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ED 838 - Seminar: Internship and Professional Development
This course is an orientation to current and ongoing issues and trends in professional psychology. The professional psychology internship, including requirements and the application process, is reviewed. This is a Psy.D. core curriculum course.
Credits: 1
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ED 840 - PsyD Practicum I
This minimum 200 hour practicum is intended to provide second or third year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Students will practice counseling skills as well as general interviewing and observation skills. Audio and video recording, individual and group supervision will be utilized.
Prerequisites & Notes
Offered every semester
Credits: 1
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ED 841 - PsyD Practicum II
This minimum 200 hour practicum is intended to provide second or third year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Students will practice formal assessment skills, including administration, interpretation and report writing. Audio and video recording, individual and group supervision will be utilized.
Prerequisites & Notes
Offered every semester.
Credits: 1
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ED 842 - PsyD Practicum III
This minimum 250 hour practicum is intended to provide third or four year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Emphasis is on advanced skills in interpretation, treatment case conceptualization from a theoretical perspective, termination and referral, and in the broad array of professional activities normally conducted by a counseling or school psychologist. Audio and video recording, individual and group supervision will be utilized. This is an elective practicum experience.
Prerequisites & Notes
Offered every semester.
Credits: 1
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ED 843 - Advanced Clinical Experience I
This course is restricted to Advanced Standing students who have completed ED 840 , ED 841 , and ED 842 . This minimum 250 hour practicum for third and fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective course.
Credits: 1
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ED 844 - Advanced Clinical Experience II
This course is a continuation of ED 843 . This minimum 250 hour practicum for third and fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective course.
Credits: 1
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ED 845 - Advanced Clinical Experience III
This course is a continuation of ED 844 . This minimum 250 hour practicum for fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective course.
Credits: 1
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ED 851 - Review of Research into Leadership and Learning
The current models, theories, and constructs for leadership and learning are examined. Current knowledge in human growth and development and learning are presented in relation to the implications for leadership. Particular emphasis is placed on leadership that proceeds from the identification and examination of research on practices that enhance learning. The identification and development of leadership based on the application of research on a theory of learning in a social setting is the focus of a course project. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Offered fall
Credits: 4
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ED 852 - Leadership for Transformation
The current models, theories, and constructs for leadership and learning are examined. Current knowledge in human growth and development and learning are presented as the basis of leadership for transformation. Leadership requires learning and understating of the organizations and systems that enhance participation, innovation, and growth. The development of leadership is based on the application of research in a social setting as a course research project. Steps in the development of the dissertation proposal and content for the dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 853 - Advances in Mind, Brain, and Learning
Recent advances in the investigation of the brain, mind, and thought are explored for their implications for learning in various contexts .The course provides students with current research in the fields of cognition, neuroscience, and learning that may be employed to effect transformational change in personal and professional settings in the community. Recent and classical learning theories are employed to enable students to identify and enhance their own learning and that of others. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Offered spring
Credits: 3
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ED 854 - Positive Learning Environments
Creation of positive learning environment within the context of schools, organizations, agencies, and systems is grounded in the leadership, the nature of communication and interaction among participants, and structural and organization elements of the environment and often embedded in the conduct of the policies, practices, and procedures that constitute the goal and purpose of group.Select individuals, cases, and practices are analyzed for the ways the creation of a positive learning environment is created, innovation is sparked, and change leading to transformation is achieved. Steps in the development of the dissertation proposal and dissertation are integrated into the course.Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 856 - Culturally Competent Leadership
The course emphasizes the importance of culturally competent leadership.Exploration of cultural identity is a purposeful and transformational process that requires students to actively be involved in the multicultural identity process in order to achieve an increased level of cultural competency. Students consider how their own cultural identity informs their leadership. Emphasis is placed on the acquisition of specific multicultural awareness, knowledge, and competencies to become culturally competent leader and create environments that foster a high level of performance for those who live, learn, and work within those environments. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
offered spring
Credits: 3
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ED 857 - Leadership in the Information Age
The differentiation of information technology and curriculum is examined in order to identify how each contributes to teaching and learning in the classroom, the cultural shifts for educators and learners, and the transformation of curriculum and pedagogies in the twenty-first century. Beyond the specifics of technological innovation, this course explores how leadership influences global information in the act of teaching and learning as it leads to the reformulation of the curriculum and learning for all students and educators. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Offered summer
Credits: 3
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ED 858 - Distinctions Among Vulnerable Populations
The course presents the universals in human nature as the basis for understanding the differences, challenges, needs, gifts, and talents of students currently in need of the social, medical, psychological, and educational support services. The transformation of programs and services for persons with developmental disabilities to their perspective and in their terms is the starting place for an ecological understanding of the whole person and the reinvention of programs, services, and policies for children considered at-risk for achievement of their potential. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Offered fall
Credits: 4
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ED 860 - Colloquium I
A one-credit on-campus colloquium program is offered for all students. The colloquium is held on Friday evening (5:00PM-9:00PM) and Saturday (9:00AM-4:00PM) on a predetermined schedule. In general, the first year, the September program focuses on an orientation to the doctoral study by students and faculty including the program handbook, framework for course offerings, research methods and designs, development of dissertation proposal, conduct of data collection, analysis, for writing of the dissertation. Participation is required. Students are responsible for cost of travel, accommodations, and other expenses associated with colloquiums. Dates: September 18-19 2020.
Credits: 1
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ED 861 - Colloquium II
A one-credit on-campus colloquium program is offered for all students. The colloquium is offered on Friday evening (5:00PM-9:00PM) and Saturday (9:00AM-4:00PM) on a predetermined schedule. In Spring of the second year, the program takes place in the context of a Doctoral Student Research Conference, a regional conference at Rivier University at which doctoral students present their ideas for their research, discuss the process of doctoral study, and form focus groups on select topics of interest in the conduct and completion of their dissertation. Students are responsible for cost of travel, accommodations, and other expenses associated with colloquiums. Dates: TBD
Credits: 1
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ED 862 - Colloquium III
Each year a one credit On-Campus Colloquium program is offered for all students in the program. The colloquium is offered on Friday evening (5:00PM-9:00PM) and Saturday (9:00AM-4:00PM) on a predetermined schedule. In September of the third year, students present and critique their dissertation proposals and dissertation results to mentor peers into the process of doctoral research. Students are responsible for cost of travel, accommodations, and other expenses associated with colloquiums. Dates: TBD
Credits: 3
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ED 863 - Research Methods and Design
This course provides an overview of the primary research traditions through a student developed research study.In the context of the student’s own research study the methods and designs associated in the qualitative and quantitative research are explicated and an in-depth examination of the existing research in the area of the student’s own interest. The course focus is the understanding of the appropriate use of the methods, designs, and analyses in answering a research question or hypothesis. The formulation of a research study is examined to enable leaders versed in research to affect policy, practice, and people. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Offered fall
Credits: 4
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ED 864 - Research Methods and Design in Psychological Research
This course provides an overview of the primary research traditions through a student developed research study. In the context of the student’s own research study the methods and designs associated in the qualitative and quantitative research are explicated and an in-depth examination of the existing research in the area of the student’s own interest. The course focus is the understanding of the appropriate use of the methods, designs, and analyses in answering a research question or hypothesis. The formulation of a research study is examined to enable practitioners versed in research to contribute to the evidence base and application of psychology. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. This is a Psy.D. core curriculum course.
Prerequisites & Notes
Offered fall
Credits: 3
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ED 870 - Forms of Writing in Social Science Research
The various forms and styles of writing associated with the individual and collective chapters of a doctoral dissertation and research articles in the social sciences are presented. Each chapter of the dissertation and section of a research article are examined for the shift in form and content employed to convey the content and method(s) associated in a variety of dissertation studies and research articles. The focus is on the development of an argument involving the various forms of writing in the social sciences.
Prerequisites & Notes
Offered summer
Credits: 3
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ED 874 - Writing in the Social Sciences
Forms and styles of writing associated with the individual and collective chapters of a doctoral dissertation and research articles in the social sciences are presented. Each chapter of the dissertation are examined for the shift in form and content employed to convey the content and method(s) associated in a variety of dissertation studies and research articles. The focus is on the development of an argument involving the various forms of social science writing. Steps in the development of the dissertation proposal and dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 876 - Qualitative Methods
Qualitative methods and designs associated with data collection, analysis, and reporting are presented for the process of inquiry. The various methods, techniques and strategies associated with qualitative research are applied to a research study prior to the conduct of a dissertation. A qualitative study is conducted in a social setting within a community as the basis for determining the effective exercise of leadership. A graduate course in fundamentals of research, methods and design, or statistics, within the last three years, is recommended prior to this course. Steps in the development of the dissertation proposal and dissertation are integrated into the course, Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 877 - Quantitative Methods
The foundational concepts behind the research design, collection, and interpretation of quantitative social scientific data are examined. Students are expected to demonstrate an understanding of quantitative concepts by designing, implementing, and interpreting both individual and group quantitative research studies. Students learn to identify the particular analysis required and how to interpret the results of an array of commonly used quantitative methods. A graduate course in fundamentals of research, methods and design, or statistics, within the last three years, is recommended prior to this course. Steps in the development of the dissertation proposal and dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 878 - Qualitative Analysis
In this course analytical approaches to qualitative data are applied. Educational cases studies are examined for their methods of analysis and contribution to the generation of theory. Students are expected to be actively involved in the analysis of their own research data. Steps in the development of the dissertation proposal and dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 879 - Quantitative Analysis
The course focuses on the application of the various forms of statistical analysis employed in quantitative, experimental, and qualitative research, and in multiple forms of research design and methodology. After a review and demonstration of the application of a statistical method(s), the outcome of the course is the systematic application and analysis of the correct statistical design(s) and method(s) to a student’s own doctoral dissertation study and research. Steps in the development of the dissertation proposal and dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 880 - Leading Change
The principals of transformation change are applied to programs, services, and workplace in the educational, social, behavioral, and health services. From an understanding of the whole person leadership roles in organizations and systems are analyzed to reinvent programs, services and policies. The goal of transformational change of systems based on an understanding of the person is the reinvention of programs, services, policies, and practices on behalf of others. Steps in the development of the dissertation proposal and content for the dissertation are integrated into the course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 3
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ED 881 - Quantitative Analysis in Psychology
The foundational concepts behind the research design, collection, and interpretation of quantitative social scientific data are examined. Students are expected to demonstrate understanding of quantitative concepts by designing, implementing, and interpreting both individual and group quantitative research studies. Students learn to identify the particular analysis required and how to interpret the results of an array of commonly used quantitative methods in psychology. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. This is a Psy.D. core curriculum course.
Credits: 3
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ED 882 - Qualitative Research Methods
Qualitative methods and designs associated with data collection, analysis, and reporting are presented for the process of inquiry. The various methods, techniques and strategies associated with qualitative research are applied to a research study prior to the conduct of a dissertation. A qualitative study is conducted in a social setting within a community as the basis for determining the effective exercise of leadership. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio required.
Prerequisites & Notes
Offered summer
Credits: 4
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ED 883 - Quantitative Design and Statistical Concepts
The foundational concepts behind the research design, collection, and interpretation of quantitative social scientific data are examined. Students are expected to demonstrate understanding of quantitative concepts by designing, implementing, and interpreting both individual and group quantitative research studies. Students learn to identify the particular analysis required and how to interpret the results of an array of commonly used quantitative methods. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio required.
Prerequisites & Notes
Offered summer
Credits: 4
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ED 884 - Application of Statistical Methods, Design, and Analysis
The course focuses on the application of the various forms of statistical analysis employed in the quantitative, experimental, qualitative, and multiple methods research design and methods. After a review and demonstration of the application of a statistical method(s) particular attention is paid to the application of a design(s) and method(s) to a student’s own doctoral dissertation study and research. The outcome for the course is the systematic application and analysis of the correct statistical method to the students own doctoral dissertation and research. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
ED 863 and ED 882 or ED 883 or Permission of the Director
Offered summer
Credits: 3
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ED 886 - Doctoral Clinical Internship I
The student is required to complete an internship covering a 50-week period of 2,000 hours. An internship site that is accredited by the American Psychological Association or a member of the Association of Psychology Internship Centers is preferred.
Prerequisites & Notes
Offered fall
Credits: 0
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ED 887 - Doctoral Clinical Internship II
The student is required to complete an internship covering a 50-week period of 2,000 hours. An internship site that is accredited by the American Psychological Association or a member of the Association of Psychology Internship Centers is preferred.
Prerequisites & Notes
Offered spring
Credits: 0
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ED 888 - Development of Research Seminar
Research problems, hypotheses, and questions in leadership and learning are developed into a dissertation research proposal based on the accumulated knowledge of the core classes. Perspective, knowledge, and research in leadership and learning are applied to the development of the student’s own dissertation proposal. Attention is placed on the elaboration of the social, political, economic, and ethical implications of the student’s own research study. Students are expected to make significant progress in the development of their dissertation proposal within the context of the class. Submission of course artifacts to the Personal Learning Portfolio artifacts is required.
Prerequisites & Notes
Offered spring semester
Credits: 1-4
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ED 889 - Written Comprehensive Examinations
The purpose of the written comprehensive examination is to assist students to integrate and evaluate their knowledge, research, and scholarship across their program of study. In the Doctor of Education (Ed.D.) program the examination is focused on the themes of leadership, learning and research. It serves as preparation for the writing of the student’s dissertation proposal and dissertation. In the Doctor of Psychology (PsyD) the integrative and evaluative function also includes professional service aspects of counseling and school psychology. Students must satisfactorily complete the written examination before the program director will sign the internship readiness forms. The written examination is administered in the spring semester.
Credits: Non-credit
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ED 891 - Oral Comprehensive Examinations
The purpose of the oral comprehensive examination is to assist students to integrate and evaluate their knowledge, research, and scholarship across their program of study. In the doctorate in education the examination is focused on the written examination and serves as preparation for the oral defense of their dissertation proposal and dissertation. In the doctorate in counseling and school psychology the integrative and evaluative function also includes professional service aspects of counseling and school psychology. Students must satisfactorily complete the oral examination before the program director will sign the internship readiness forms. The oral examination is administered in the summer session.
Credits: Non-credit
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ED 892 - Directed Research in Psychology
Research problems, hypotheses, and questions in school and counseling psychology are developed into a dissertation research proposal based on the accumulated knowledge of the core classes. Perspective, knowledge, and research in psychology are applied to the development of the student’s own dissertation proposal. Students are expected to make significant progress in the development of their research project proposal within the context of the class. Students must maintain continuous enrollment in this course until the successful defense of their dissertation proposal.
Prerequisites & Notes
Offered every semester
Credits: 2
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ED 894 - Dissertation Research Advisement
Following ED 888 students are enrolled in directed research and advisement throughout the development and defense of the dissertation proposal. Students complete this course with the successful defense of their dissertation proposal.
Prerequisites & Notes
Prerequisite: ED 870 , ED 882 , ED 883 , ED 884 , ED 885
Credits: 3
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ED 896 - Research in Psychology
Following ED 892 , students are enrolled in this course throughout the development and defense of the research project. Students complete this course with the successful defense of their research project. This is a pass/fail course.
Prerequisites & Notes
Offered every semester.
Credits: 1-3
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ENG 113 - Effective Presentations
This course focuses on the dynamics of effective speaking, such as voice quality, articulation, poise, and nonverbal expression. Students prepare informative, motivational, and persuasive speeches. Some video-taping of presentations is done. Performance techniques suitable for addressing the camera will be discussed. It is required of all Marketing Communications, English and English Education majors.
Credits: 3
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ENG 120 - Composition in Context
Composition in Context I is a writing/reading course that focuses on literacy within the context of significant social themes and issues. It prepares students to write effectively and read critically for engaged participation in the College, the United States, and the global community. Composition in Context I focuses on informative and persuasive writing, and strategies for developing, organizing, revising, evaluating, and editing successful written work in response to reading. It fulfills the General Education first year writing requirement.
Prerequisites & Notes
It fulfills the General Education first year writing requirement. This course is cross listed with ENG 115 and FYS 115.
Credits: 3
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ENG 205 - Introduction to Creative Writing
This course is an introduction to writing fiction and poetry with a focus on technique and voice. Students will produce several pieces of short fiction and several poems. Includes reading and analysis of contemporary short fiction and contemporary poetry. May be repeated once for credit. This course may be writing assisted.
Credits: 3
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ENG 210 - Advanced Composition
This course focuses on students’ own writing, providing advanced study of rhetorical strategies, grammar, usage, style, editing, diction, argument and persuasion, and research methods.
Prerequisites & Notes
or
Credits: 3
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ENG 211 - Major British Writers to 1785
This course explores selected major figures in English literature from the medieval period through the eighteenth century including historical, philosophical, and social background to the works. Includes such writers as the Gawain poet, Chaucer, Margery Kempe, Shakespeare, Spenser, Donne, Anne Finch, Milton, Dryden, Pope, Swift, and Johnson.
Prerequisites & Notes
or
Credits: 3
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ENG 223 - Shakespeare
This course offers a study of the poetic and dramatic aspects of Shakespeare’s art, focusing on selected tragedies, comedies, and history plays. Students consider the historical context and varieties of critical interpretations.
Prerequisites & Notes
or
Credits: 3
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ENG 230 - Introduction to Fiction
This course introduces ways of reading short fiction as well as novels, primarily from the nineteenth and twentieth centuries. It emphasizes strategies for discussing and writing about fiction through consideration of literary elements. Some attention will also be given to various approaches to literary criticism as ways to read fiction.
Prerequisites & Notes
or
Credits: 3
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ENG 235 - Introduction to Poetry
This course introduces ways of reading poetry, from the sixteenth century to the present. It emphasizes strategies for discussing and writing poetry through consideration of literary elements. Some attention will also be given to various approaches to literary criticism as ways to read poetry.
Prerequisites & Notes
or
Credits: 3
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ENG 240 - Introduction to Drama
This course introduces ways of reading drama, from Ancient Greece to the present. It emphasizes strategies for discussing and writing about drama, through consideration of literary elements. Some attention is also given to various approaches to literary criticism as ways to read drama.
Prerequisites & Notes
ENG 115 or ENG 120
Credits: 3
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ENG 260 - The Literature of Self-Discovery
This course explores the ways in which children and adults throughout the centuries have discovered and invented their identities in literature. It examines the role of the imagination and language in defining oneself, and the conflicts between self and society which often result.
Prerequisites & Notes
or
Credits: 3
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ENG 278 - The American Dream
This course presents literary representations of “The American Dream”, tracing its changing meaning and situating such representations in the broader context of American culture. Students will read classic and contemporary literature that explores the definitions of “the dream,” where they have come from, how they have changes, the problems involved in their pursuit, the criticism of them, and the possible alternatives available to those who choose to opt out of their pursuit altogether.
Prerequisites & Notes
ENG 115 or ENG 120
Credits: 3
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ENG 341 - JYS: World Voices and Cultures
The course uses contemporary literature as a means of connecting imaginatively to the lived experience and creative expression of people throughout the world. It fulfills the Junior Year Seminar general education requirement.
Prerequisites & Notes
or ;
Credits: 3
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ENG 342 - JYS: The Nonviolent Alternative
Participants in this seminar will study the literature of nonviolence as it has developed in the 20th and 21st centuries, using the title of Thomas Merton’s collection of essays, “The Nonviolent Alternative” as the central theme. The course is concerned about how individuals - and by extension corporate bodies - might internalize nonviolent response to violence. As such, participants in the seminar will explore nonviolence as a way of being in the world. The seminar includes textual study, and practice in Yoga, Tai Chi Tao, and Aikido. Participants will also consider nonviolence in the context of globalization and Roman Catholic social teaching. It fulfills the Junior Year Seminar general education requirement.
Prerequisites & Notes
or .
Credits: 3
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ENG 355 - American Literature and its Roots
This course focuses on Spanish/French/British encounters, with an emphasis on colonial America and how its forms shaped the rise of 19th and 20th century literature. At the center of the course are travel narratives, the sermon tradition, the nature and rise of symbolism, the role of religion in a capitalist society, democracy and questions of race, and theories or art, among others.
Prerequisites & Notes
or
Credits: 3
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ENG 356 - Romantics and Transcendentalists
With an emphasis on poetry and non-fiction prose, this course considers the romantic and transcendentalist movements in literature on both sides of the Atlantic. While particular emphasis will be placed on the 19th century, the course will also attend to the ways in which romanticism and transcendentalism continue into the 20th century.
Prerequisites & Notes
or
Credits: 3
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ENG 395 - Special Topics
This course provides students an opportunity to explore genres not elsewhere covered in the 300-level curriculum, such as Irish drama or the lyric tradition, as well as the fiction of specific authors, such as Thomas Hardy, Virginia Woolf, or William Faulkner.
Prerequisites & Notes
or
Credits: 3
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ENG 425 - Directed Study
Directed studies provide for student-initiated and planned exploration of an advanced topic in an area of special interest not available in listed course offerings.
Prerequisites & Notes
Permission of the department. Senior and qualified junior majors only.
Credits: 3
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ENG 430 - English Language: Development and Issues
This course provides students with an introduction to the historical, linguistic, grammatical, and social dimensions of the English language. It includes such topics as the social history and development of English; morphemic, syntactic, and semantic views of language; the nature of and difference between descriptive and prescriptive grammars; the nature of dialect and variation in language; and social, cultural, and political issues related to language use.
Prerequisites & Notes
or This course is required of all English and English Education majors.
Credits: 3
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ENG 466 - Modern and Contemporary World Poetry
This course studies modern and contemporary world poetry, including poetry of the commonwealth and colonies written in English.
Prerequisites & Notes
or
Credits: 3
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ENG 472 - Modern and Contemporary World Fiction
This course studies fiction written in English between World War I to the present with special emphasis on British and American perspectives on modernism, as well as on the blurring of national boundaries resulting from British and American colonial expansion and the legacy of World War II.
Prerequisites & Notes
or
Credits: 3
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ENG 495 - Internship/Project
Internships provide students with the opportunity to engage in supervised work experience or to engage in a scholarly or creative project. This course may be repeated.
Prerequisites & Notes
Students intern a minimum of 120 hours for 3 credits, or 240 hours for 6 credits. This course is repeatable.
Credits: 3-6
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ENG 530 - English Language: Development and Issues
Provides students with an introduction to the historical, social, and psycholinguistic, and grammatical dimensions of language, including the theories and processes by which individuals acquire, understand, and use language. This course includes the history and development of English, linguistic views of language through grammatical theories, the underlying causes of dialect and variation in language, and the social, cultural, and political issues related to language use. It is required of M.A.T. candidates.
Credits: 3
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ENG 620 - Modern and Contemporary World Fiction
This course studies fiction written in English between World War I to the present with special emphasis on British and American perspectives on modernism, as well as on the blurring of national boundaries resulting from British and American colonial expansion and the legacy of World War II.
Credits: 3
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ENG 622 - Young Adult Literature
This course focuses on the nineteenth and twentieth century English language novels often taught in middle and high school classrooms and the “bridge” between such classics and young adult fiction. Special attention is paid to these questions: why do we value classic novels? How can they connect to more contemporary young adult literature? How can we help middle and high school students value both? Students will be expected to engage in reading and online activities both during and after the face-to-face period.
Credits: 3
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ENG 630 - Literary Non-Fiction
While the new SAT calls for increased use of nonfiction texts in all classrooms, secondary English teachers are often torn between the need to help students navigate such texts and the belief that literary texts should make up the bulk of the reading they do with their students. By exploring different examples of nonfiction texts, developing close reading techniques, integrating nonfiction texts in an organic way into instruction, and realizing that “nonfiction” and literary” are not mutually exclusive categories, teachers can meet the new standards while keep literary study at the center of their respective classrooms.
Credits: 3
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ENG 636 - Modern and Contemporary World Poetry
This course studies modern and contemporary world poetry, including poetry of the commonwealth and colonies written in English.
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ENG 725 - Directed Study
The Directed Study in Writing provides students with the opportunity to explore a unique project not otherwise available in the curriculum. Directed Study is available to students who have completed a minimum of 24 hours of study. Students in the M.A.T. programs are limited to one directed study of any kind.
Credits: 3
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FR 101 - Elementary French I
This course is a study of the basics of French language and culture that introduces the fundamentals of spoken and written French within the context of culture. It is designed for students with no French background or up to two years of high school French.
Prerequisites & Notes
Offered fall semester
Credits: 3
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FR 111 - Intermediate French I
This course designed for students with one year of college French or two years or more of high school French, strengthens cultural, speaking and listening skills as well as reading and writing, using both texts and audio visual material. It includes a review of the essentials of French grammar.
Credits: 3
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FR 112 - Intermediate French II
This course which is a continuation of French 111 is designed to strengthen cultural, speaking, listening, reading and writing skills in French.
Prerequisites & Notes
or equivalent.
Credits: 3
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GEO 210 - Global Geography and World Cultures
This survey course provides a conceptual framework for understanding modern geography. World cultures are emphasized, including historical, political, economic, physical, social, and regional contexts.
Credits: 3
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GSP 101 - Human Dignity
This course focuses on the fundamental principle of Catholic Social Teaching - that the dignity of the human person is the foundation of a moral vision for society. Through the study of literary, theological, and expository texts from around the globe, students will pose and explore the following essential questions: What is dignity? What is the human person? What is the self?
Credits: 3
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GSP 102 - Serving for Dignity
This seminar continues the study of the dignity of the human person through an examination of literary, theological, and expository texts. The seminar culminates in a technologically mediated project in which students identify and analyze cultural expressions of and challenges to the dignity of the human person. A cultural/service immersion experience is a central component of this course.
Credits: 3
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GSP 201 - The Community
This course focuses on a fundamental principle of Catholic Social Teaching - how we organize our society in economics and politics, in law and policy and how this organization directly affects human dignity and the capacity of individuals to grow in community. Through the study of some key social and historical periods around the globe, and by looking at some social and cultural forms as expressed in literature, art, politics, and economics among other areas students will pose and explore these essential questions: How do economic and political systems help or hinder human being? What is the relationship of literature and art to political systems? What do political and economic systems and the literature and art that challenge and support these systems reveal about the nature of human community?
Credits: 3
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GSP 202 - Serving the Community
This seminar course continues the study of the organization of our society through an examination of some key social and historical periods around the globe, focusing on social and cultural forms as expressed in literature, art, politics, and economics among other areas. The seminar culminates in a technologically mediated project in which students identify one or more challenges facing a community, both analyzing the causes and exploring solutions. A cultural/service immersion experience is a central component of this course.
Credits: 3
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GSP 301 - Spirit, Mind, Matter, and Justice
This course focuses on three fundamental principles of Catholic Social Teaching-option for the poor, solidarity, and care of creation. Through the study of key philosophical and theological texts from around the globe, students will explore these essential questions: What is poverty? What is solidarity? What is it to care for creation?
Credits: 3
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GSP 302 - A New World
In this culminating seminar, students bring together their experiences in the Global Scholars Program, focusing on this question: In what ways do the principles of Roman Catholic Social Teaching help me attend to the germinal call to create a new and better world? The seminar attends, in particular, to imagined utopias, dystopias, and anti-utopias throughout history. In response to their study of utopias, dystopias, and anti-utopias, students will develop and present a “habituating service project” that addresses a significant challenge - theoretical or practical. The project will draw on the principles of Catholic Social Teaching, the interdisciplinary work of the preceding terms, and independent research. Technologically mediated, the project will be presented publically at a Global Scholars Program Symposium.
Credits: 3
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GSP 400 - Senior Thesis
Students engage in significant independent research under the guidance of a faculty member. The research may focus on any area of study, but 1) must attend in some way to the themes, ideas, concepts in GSP and 2) must eventuate in the form of text (e.g,, written essay, documentary film) that can be presented publically.
Credits: 3
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HIS 101 - United States History I
The course deals with United States history from 1607 to 1865. Attention is given to America’s colonial development, the growth of a spirit of American independence, the drafting of the Federal Constitution, Jacksonian democracy, and the Civil War.
Credits: 3
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HIS 102 - United States History II
The course examines United States history from 1865 to the present. It deals with Reconstruction, modern reform movements, and U.S. involvement in both World Wars, the Cold War, and the aftermath of the Cold War.
Prerequisites & Notes
HIS 101 is not a prerequisite for HIS 102.
Credits: 3
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HIS 170 - Migrants, Immigrants, Refugees: A Contemporary History
In this course students will address migration, the mass movements of peoples in various historical contexts in the modern era. While the study of immigration to the United States and New England will be emphasized, the movement of peoples such as those suffering flight and expulsion, escape from persecution, war and tyranny, and the need to find sustainable incomes will also be considered in depth. Political, historical, and religious moral theories will be considered.
Prerequisites & Notes
This course is cross-listed with POL 170.
Credits: 3
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HIS 203 - Interactions: the West in the World I
The course provides an overview of the important historical, political, cultural, social, and economic movements that tie the development of Europe to the development of the rest of the globe from the origins of civilizations to the brink of European hegemony in the late seventeenth century. Based on a foundation in the democratic, Judeo-Christian-Muslim religious and scientific traditions of the West, other important cultures such as those of China, India, the Ottoman Empire, pre-Columbian America, and Africa will be analyzed to identify comparative, synthetic, and antagonistic elements.
Credits: 3
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HIS 204 - Interactions: the West in the World II
The course provides an overview of the important historical, political, economic, social, and cultural movements and events that tie Europe to the development of the rest of the globe from the late seventeenth century to the end of European hegemony in the late twentieth century. Based on a foundation in the rise of secularism in the enlightenment, the western ideological tradition, and in their development in the West, the response to these developments around the globe and the evolution of global relations in a post-colonial world will be analyzed.
Prerequisites & Notes
HIS 203 is not a prerequisite for HIS 204.
Credits: 3
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HIS 218 - Women in Politics
This is a course on women in politics throughout history and today. Top themes addressed will be definitions of women and gender, the political representation of women, and regional comparisons. We are an institution founded by and for women and two-thirds of our student body are women. Additionally, women’s involvement in politics is relevant because of an increase of woman leaders around the world.
Credits: 3
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HIS 220 - Comparative Elections, Parties, and Voting
This is a course on elections, political parties, and voting behavior. Top themes addressed will be different electoral systems and party systems, why and how people vote, and regional comparisons. 2020 is an election year in the U.S., and a class about elections, voting, and political parties is highly relevant to students’ lives as they watch the presidential election. Considering the increasing divisiveness in American politics over recent years, it is important for students to understand the history and legacy of our electoral systems and how they can affect political discourse and the quality of democracy.
Credits: 3
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HIS 225 - God and Caesar: Dictatorship and Religion in the Twentieth Century
In this course, student will use a historical framework to analyze the notion of competing claims to loyalty and faith between political regimes and religious faiths. In particular, the class will study the moral dilemma of Christians in Nazi Germany and in Stalinist Russia. It will analyze questions of Social Darwinism and religion as well as questions of capitalism and socialism and religion.
Credits: 3
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HIS 250 - The Historian’s Tools
The Historian’s Tools is an intermediate course to be taken early in the course of study. In this course, students will learn to survey the literature using modern bibliographic research tools, to outline the basic elements of an historical essay, to identify topics of interest to members of the discipline, and to develop their analytical skills. It prepares students for their work in the advanced electives and for the Senior Seminar. May be writing assisted.
Prerequisites & Notes
Sophomore standing
Credits: 3
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HIS 307 - United States Foreign Policy in the Twentieth Century
This course investigates the major developments in U.S. foreign relations in the twentieth century. Students will discuss the emergence of the United States as a world power and the future of America’s great power status: continued hegemony, first among equals, or terminal decline.
Credits: 3
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HIS 315 - Modern China
This course provides a history of China from the Opium Wars to the present. It explores the political, economic, social, and intellectual upheavals which constitute recurrent elements in Chinese history.
Credits: 3
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HIS 320 - Modern Russia
This course is a survey of the history of Russia since the age of Catherine the Great and the U.S.S.R. until its collapse. Emphasis is placed on the political, economic, and social developments of the nineteenth century, the revolution of 1917, and the evolution of the Soviet state. Cross-listed with POL 320.
Prerequisites & Notes
This course is cross-listed with POL 320.
Credits: 3
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HIS 341 - JYS: Global Transformation
The purpose of this course is to examine the multidimensional transformation occurring across the globe: technological, economic, cultural, and institutional. The course will enable students to consider the opportunities as well as the perils created by such transformation.
Prerequisites & Notes
Fulfills the Junior Year Seminar general education requirement.
Credits: 3
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HIS 343 - JYS Duty to Resist
Civic and faith-based duty to resist injustice and tyranny is regaining importance around the world as liberal democracy faces new perils. In this course, students will learn about resistance to tyranny in Europe in the twentieth century as a basis for comparison with civic and faith-based responsibilities today. By analyzing resistance to fascism, communism, and imperialism, students will understand better the motivations to resist, the obstacles in the way of resistance, and the measure of success and failure of resistance. Students will study resistance to the Nazis, Gandhi’s resistance to the British, and Mandela’s resistance to Apartheid.
Credits: 3
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HIS 375 - Adolf Hitler and the Third Reich
In this course, students will analyze the development of Germany from the end of the First World War to Germany’s collapse in 1945. While work will focus on the nature and development of the national socialist regime and on the Shoah, we will also consider the history of anti-Semitism and the nature of democracy in Weimar Germany.
Credits: 3
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