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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.
Prerequisites & Notes Offered: Fall, term 2
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, term 1
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, term 1
Credits: 3 |
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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.
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.
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.
Credits: 1 |
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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 and the first class in the Psy.D. research sequence.
Prerequisites & Notes Offered fall
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.
Prerequisites & Notes Offered: spring, term 2
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.
Prerequisites & Notes Offered: fall, term 1
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.
Prerequisites & Notes Offered: spring, term 1
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.
Prerequisites & Notes Offered: fall, term 2
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.
Prerequisites & Notes Offered: spring, term 2
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.
Prerequisites & Notes Offered: summer, term 1
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 and the second class in the Psy.D. research sequence.
Prerequisites & Notes Offered spring
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 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.
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.
Prerequisites & Notes Students must pass the written comprehensive exam before taking the oral comprehensive exam.
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. This is a pass/fail course. Students must maintain continuous enrollment in this course until the successful defense of their dissertation proposal. This is the third class in the Psy.D. research sequence.
Prerequisites & Notes Offered every semester
Credits: 2 |
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ED 894 - Dissertation Research Advisement 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 Offered: summer, term 2
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. This is the fourth class in the Psy.D. research sequence.
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 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 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 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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HIS 425 - Directed Study This is a 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. Seniors and qualified junior majors only
Credits: 3 |
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HIS 437 - The Atlantic World
This course will explore the interaction of Europe, Africa, and the Americas from the Age of Exploration until 1825. We will focus on the English and French North American colonies, with some discussion of the Spanish, Portuguese, and Dutch colonies. We will incorporate geography, economics, and politics in the history of triangular trade in the Atlantic World. We will also investigate the African slave trade and its importance to Europe and America.
Credits: 3 |
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HIS 464 - The New Globalism 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. Cross-listed with POL 464.
Prerequisites & Notes Cross-listed with POL464.
Credits: 3 |
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HIS 475 - The Senior Seminar The Senior Seminar is a capstone course that should be taken in one of the student’s last two semesters of study. In the Senior Seminar, students are to take the skills introduced in The Historian’s Tools and developed in the advanced electives to craft a significant essay in which they demonstrate mastery of the craft. This essay will serve not only as a successful culmination of study in the history major, but also as an example of achievement with which to bolster a graduate school or professional school application. This course designation is used in conjunction with the registration for another advanced history elective.
Credits: 3 |
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HIS 495 - Internship Through the internship students are provided an opportunity to gain supervised work experience in an area related to history and political science. It is available to senior majors who have maintained a 2.5 average in their major or minor field.
Credits: 3 |
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HIS 496 - Internship II Through an extension of the first internship course or through a second internship, internship students are provided an opportunity to gain additional supervised work experience in an area related to history and political science. It is available to junior and senior majors who have maintained a 2.5 average in their major or minor field. Successful completion of Internship I is required.
Prerequisites & Notes HIS495
Credits: 3-6 |
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HLS 101 - US Homeland Security This course provides a general overview of the development of U.S. homeland security policy. Policies and programs are examined from an all-hazards perspective. Roles of federal, state and local governments, agencies, industry, and non-profit sector organizations are discussed.
Credits: 3 |
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HLS 201 - Evolution of Terrorism This course examines the evolution of domestic and foreign-initiated terror activities, is support of advocating a change in a nation’s domestic or foreign policy. The course considers factors of conflict and ideology, in the organizing, planning and conduct of terror activities aligned with the actor’s agenda. Emerging terror-based nefarious business enterprises are discussed.
Credits: 3 |
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HLS 214 - Internship Seminar This internship seminar provides students with an experiential learning opportunity that allows them to utilize basic skills and knowledge of behavior thus far acquired. The student is expected to complete an internship of a minimum of 60 hours in an approved setting. Written reports are required. The student, in conjunction with the faculty program advisor, must arrange possible internship placements during the previous semester. Open to sophomores or above.
Prerequisites & Notes Open to sophomores or above. This course is cross-listed with BUS 214
Credits: 3 |
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HLS 217 - Multicultural Competence A This course introduces students to the cultural studies of a specific geographical region. It addresses the region’s history, language, religion, social, and political evolution as well as that region’s role in the current global environment. Students will be introduced to basic analysis skills using the DIME, ASCOPE, SWEAT-MSO, PMESII-PT and systems analysis models to facilitate an understanding the region studied. A different geographical region will be studied with each course offering. Geographical areas have included: Russia, Southeast Asia, Latin America, Africa, and the Middle East.
Credits: 3 |
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HLS 218 - Multicultural Competence B This course introduces students to the cultural studies of a specific geographical region. It addresses the region’s history, language, religion, social, and political evolution as well as that region’s role in the current global environment. Students will be introduced to basic analysis skills using the DIME, ASCOPE, SWEAT-MSO, PMESII-PT and systems analysis models to facilitate an understanding of the region studied. A different geographical region will be studied with each course offering. Geographical areas have included: Russia, Southeast Asia, Latin America, Africa, and the Middle East.
Credits: 3 |
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HLS 231 - Critical Infrastructure Protection This course examines the field of critical infrastructure protection, which is one of the cornerstones of homeland security. Focus is placed on the identification and analysis of critical infrastructure systems including security and threat assessments. Includes mitigation of threats as well as evaluation and revision of security measures in order to protect critical infrastructures.
Credits: 3 |
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HLS 300 - Emergency Management The aim of this course is to provide an overview of Emergency Management (EM) roles and responsibilities relevant to government and community agencies. Topics include concepts, principles, prevention, preparedness, planning, information management, response, relief and recovery.
Credits: 3 |
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HLS 311 - Strategic Geography This course is concerned with the study of the needs of nations to have control of, or access to, spatial areas that have an impact on their security and prosperity. These spatial areas change with human needs and development. The course will discuss and examine all dimensions of geography, with a focus on physical, human, economic, and military geography. Students will explore the subject by applying overarching concepts to analyze geopolitical security situations presented through a series of country and region vignettes tied to current events.
Credits: 3 |
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HLS 320 - Strategic Intelligence This course provides an overview of strategic intelligence, and its role as an instrument of a nation’s power. The components of organization administration, clandestine and open-source research methods, program management, intelligence tasking, data collection, analysis, and dissemination are considered. Select domestic and foreign strategic intelligence organizations are examined.
Credits: 3 |
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HLS 330 - Non-Governmental Organizations This course offers insight on the role of non-governmental organizations (NGOs) in homeland and international security. Participants gain contextual knowledge about the activities of NGOs in various policy fields such as economic development, environmental protection, market regulation, security, democratization, and human rights.
Credits: 3 |
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HLS 401 - Global Security This course is the study of transnational security issues which have global implications such as war, terrorism, crime, conflicts, population movements, famine, disease, poverty, natural disasters and accidents. The course provides theoretical perspectives and methods of analysis for understanding the nature and origins of such security threats, the tools needed of in-depth examination of emerging threats, and the measures needed to counter undesirable global outcomes.
Credits: 3 |
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HLS 412 - International Law This course is an in-depth analysis of litigation of international laws in U.S. courts. Topics to include sovereign immunity, international treaties, international courts, claims and adjudications.
Credits: 3 |
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HLS 491 - Post Disaster Response and Recovery The purpose of this course is to uncover the principles that promote effective disaster response and recovery operations. The course will review popular myths and realities regarding human behavior in catastrophic events in addition to divergent approaches for disaster management. The importance of addressing the needs of the affected population will be discussed, and will include recommendations to fulfill a variety of important response and recovery functions. Various problems associated with response and recovery operations will be identified.
Credits: 3 |
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HLS 495 - Internship/Seminar The internship provides the student an opportunity to gain work experience in an international security environment. In working a minimum of 120 hours for an organization in a professional capacity, the student learns first-hand how these organizations operate and how theories discussed in the classroom apply in this field of work. The student employee will gain valuable practical experience and training.
Prerequisites & Notes Permission of the department and a cumulative general average of B (3.00). This course is cross listed with BUS 495. Students intern a minimum of 120 hours for 3 credits, or 240 hours for 6 credits.
Credits: 3 |
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HLS 496 - Internship Seminar II The course is designed to provide the homeland and international security student a second internship opportunity with a new learning experience in a specialized work area. The student employee will gain valuable practical experience and training.
Prerequisites & Notes Permission of the department.
Credits: 3-6 |
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HSC 105S - Problem-Based Learning Seminar in Anatomy and Physiology I This course will engage students in problem-based learning to apply the principles of Anatomy and Physiology I. In-class team activities and student writing will reinforce the understanding of the basic biological concepts of cell structure, tissue organization, and fundamental cellular chemistry. The human body’s organization of integumentary, skeletal, muscular, and nervous systems with respect to diseases and conditions that disrupt the normal processes of the human body will be explored.
Credits: 1 |
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