executive functions. This course is cross listed with MBA538. 3 credit hours
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ACC 548 Advanced Managerial Accounting Spring Semester
An advanced study of managerial accounting and its use as a tool of management. The course stresses the analysis and presentation of accounting data for use by management in decision making and planning. Subject areas include cost allocation, inventory planning and control, joint-product costing, by-product costs, cost behavior patterns, and sales and production mix. Course is restricted to MAcc students. 3 credit hours
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ACC 552 Accounting Information Systems Spring Semester
This course investigates and analyzes the role of accounting information systems (AIS) within companiesʼ operating environments. Emphasis is placed upon internal controls, current technology (including databases), application of AIS, and AIS auditing techniques. This course is cross listed with MBA552. 3 credit hours
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ACC 562 Financial Statement Analysis Summer Semester
An intensive study of financial statement analysis, with emphasis on description and explanation of the demand and supply forces underlying the provision of financial statement data, properties of the numbers derived from financial statements, key aspects of decisions that use financial statement information, and features of the environment in which these decisions are made. This course is cross listed with MBA562. 3 credit hours
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ACC 565 Fraud and Forensics Spring Semester
Students will pursue an in-depth study of fraudulent financial accounting with a focus on fraud examination. The course also introduces the basics of forensic accounting. Through a series of readings, studies, problems and cases, students will use their background in accounting and audit to improve skills and techniques in the identification of fraud in the workplace and the impact on public reporting parties and markets. 3 credit hours
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ACC 571 Advanced Auditing Fall Semester
This course will provide a deeper analysis of auditing and its value to capital markets. Course content will focus on tools, test procedures, and processes used to audit an organization during various accounting cycles. The course will also provide an understanding of the client selection process, sampling techniques, and the audit conclusion phase including the issuance of the final audit opinion. The role and responsibilities of internal auditing are also addressed. 3 credit hours
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ACC 572 Corporate Finance Fall and Summer Semesters
Analytical approach to the management of financial resources and the selection of financing alternatives. Includes working capital, capital budget management, and the analysis of alternative investments and short- to long-range sources of financing. This course is cross listed with MBA572. 3 credit hours
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ACC 580 Advanced Accounting Spring Semester
An in-depth study of accounting principles and current concepts in which theory and practice are reconciled. Subjects include accounting for business combinations, preparing consolidated financial statements, segment and interim reporting, accounting for partnerships, and accounting for international transactions. The course also covers accounting for foreign currency hedges and translating foreign businesses in US dollars. 3 credit hours
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ACC 590 Graduate Accounting Internship
This course provides a planned and supervised work experience at selected, cooperating firms. Internships require students to meet periodically with a faculty supervisor, provide written deliverables, and participate in an end-of-internship evaluation. The student is expected to complete at least 120 hours over the semester. 3 credit hours
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Master of Data Analytics |
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MDA 510 Introduction to Data Fall/Spring/Summer
Students will be instructed in all forms of secondary and primary data. Data collection through automated or manual methods will be explained, including the considerations surrounding data ethics, sampling bias and sampling techniques. In conjunction with a brief primer on business strategy, students will also learn about performance metrics and metric design - as a source for operational data used in future analysis. Students will apply this knowledge as the collect and organize real-world data from a variety of sources, including online repositories and self-generated surveys. 3 credit hours
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MDA 522 Spreadsheet Modeling Fall/Spring/Summer
In this Excel course, we introduce real-world Excel skills across a broad range of applications. Skill development will include manipulating excel spreadsheets, using built-in Excel tools, use of important formulas, Excel security, and modeling business decisions for use by different stakeholders. Students will be faced with use cases from different perspectives (user, analyst, decision maker/manager, and external stakeholders) and will learn to develop models that enable better decision-making and prepare them for more advanced techniques used later in the program. 3 credit hours
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MDA 524 Data Driven Management Decision Making Fall/Spring/Summer
This course provides an overview of business analytics (descriptive, predictive and prescriptive) and introduces some analytical tools using Excel. The course considers analytics from key business perspectives: mangers, analysts, decision-makers, database administrators and a variety of potential audiences. To demonstrate basic tools the class will utilize Excel, focusing on cleaning, organizing, visualizing, analyzing real-world data from a variety of cases. The course also introduces a framework for assessing an organizations capability to deploy, and benefit from, business analytics practices. 3 credit hours
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MDA 526 Business Intelligence and Data Visualization Fall/Spring/Summer
This course introduces basic concepts of how business intelligence can help decision makers to deal with massive data. The focus of the course is how to turn data into a story-telling dashboard to support business decisions. The course emphasizes practical IT and analytical skills required to structure business problems into models. The industry standard software (Tableau) will be introduced in the course. 3 credit hours
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MDA 528 Business Data Management Fall/Spring/Summer
Understanding the complexity of current data management systems and the ever-evolving technology necessary to leverage such data is essential in making sound data-driven decisions. In this course, students will examine the issues in managing data and information from an enterprise perspective, and explore data management as an essential resource to organizational success through a deeper understanding of the concepts and techniques for managing the design, development, and maintenance of all the components of enterprise information management. The course will examine the roles and responsibilities of the various professionals that manage data and information in an organization. 3 credit hours
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MDA 532 Big Data and Technology Fall/Spring/Summer
This course introduces the field of big data and its applications. The course has a focus on building conceptual structure of employing appropriate technologies to support business decisions. It is an inter-disciplinary course that draws upon case applications from finance, marketing, healthcare, and sports fields. 3 credit hours
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MDA 534 Marketing Analytics Fall/Spring/Summer
Marketing analytics is the practice of measuring, managing and analyzing marketing performance to maximize its effectiveness and optimize return on investment (ROI). This course will focus on developing marketing activities and resource allocation decisions driven by quantitative analysis. Last several years have seen a dramatic increase in the amount of time and money that marketers spend on data analysis. Marketing analytics for organizations put emphasis on marketing decision-making and its integration with the data and financing dimensions of organizations. The main goal of the course is to help students understand quantitative marketing methods, from a variety of perspectives as analysts, consumers and entrepreneurs. 3 credit hours
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MDA 536 Data Privacy & Security Fall/Spring/Summer
This course introduces the technical, managerial, and ethical aspects of information security and assurance. It provides the foundation for discussing the issues related to protecting the technical aspects of information resources, managing the cost/benefit relationship in protecting those resources and responding to security incidents, and evaluating the ethical issues related to lack of access to resources and the privacy rights of customers, employees, and the general public. 3 credit hours
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MDA 538 Project Management Fall/Spring/Summer
This course will focus on the implications of successful Project Management on quality, efficiency and performance of organizations. Change and progress is achieved through projects (PMBOK) (www.pmi.org) in order to meet the requirements of a particular project. The process of managing a project - Initiating, Planning, Executing, Monitoring & Controlling, and Closing - will be discussed, studies and practiced in this course. Topics will include: Integration, Scope, Time, Cost, Quality, Human Resources, Communications, Risk Management, Procurement and Stakeholder Management. 3 credit hours
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MDA 540 Capstone Fall/Spring/Summer
This course is organized as a full project learning course. The project draws upon local and national companies. In this course, students are expected to apply various analytics skills in the previous courses to solve a business challenge that requires data analysis to be performed on real-world datasets. The projects are expected from various business areas: Finance, Marketing, Operations, Healthcare etc. 3 credit hours
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Master of Arts in Integrated Marketing Communications |
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IMC 520 Strategic Media Communication Fall Semester
Media and business - whether corporate, non profit, or government - involve the need for strategic oral and written communication. Every journalist, public relations specialist, marketing or advertising executive, and creative communicator must have the ability to formulate a concise, fact-driven, and ethical message to succeed. A variety of strategic instruments, from speech writing to news releases to strategic analysis will be covered. Students will additionally learn how to research media and reporters, generate media coverage, serve as spokespeople, and use new media strategies. 3 credit hours
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IMC 530 International and Global Communication Perspectives Spring Semester
Our borders may be shrinking in today’s world, but understanding the cultural and political differences of a country is critical to having stakeholders and publics understand the message. This course explores the theoretical and practical framework for studying global integrated marketing communication, exploring specific countries around the world to identify differences and similarities that affect the areas of public relations, marketing, and advertising. It examines key issues by considering past successes and failures in strategy, addressing the importance of knowing local culture in communication and positioning, and discussing emerging issues in brand globalization. 3 credit hours
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IMC 550 Crisis Management Fall Semester
Crisis Communications provides students with strategic approaches to manage how organizations respond to crisis such as accidents, product recalls, executive malfeasance, and natural disasters. You will learn to identify and explain the dynamics of a crisis, evaluate the effects of a crisis on organizational reputation, determine the role of public relations in crisis response, counsel executives and clients, and develop and implement a crisis communications plan.
3 credit hours
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IMC 580 Campaign I: IMC Campaign Creative Design and Development
From soft drinks to computers to political campaigns, managing a brand relationship with your audience is critical. In the first part of a two-part IMC Campaigns capstone class, students will use skills developed during the IMC graduate program to create an experiential strategic integrated marketing communications program for a client. The process will include research, branding, advertising, public relations, and promotion. Students will work in teams to meet an organization’s strategic marketing communication needs, subsequently pitching proposals for selection by the client to execute in part II of the Campaigns capstone. 3 credit hours
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IMC 585 Campaign II: IMC Campaign Execution
In part II of the IMC Campaigns capstone class, will complete a rigorous and comprehensive integrated marketing communications campaign through a professional and experiential learning process. Students will work with both the client and peer team members to both meet the organization’s strategic needs, as well as produce a professional report detailing all aspects of the campaign. Prerequisite: IMC 580 or permission of the instructor. 3 credit hours
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Master of Arts in Leadership |
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ML 510 Foundations of Leadership Fall Semester
Effective leadership is essential for any organization or group to succeed, and today’s leaders are often tasked with addressing a wide range of challenges, opportunities, and circumstances. This class will introduce students to different theories and approaches to leading others, and explore what insights research can offer regarding how and when to apply each leadership approach. 3 credit hours
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ML 520 Creativity and Innovation Fall Semester
This course explores the underlying premises of creativity and innovation as an approach to problem solving in complex environments. This course challenges students to risk making mistakes in their quest in developing ideas that may lead to a true innovation of problem solutions. Students are given the opportunity to integrate theoretical perspectives learned in readings and classroom activities with hands-on experiences. 3 credit hours
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ML 540 Coaching and Team Leadership Fall Semester
The ability to effectively lead a team and the ability to coach and mentor others are defining characteristics of many successful leaders. This course will teach students different approaches to coaching and mentoring others, including an exploration of the processes underlying human learning and development. The course will also emphasize effective team leadership skills, including how to effectively schedule a group project, how to plan and execute effective team meetings, and how to effectively evaluate a team’s progress. 3 credit hours
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ML 550 Complex Organizations Spring Semester
The ability to view situations from various perspectives strengthens a leaders ability to emphasize with others and enhances a leader’s ability to correctly diagnose problems and opportunities within a group or organization. This class will introduce students to different perspectives (or “lenses”) through which organizations and organizational phenomena can be viewed, thus enabling students to view people, groups, and organizations in a different and clearer light. 3 credit hours
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ML 560 Negotiation Spring Semester
Effective negotiation skills are instrumental in helping leaders achieve their desired goals, and such skills are also often helpful for the people with whom they are negotiating. This course will teach students effective negotiation techniques as well as an understanding of how to adapt one’s negotiation style to effectively address various personalities and circumstances. 3 credit hours
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ML 570 Change Management and Design Thinking Spring Semester
This course teaches a structured approach that leaders can use to successfully manage major changes within organizations. Students will also be introduced to design thinking, which is a process that can help leaders develop innovative solutions to complex problems and identify possible beneficial changes for a team or organization. 3 credit hours
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ML 590 Master’s Experience Proposal Fall Semester
In this course students will develop a proposal for a master’s experience (academic or applied research project, simulation, internship, or other) associated with their chosen career path. In this pass/fail course, students will develop a proposal for their work utilizing the skills learned in concurrent courses, as well as instructor and peer feedback. An appropriate advisor for the master’s experience with be identified. 3 credit hours
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ML 595 Master’s Experience Reflection Spring Semester
In this course students will develop a proposal for a master’s experience (academic or applied research project, simulation, internship, or other) associated with their chosen career path. In this pass/fail course, students will develop a proposal for their work utilizing the skills learned in concurrent courses, as well as instructor and peer feedback. An appropriate advisor for the master’s experience with be identified. 3 credit hours
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PHL 580 Ethics in Action Spring Semester
A strong foundation of ethics and values can serve to strengthen a leader’s reputation and help to ensure that a leader’s influence is being used to guide a team or organization in a beneficial and worthwhile direction. This course will examine the role of leaders in promoting ethics and social responsibility in groups and organizations. We will explore ethical challenges and opportunities faced by leaders in various settings and circumstances, and apply varying ethical models to address those challenges and opportunities. 3 credit hours
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SPM 530 Career Leadership and Self Development Fall Semester
Understanding and improving oneself is often a critical first step on the road to effectively leading other people. This course will guide students in a meaningful and developmental self-assessment of their leadership skills and characteristics. The course will also emphasize essential career and professional development skills such as personal branding, interviewing, and networking skills. 3 credit hours
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Master of Business Administration |
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FPL 220 Financial Accounting Fall-Spring Semesters
An introduction to the basic concepts, principles, and practices of accounting. Throughout the course, students practice transaction analysis for business events, summarize account activities, prepare financial statements and analyze company performance with common size financial statements and ratio analysis. 3 credit hours
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FPL 305 Taxation I Fall-Spring Semesters
An introduction to federal income taxation of individuals. Topics include inclusions and exclusions from gross income, capital gains and losses, business deductions, itemized deduction, depreciation and cost recovery, and nontaxable property transactions. Both tax planning and tax preparation are stressed. Prerequisite: FPL 220 with a grade of 2.0 or higher. 3 credit hours
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FPL 330 Risk Management and Insurance Fall Semester
A basic introduction to the fundamentals of life, property and casualty insurance, with emphasis on the various types of risks, contract analysis, and cost. 3 credit hours
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FPL 524 Federal Tax Planning and Research
This course will provide an introduction to fundamental concepts of federal law impacting individuals and corporations. The focus will be on understanding how to integrate tax strategy into the bigger picture of corporate decision-making and will incorporate Internal Revenue Code sections, Treasury regulations, and research in online legal databases and current journal publications. Students will gain a broad exposure to the tax implications of business decisions ranging from corporate formation to corporate acquisitions and divestitures. Students will also be introduced to how tax planning decisions affect financial metrics. 3 credit hours
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FPL 528 Special Topics in Accounting Fall, Spring, and Summer Semesters
This course provides a continuing in-depth study of Accounting principles and current concepts. Subjects may include contemporary accounting issues, ethical concerns in accounting, govermental units, non-profit organizations, multinational enterprises, and fiduciaries. 3 credit hours
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FPL 582 Investments
This course examines securities markets, the different classes of securities, and the importance of portfolio management. Various assets are discussed, including bonds, options, futures contracts, and foreign currencies, but the course emphasis is on common stocks and the stock market. A major goal of the course is to show students methods for obtaining optimal portfolio allocation. 3 credit hours
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FPL 592 Financial Planning
This course is a study of the five areas of financial planning. Students will examine the fundamentals of investments planning, insurance planning, retirement planning, estate planning, and income tax planning. Important topics include mutual fund and real estate investments; home, life, and auto insurance contracts; pension plans; wills and trusts; and retirement management. Each topic includes an emphasis on risk management. A major goal of the course is for students to develop their own personal financial plan. Prerequisite: MBA 572 3 credit hours
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MBA 500 Continuous Enrollment
Students must register for this zero credit status when not registering for any credit bearing course(s). The Continuous Enrollment status ensures that the student does not lose their matriculation for that semester. See Continuous Enrollment Policy for further important information. (0 credits)
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MBA 501 Graduate Survey of Accounting
An accelerated basic course surveying the principles and procedures of accounting. Satisfies the accounting prerequisite for enrollment in the MBA program. Credits are not applicable toward MBA degree. Open to all MBA students. (3 credits)
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