Suffolk University offers several options for students who wish to study organizational learning and development.
Graduate Certificate in Organizational Learning*
MS in Organizational Learning
MS in Organizational Learning/Organization Development Certificate
Certificate of Advanced Graduate Study (CAGS) in Organization Development
*Prior to the completion of the certificate program, students may make application to the MS in Organizational Learning or MS in Organizational Learning/Organization Development Certificate and transfer up to five graduate certificate courses.
The Graduate Certificate in Organizational Learning is designed to enhance an individual’s career opportunities in areas related to learning and development. The program focuses on key competencies and processes for both adult education and organizational learning, with the end result being enhanced organizational performance. The program consists of six courses (18 credits).
Courses for graduate academic credit from this certificate program may be transferred to the MS in Organizational Learning Program prior to completion of the certificate. The entrance test for the MS in Organizational Learning will be waived for those completing four courses with a cumulative GPA of 3.5.
3.00
This course introduces students to the systematic design of instruction. Students are expected to learn how to plan, develop, evaluate and manage the instructional process effectively. This course covers various elements of instructional design process, including needs assessments, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, project management and summative evaluation. A mix of activities is planned that require a high level of active, experiential participation. A prototype design project, including the preparation of design documents, learning objectives, content outlines, lesson plans, participant materials, and evaluations is the major product outcome of the course.
Offered Spring Term
3.00
Introduction to the core essentials of organizational learning, encompassing concepts based on theories and proven practice. The course will also address the five disciplines of the learning organization with special emphasis on three: team learning, shared vision, and personal mastery. Using structured experiences the students will learn how to utilize various organizational learning methods. Organizational learning theories will be applied to the learners own area of interest through an action-learning project.
Offered Fall Term
3.00
This course examines the teaching-learning process appropriate to a variety of educational/learning settings. Exploration of appropriate methods, techniques and strategies appropriate to generational differences. The course investigates the special characteristics of the adult learner, motivational strategies, training older adults,and training in virtual environments. Development of presentation skills.
Offered Fall Term
3.00
Have you noticed persistent challenges and problem areas in your organization? Do you need more effective solutions that have long-term effectiveness? Then change your view! Systems Thinking examines the behaviors of systems through the common principles they all follow and a wide-angle view. Through participative interaction, you will learn how to map organizational problems or areas of concern within your own area of expertise, identify the key leverage points for improved thinking, and develop effective action strategies.
Offered Fall Term
3.00
Demonstration of program competencies through the creation and presentation of a comprehensive, mediated training module derived from a case study. Examination of advanced training and facilitation techniques and appropriate blended learning strategies. Topics include: exploration of databases for researching companies and industries; dealing with difficult participants; the use of social media as a tool for collaborative learning; and self-assessment inventories. The course also addresses group and process techniques utilized by effective facilitators.
Offered Fall Term
| Last Completed Award Year: | 2010-11 |
| Program Name: | Graduate Certificate in Organizational Learning |
| On-time Completion Rate: | * |
| Placement Rate: | N/A |
| Occupations by SOC Code: | 13-1111.00 onetoneline.org** |
| Total Estimated Tuition & Fee Costs: | $21,408 |
| Books & Supply Costs: | $1,200 |
| Room & Board Costs: | $15,508 |
| Median Title IV Loan Debt: | * |
| Median Private Loan Debt: | * |
| Median Debt from Institutional Financing Plans or amount students were obligated to pay at program completion. | * |
Federally Mandated Gainful Employment Disclosure
| Last Completed Award Year: | 2010-11 |
| Program Name: | Graduate Certificate in Human Resources |
| On-time Completion Rate: | * |
| Placement Rate: | N/A |
| Occupations by SOC Code: | 11.3040.00 onetoneline.org** |
| Total Estimated Tuition & Fee Costs: | $21,408 |
| Books & Supply Costs: | $1,200 |
| Room & Board Costs: | $15,508 |
| Median Title IV Loan Debt: | * |
| Median Private Loan Debt: | * |
| Median Debt from Institutional Financing Plans or amount students were obligated to pay at program completion. | * |
| Last Completed Award Year: | 2010-11 |
| Program Name: | Graduate Certificate in Global Human Resources |
| On-time Completion Rate: | * |
| Placement Rate: | N/A |
| Occupations by SOC Code: | 11.3040.00 onetoneline.org** |
| Total Estimated Tuition & Fee Costs: | $21,408 |
| Books & Supply Costs: | $1,200 |
| Room & Board Costs: | $15,508 |
| Median Title IV Loan Debt: | * |
| Median Private Loan Debt: | * |
| Median Debt from Institutional Financing Plans or amount students were obligated to pay at program completion. | * |
* If the number of students who completed the program during the award year was less than 10, for privacy reasons, this information is not disclosed to the public.
** The Occupational Information Network(O*NET Online) is a database developed by the Department of Labor as a primary source of occupational information.
The Master of Science in Organizational Learning provides opportunities for multiple career paths. The program focuses on competencies related to: adult learning theory and principles; curriculum and instructional design; adult training methods; organizational learning and systems thinking; training operations; research and design; communication; performance management; and career development. The organizational learning concentration is designed for professionals in any discipline who may wish to pursue careers in a variety of corporate and adult learning settings, including business/industry training; consulting; professional associations; government; community-based programs; libraries; hospitals; and post-secondary institutions.
The minimum requirement for candidates who hold a bachelor’s degree is 36 credits or the equivalent of 12 courses.
All students enrolled in the organizational learning program are required to complete an internship of either 3 or 6 credits. Six credits are recommended for those with no experience in the field. The internship applicant will prepare a professional resumé and an application to be reviewed by the program director by October 1 of the fall semester for spring internship placements and by February 1 of the spring semester for fall internship placements. The internship may be full- or part-time, depending on the needs of the student and/or the company providing the internship. Note: For individuals who are currently employed in a full-time capacity, the internship may be completed at the employee’s corporate worksite.
3.00
This course introduces students to the systematic design of instruction. Students are expected to learn how to plan, develop, evaluate and manage the instructional process effectively. This course covers various elements of instructional design process, including needs assessments, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, project management and summative evaluation. A mix of activities is planned that require a high level of active, experiential participation. A prototype design project, including the preparation of design documents, learning objectives, content outlines, lesson plans, participant materials, and evaluations is the major product outcome of the course.
Offered Spring Term
3.00
Introduction to the core essentials of organizational learning, encompassing concepts based on theories and proven practice. The course will also address the five disciplines of the learning organization with special emphasis on three: team learning, shared vision, and personal mastery. Using structured experiences the students will learn how to utilize various organizational learning methods. Organizational learning theories will be applied to the learners own area of interest through an action-learning project.
Offered Fall Term
3.00
This course examines the teaching-learning process appropriate to a variety of educational/learning settings. Exploration of appropriate methods, techniques and strategies appropriate to generational differences. The course investigates the special characteristics of the adult learner, motivational strategies, training older adults,and training in virtual environments. Development of presentation skills.
Offered Fall Term
3.00
Have you noticed persistent challenges and problem areas in your organization? Do you need more effective solutions that have long-term effectiveness? Then change your view! Systems Thinking examines the behaviors of systems through the common principles they all follow and a wide-angle view. Through participative interaction, you will learn how to map organizational problems or areas of concern within your own area of expertise, identify the key leverage points for improved thinking, and develop effective action strategies.
Offered Fall Term
3.00- 6.00
This course encompasses career development topics including but not limited to the job search, including the use of a LinkedIn profile; career planning; networking, salary negotiation; professional development; and current, cutting-edge topics in organizational development, learning and human resources. Students currently employed in the field may enroll for three (3) academic credits; students requiring a hands-on internship experience will enroll for 6 credits over two consecutive semesters. The internship field site requires advisor approval. An application for the internship must be filed by October 1 for spring semester internships and March 1 for fall semester internships. This course should be selected toward the end of the conclusion of the degree program.
Offered Both Fall and Spring
3.00
Demonstration of program competencies through the creation and presentation of a comprehensive, mediated training module derived from a case study. Examination of advanced training and facilitation techniques and appropriate blended learning strategies. Topics include: exploration of databases for researching companies and industries; dealing with difficult participants; the use of social media as a tool for collaborative learning; and self-assessment inventories. The course also addresses group and process techniques utilized by effective facilitators.
Offered Fall Term
3.00
Action research is participant-driven research, focused on continuously creating learning and change. This course will allow students to explore and apply action research as an alternative method to traditional sociological and statistical research methodologies. Students will learn principles and practices of action research and apply action research in a long-form research project focused on transformational learning and change at the individual and/or organizational level. Students may register for this core course only after completion of 30 credits.
Offered Spring Term
3.00
Adult learning theory and adult development theory are explored as a means to understand the adult as a learner. Through the integration of theory, practice and research, students will link these theories to their own theory of facilitation. Students will critically examine their views by critiquing their own practice in light of this literature. We will draw upon readings on the theories of: learning from experience, constructive-developmental theory, self directed learning, and transformative learning. This journey will shed light on the factors that facilitate or impede the learning process and the motivational factors that prompt adults to seek out educational opportunities.
Offered Spring Term
EHS-650 or instructors permission
3.00
The traditional role that instructional designers play in the field of training and development has been greatly expanded. Instructional designers may find themselves working alongside video producers, audio engineers, project managers, software engineers, corporate trainers, or university professors. This course will focus on exploration and evaluation of the various e-learning software tools available today (both commercial and open source); storyboarding techniques for designing/developing e-learning modules, including animations and interactive simulations. The course will also include dynamics of the virtual classroom, including the design and facilitation of synchronous sessions (webinars) and emerging technologies and trends.
Offered Fall Term
3.00
Dialogue is a powerful discipline for generative learning and creative problem solving. Engage in a journey of discovery and exploration of the underlying assumptions that guide our behavior. These tacit assumptions are often unexamined and untested, yet they act as a source of our beliefs and actions. Participants will explore the history of dialogue, distinguish it from conversation and debate, develop an awareness of their own thinking and reasoning, and learn to utilize dialogue and reflective practices.
Offered Spring Term
3.00
An examination of learning and trainer style inventories including: personality testing instruments; information processing inventories; social interaction inventories; and instructional preference inventories. Development of instructional modules and design documents appropriate to individual differences and learner needs. Use of pod casts and video casts as tools for delivering instruction.
Offered Spring Term
3.00
Application of communication theory, human relations concepts, research methods, and information technology to the internal communication of professionals who work in environments with automated information and communication systems. Topics include: brainstorming, team building, problem solving, presentation skills, communication styles, and interpersonal relations. Emphasis on the human factors of communications and interaction.
Summer
3.00
This course presents the theories, models, and tools of effective coaching. Step-by-step review of coaching competencies as defined by the International Coaching Federation (ICF). Exploration of the expected knowledge, skills and behaviors of coaches and the seminal thinking that has contributed to coaching models in current use. Topics include executive/leadership coaching, performance coaching and team coaching. Development of a personal coaching model, designed from ones unique perspective and experience, will be addressed. Diagnostic and gap analysis tools used by coaches for their own development and the development needs of their clients will be shared and explored. Classroom time will be allocated to skills practice, role-playing scenarios, and additional experiential learning opportunities in order to expose participants to the application of coaching in the workplace. Mentoring in the workplace and the similarities and differences between coaching and mentoring will be discussed.
Offered Spring Term
3.00
This course introduces students to the systematic design of instruction. Students are expected to learn how to plan, develop, evaluate and manage the instructional process effectively. This course covers various elements of instructional design process, including needs assessments, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, project management and summative evaluation. A mix of activities is planned that require a high level of active, experiential participation. A prototype design project, including the preparation of design documents, learning objectives, content outlines, lesson plans, participant materials, and evaluations is the major product outcome of the course.
Offered Spring Term
3.00
Introduction to the core essentials of organizational learning, encompassing concepts based on theories and proven practice. The course will also address the five disciplines of the learning organization with special emphasis on three: team learning, shared vision, and personal mastery. Using structured experiences the students will learn how to utilize various organizational learning methods. Organizational learning theories will be applied to the learners own area of interest through an action-learning project.
Offered Fall Term
3.00
This course examines the teaching-learning process appropriate to a variety of educational/learning settings. Exploration of appropriate methods, techniques and strategies appropriate to generational differences. The course investigates the special characteristics of the adult learner, motivational strategies, training older adults,and training in virtual environments. Development of presentation skills.
Offered Fall Term
3.00
Have you noticed persistent challenges and problem areas in your organization? Do you need more effective solutions that have long-term effectiveness? Then change your view! Systems Thinking examines the behaviors of systems through the common principles they all follow and a wide-angle view. Through participative interaction, you will learn how to map organizational problems or areas of concern within your own area of expertise, identify the key leverage points for improved thinking, and develop effective action strategies.
Offered Fall Term
3.00- 6.00
This course encompasses career development topics including but not limited to the job search, including the use of a LinkedIn profile; career planning; networking, salary negotiation; professional development; and current, cutting-edge topics in organizational development, learning and human resources. Students currently employed in the field may enroll for three (3) academic credits; students requiring a hands-on internship experience will enroll for 6 credits over two consecutive semesters. The internship field site requires advisor approval. An application for the internship must be filed by October 1 for spring semester internships and March 1 for fall semester internships. This course should be selected toward the end of the conclusion of the degree program.
Offered Both Fall and Spring
3.00
Demonstration of program competencies through the creation and presentation of a comprehensive, mediated training module derived from a case study. Examination of advanced training and facilitation techniques and appropriate blended learning strategies. Topics include: exploration of databases for researching companies and industries; dealing with difficult participants; the use of social media as a tool for collaborative learning; and self-assessment inventories. The course also addresses group and process techniques utilized by effective facilitators.
Offered Fall Term
3.00
Set in the context of issues facing business and organizations today, this foundational module will explore the theories and values shaping the practice of organizational development. OD concepts, interventions, models, current issues, and trends will be examined. A thorough understanding of the importance of organizational culture will be presented as a backdrop to the introduction of change management. This course will explore in depth how to plan, communicate, lead and evaluate organizational change efforts. a practical guide for organization design, one of the OD consultants key tools for improving organizational effectiveness will be reviewed.
Offered Fall Term
3.00
This course will emphasize the skills, procedures, and processes involved in transitioning from a learning and development role to one of effective performance consultation. A review of consultant competencies as well as techniques will be examined and applied. The stages of consulting will be analyzed including: contracting, data gathering, analysis, diagnosis, feedback, implementation and measurement on individual, team, and organizational levels. Issues faced by the internal and external consultant and how to resolve them are also addressed.
Offered Spring Term
3.00
A challenge to organizations today is maximizing individual and organizational performance. This course will examine how organizations identify goals and measure performance against them. Different performance management models will be introduced. A competency-based approach to performance management will be examined as a tool for the performance consultant; current industry trends will be discussed and evaluated.
Offered Fall Term
3.00
What does it take to be a very effective leader in todays fast paced business environment? What are the critical milestones on an individuals leadership journey. This course will delineate the core characteristics of leaders, how power is defined in organizations, and how to influence others to remain competitive. Several leadership models will be discussed.
Offered Spring Term
3.00
Action research is participant-driven research, focused on continuously creating learning and change. This course will allow students to explore and apply action research as an alternative method to traditional sociological and statistical research methodologies. Students will learn principles and practices of action research and apply action research in a long-form research project focused on transformational learning and change at the individual and/or organizational level. Students may register for this core course only after completion of 30 credits.
Offered Spring Term
OL or OD electives
The Certificate of Advanced Graduate Study (CAGS) in Organization Development is an advanced specialist certificate beyond the master’s degree. It is designed for leaders of change, managers, and human resources professionals or individuals wishing to pursue a career in consulting. This is an intense, individually-oriented program designed to meet the needs of advanced students in their field of specialization.
Organizations are in the process of constant change. In order to manage that change, we need professionals who can anticipate problems and challenges and implement long-term solutions. This degree develops those competencies needed for collaboration, leadership, team development, and project management.
The program consists of 7 required courses and 3 elective courses. These OD required courses do not have to be taken in any sequence; however, it is recommended that EHS 672 (Organizational Culture and Change) be taken first as it does introduce the student to the field of Organization Development.
3.00
Have you noticed persistent challenges and problem areas in your organization? Do you need more effective solutions that have long-term effectiveness? Then change your view! Systems Thinking examines the behaviors of systems through the common principles they all follow and a wide-angle view. Through participative interaction, you will learn how to map organizational problems or areas of concern within your own area of expertise, identify the key leverage points for improved thinking, and develop effective action strategies.
Offered Fall Term
3.00
Set in the context of issues facing business and organizations today, this foundational module will explore the theories and values shaping the practice of organizational development. OD concepts, interventions, models, current issues, and trends will be examined. A thorough understanding of the importance of organizational culture will be presented as a backdrop to the introduction of change management. This course will explore in depth how to plan, communicate, lead and evaluate organizational change efforts. a practical guide for organization design, one of the OD consultants key tools for improving organizational effectiveness will be reviewed.
Offered Fall Term
3.00
This course will emphasize the skills, procedures, and processes involved in transitioning from a learning and development role to one of effective performance consultation. A review of consultant competencies as well as techniques will be examined and applied. The stages of consulting will be analyzed including: contracting, data gathering, analysis, diagnosis, feedback, implementation and measurement on individual, team, and organizational levels. Issues faced by the internal and external consultant and how to resolve them are also addressed.
Offered Spring Term
3.00
A challenge to organizations today is maximizing individual and organizational performance. This course will examine how organizations identify goals and measure performance against them. Different performance management models will be introduced. A competency-based approach to performance management will be examined as a tool for the performance consultant; current industry trends will be discussed and evaluated.
Offered Fall Term
3.00
What does it take to be a very effective leader in todays fast paced business environment? What are the critical milestones on an individuals leadership journey. This course will delineate the core characteristics of leaders, how power is defined in organizations, and how to influence others to remain competitive. Several leadership models will be discussed.
Offered Spring Term
3.00
Dialogue is a powerful discipline for generative learning and creative problem solving. Engage in a journey of discovery and exploration of the underlying assumptions that guide our behavior. These tacit assumptions are often unexamined and untested, yet they act as a source of our beliefs and actions. Participants will explore the history of dialogue, distinguish it from conversation and debate, develop an awareness of their own thinking and reasoning, and learn to utilize dialogue and reflective practices.
Offered Spring Term
3.00
Application of communication theory, human relations concepts, research methods, and information technology to the internal communication of professionals who work in environments with automated information and communication systems. Topics include: brainstorming, team building, problem solving, presentation skills, communication styles, and interpersonal relations. Emphasis on the human factors of communications and interaction.
Summer
3.00
This course presents the theories, models, and tools of effective coaching. Step-by-step review of coaching competencies as defined by the International Coaching Federation (ICF). Exploration of the expected knowledge, skills and behaviors of coaches and the seminal thinking that has contributed to coaching models in current use. Topics include executive/leadership coaching, performance coaching and team coaching. Development of a personal coaching model, designed from ones unique perspective and experience, will be addressed. Diagnostic and gap analysis tools used by coaches for their own development and the development needs of their clients will be shared and explored. Classroom time will be allocated to skills practice, role-playing scenarios, and additional experiential learning opportunities in order to expose participants to the application of coaching in the workplace. Mentoring in the workplace and the similarities and differences between coaching and mentoring will be discussed.
Offered Spring Term
The elective hours are flexible. Consult with your faculty advisor for recommendations.
Federally Mandated Gainful Employment Disclosure
| Last Completed Award Year: | 2010-11 |
| Program Name: | Certificate of Advanced Graduate Studies (CAGS) in Organizational Development |
| On-time Completion Rate: | * |
| Placement Rate: | N/A |
| Occupations by SOC Code: | onetoneline.org** |
| Total Estimated Tuition & Fee Costs: | $21,408 |
| Books & Supply Costs: | $1,200 |
| Room & Board Costs: | $15,508 |
| Median Title IV Loan Debt: | * |
| Median Private Loan Debt: | * |
| Median Debt from Institutional Financing Plans or amount students were obligated to pay at program completion. | * |
* If the number of students who completed the program during the award year was less than 10, for privacy reasons, this information is not disclosed to the public.
** The Occupational Information Network (O*NET Online) is a database developed by the Department of Labor as a primary source of occupational information.
1.00- 3.00
Members of the Department will meet with students to direct their research in areas of special interest to them. Projects will be authorized upon the recommendations of the Department Chairperson and with the approval of the Dean.
3.00
Examines the rationale, role, structure and function of public and private two-year institutions, with attention to the sociology of student populations, curricular and instructional trends, administrative problems, and future planning.
3.00
This course examines financial management and fiduciary practices internal to institutions of higher education. It provides an introduction to the sources of higher education funding, budgeting and disbursement, control mechanisms, and the role of finance in strategic planning. It also provides students with information they need to better understand and participate more effectively in the funding, budgeting, and revenue/expenditure processes in higher education. Students examine the role of strategic planning and resource allocation in public and private colleges/universities. Various topics, issues, and trends in the financial arena of higher education are also explored.
Offered Spring Term
3.00
The course is an in-depth examination of post-secondary students at all levels utilizing available statistics and other resources to describe various campus cultures and explore student attitudes toward society in general and the post-secondary experience in particular. Focus is given to exploring trends and changes in the enrollment characteristics of college students and addressing the attitudes and values of campus sub groups and cultures. Consideration is given to methods of locating resources on students and to measuring the effect of post-secondary education.
Offered Spring Term
3.00
This course provides an opportunity for students to research a topic of special interest in higher education and write a related comprehensive research paper that integrates scholarly resources on the topic. The course enables students to gain research competence in a selected area of interest relative to the field of higher education.
Occasional
3.00
The purpose of this course is to provide students with an overview of college and university cultures in American higher education. Students will gain an understanding of the properties of campus culture, including norms of behavior, values, stories, physical artifacts, sagas, myths, symbols, and architecture, all of which guide and shape institutional behavior. In addition, students will examine the cultural norms of behavior of various institutional stakeholders - faculty, staff, students, and administrators - and develop an understanding of how campus culture affects each of these groups. In order to become more familiar with the ethos of institutional functioning and behavior, students will conduct a small-scale independent research project, employing qualitative research techniques, to investigate and analyze a particular campus subculture.
3.00
The purpose of this course is to introduce students to leadership characteristics and theories in higher education. The course examines various leadership styles endemic to the college and university environment, focusing on those relevant to the president, vice presidents, department chairs, deans, faculty, and students. Trait-factor, group, transformational, situational, and other theories of leadership are explored in the context of team-building, participatory decision-making, staff development, resource allocation, and future planning.
Offered Spring Term
3.00
In-depth research into and discussion of a range of pressing issues and problems such as affirmative action, executive compensation, international higher education and globalization, online/distance learning, for-profit higher education, and Internet issues. The goal of this course is to help students gain a general knowledge of some of the most salient higher education issues in the United States and develop skills to analyze and manage emerging issues they may encounter as professionals in the field.
Offered Spring Term
3.00
This course provides the knowledge and skills necessary for locating sources of information and doing effective descriptive research in higher education. Students will design and execute field research on structures and problems of specific post-secondary institutions.
Offered Spring Term
3.00
Introduces automated information systems to human resources functions for the purpose of improving the planning and decision-making aspects. This course provides an overview of popular industry-leading human resources software. Customized to meet individual student needs, students will select software packages for in-depth, individualized learning. The course addresses: the information and data base requirements; system development considerations and constraints; the evaluation of existing software packages; and integration into the organizations business information systems.
3.00
The ability to build sustaining, high-powered teams that can implement critical tasks will be a cornerstone of this course. Teamwork, teamwork, teamwork. Todays Organizational Development Professional will be asked repeatedly how to improve teamwork at an organization. How do you repair an intact team that has become dysfunctional? What do you do when the team is spread out all around the globe? How do you repair an intact team that has suddenly become ineffective? Team Development will discuss what elements need to be present in order to be a highly functioning team, how to put together effective teams, and what causes teams to succeed or fail. In addition, this course will discuss how to intervene within a team that is challenged, how to do teambuilding, and how to discuss team development with a manager.
Offered Fall Term
3.00
Examines human resources functions in organizations. Includes review of staffing, training and development, benefits, compensation, safety and health. The course addresses these topics from a business perspective and focuses on the human resource function as a business partner and change agent. The course explores changes in the HR role,work force demographics, technology, and the global business environment.
Offered Fall Term
Restricted to HRLPP students only
3.00
An overview of the training and development function within organizations. A systems approach to training and development will be emphasized. Such topics as needs assessment, staffing, training techniques, and evaluation will be explored. Restricted to HRLPP students only.
3.00
A review of the legal environment as it affects management/employee relations. The course will explore the legislation and legal cases in the areas such as: job descriptions; the employment process; the employee handbook; performance appraisal; employee conduct, complaints, discipline and termination; and the personnel file.
Offered Fall Term
EHS 680 May be taken concurrently with EHS 680
3.00
An in-depth examination of the recruitment process from workforce planning through recruiting to final selection. Specific areas covered include: developing position specifications, assessing the labor markets, advertising, employment agencies, internal control systems, candidate relations and assessment, and closing the deal.
3.00
This course reviews the employer and employee relationship by studying such topics as employee/ employer rights and responsibilities, recruitment and retention, empowerment, conflict resolution, performance management, change management, and work/life balance. The course looks at these topics through a behavioral approach as well as from a business perspective and provides the student with opportunities to apply techniques and methods studied.
Offered Spring Term
EHS 680 May be taken concurrently with EHS 680
3.00
Compensation of employees and related benefits are the largest expense for most organizations. This course examines these important areas of human resources and includes: The study of the role of compensation in the business environment. Does it motivate? Does it achieve the organizations objectives? The design of wage and salary programs and performance-based pay packages. The study and analysis of the concepts and principles guiding the design of employee benefit plans. The course will cover retirement plans, insurance, statutory benefits, personnel policies, and emerging benefits. Open to HRLPP majors or with instructor permission. Normally offered yearly.
3.00
High-performance organizations are recognizing the role of human resources in building better, faster, and more competitive organizations. Accordingly, the human resources function is an integral component of the corporate strategy. Human resources is expected to strengthen the organizations competitiveness in the fast-moving global, quality focused organizations. This course will examine the ways human resource professionals, in the business partner role, work with managers to effectively implement people- intensive strategies for sustainability.
Offered Spring Term
3.00
Improving productivity and reducing cost demands new ways of working and communicating, and rapid, continual learning is part of todays global business environment. This course addresses such issues as training and managing employees who work at remote locations and the effective use and application of Internet and intranet technologies for human resources functions. The best practices of HR organizations living in a virtual office complex will be explored.
Summer
3.00
In order for the human resource professional to be a valued resource in todays global business environment, he/she must understand and appreciate the differences international cultures. This course will explore, through the use of scholarly readings, business cases, and other learning tools, the dynamics of cultural diversity in global business organizations. Topics for study will include the effective human resource systems involved with managing, communicating, developing, motivating, and working with diverse international organizations and preparing employees and managers for international assignments. Normally offered yearly.
3.00
Organizations involved in international business ventures must understand and be able to work with the varied political and labor relations approaches that currently exist in the global business world. Given the complexities of these approaches, organizations must develop effective human resource systems that take into account these differences so that they can achieve their business goals both at home and abroad. This course will review the political and labor relations challenge contemporary organizations must meet to compete successfully in international business. Normally offered yearly.
3.00
All business organizations today find themselves challenged by the latest developments in globalization and the new market economy. This course is designed to provide the student with an overview of the influence of the market economy on business decisions and on the management of human resources. Students will read scholarly articles, study business cases that provide models and examples of human resource systems that effectively address the effects of todays global economy.
Summer
3.00
Advanced, intensive study of a research problem or opportunity focused on learning, human resource development, or change at the organizational level. The information can be applied directly to a current situation facing the organization with follow up on actual implementation.
Offered Spring Term
3.00
Advanced, individual, intensive study of a problem in adult and organizational learning.
3.00
Examines the childhood, preadolescent and adolescent stages of human development relative to students learning, social development, and parental relationships. Special emphasis will be placed on deviant behavior, social actions, outreach and prevention programs. Ten observation hours required. Normally offered yearly.
3.00
The foundation course for those enrolled in the school counseling program. The philosophical, historical and theoretical foundations for school counseling are investigated,as well as the varied roles and functions of the school counselor. Forty (40) field-based observation hours are required. Normally offered yearly.
3.00
This course examines the process of human development across the lifespan. While it will focus primarily on psychological processes, the intersection with biological and social processes will be explored as well. The major psychological theories of cognitive, social and emotional development will be covered as will the foundations for individual differences. Special emphasis will be placed on topics of interest to people entering the counseling professions. Normally offered yearly.
EHS 713
3.00
Analysis of selected counseling theories representative of the field of counseling psychology. Theories will be selected from the following areas: Psychoanalytic, Psychosocial, Rational, Cognitive Behavioral/Learning Theory, Person-Centered, and Existential Theory. Treatment goals and techniques will be explored.
3.00
A survey of various theories of vocational choice and development, and strategies for the implementation of vocational counseling in the school, agency, or business/industrial setting. Concepts of work, vocational concerns of women and minorities and other major issues also investigated.
3.00
Principles, concepts and methods of research design and statistics associated with psychological and educational research. Practical applications of research studies to a diverse range of interests in education, psychology and counseling. Offered yearly.
EHS 717
3.00
The study of the nature of mental disorders; central concepts and processes. Psychogenesis, psychodynamics, role of anxiety, and clinical assessment using the DSM-IV.
EHS 713
3.00
Evaluating, administering, scoring, interpreting, and reporting results of standardized tests of personality, academic performance, cognitive functioning, aptitude, and achievement. Self-study development and assessment of testing programs. Critical issues in testing. Normally offered yearly.
EHS 710, EHS 737, EHS 746
3.00- 6.00
Application of skills in a school environment. Students will spend a minimum of fifteen hours per week in a school and participate in weekly group sessions at the University for the evaluation of progress and clinical supervision. Open only to degree candidates in the School Counseling Program who have formally applied for the Practicum and have completed at least 18 hours of coursework. Offered fall semester.
EHS 720
3.00- 6.00
Continuation of EHS 720 with an opportunity to assume increased responsibility for clients under supervision. Offered spring semester.
3.00
An overview of the various group counseling formats utilized in schools, and related theories. Issues related to the development and implementation of small counseling groups (e.g., group dynamics and processes for group member selection) and larger educational and prevention-based groups (e.g., fostering positive mental health, career-related programming, anti-bullying) will be explored and discussed.
3.00
The interface of psychology and the law will be examined in the context of forensic evaluations performed for courts, attorneys and related agencies or facilities. Topics ranging from Competency to Stand Trial and Criminal Responsibility to termination of parental rights and custody and visitation evaluations will be explored. Practical applications of the skills and knowledge domains needed to perform forensic evaluations will be emphasized, as will the study of relevant laws and regulations as applied to forensic assessment. Discussion will include specialized forensic topics such as the evaluation of juvenile sexual offenders and the forensic use of psychological testing.
3.00
Selected models of family therapy will be explored. Special emphasis will be placed on assessment and the acquisition of treatment strategies proven to be effective for counselors in helping families cope with developmental stresses. Normally offered alternate years.
3.00
A study of the origin, contributing factors, and implications of drug and alcohol misuse. Various stages and manifestations of abuse/ dependence will be considered and current treatment modalities will be explored.
3.00
An overview of the legal issues confronting counselors, human services providers and administrators. Study of regulatory and licensing matters, standards of care, confidentiality laws, mental health and disability laws and family law, constitutional issues, malpractice and legal/ethical dilemmas in human services.
3.00
The anatomy, physiology and psychology of human sexual functioning are reviewed. Etiology, interpersonal dynamics, and treatment of sexual dysfunctions are reviewed.
3.00
A theoretical exploration of the nature of personality, a review of the DSM-IV criteria for diagnosing personality disorders and an examination of current treatment approaches.
3.00
Research designs, methods, and statistics for students in educator preparation programs (school counseling and teacher preparation). The focus of this course is on the practical methods of conducting practitioner-led research, and involves the execution and presentation of an original research project. Normally offered yearly.
3.00
This course explores the major psychological disorders of childhood and adolescence from biological, psychological, and sociocultural perspectives. Attention-deficit and Disruptive Behavior Disorders, Feeding and Eating Disorders, anxiety and depression are among the disorders explored. Student interest determines other topics. Assessment, treatment, and outcome studies are also discussed. Completion of EHS 701 or EHS 712 is recommended before taking this course. Normally offered alternate years.
3.00
A survey of problems and issues confronting cultural diversity. The study of ethnicity and sexual orientation as they influence the development of identity. Implications for counseling strategies. Normally offered yearly.
3.00
The study of selected topics in counseling and human relations, with the emphasis on problem identification, intervention and remediation.
3.00
A study of the practical and theoretical aspects of counseling small groups. There will be provision for a laboratory experience in which students participate in a group and study the dynamics of behavior as this group develops. Group stages of development and leadership skills will also be examined. Normally offered yearly.
3.00
An introduction to the fundamental techniques and methods of interpersonal relationships, self-examination, and field visits in relation to the role of the professional counselor. The course will involve skill building through role playing, video and/or audio taping. Normally offered spring semester.
EHS 713 and EHS 737
3.00
Application of skills in an assigned field placement (school, agency or industry). Students will spend fifteen hours per week in field work and participate in weekly group sessions at the University for the evaluation of progress. Open only to degree candidates in Mental Health Counseling. Offered fall semester.
EHS 738
3.00
Continuation of EHS 738 with an opportunity to assume increased responsibility for clients under supervision. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered spring semester.
EHS 738 and EHS 739
6.00
Application of skills in an approved field placement (school, clinic, hospital, agency, industry) totaling 300 clock hours. The opportunity to develop advanced skills and to integrate professional knowledge appropriate to the field experience. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered fall semester.
EHS 740
6.00
Continuation of Counseling Internship I with advanced responsibilities totaling 300 clock hours. Exploration of an area of individual specialization. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered spring semester.
EHS 744
3.00
Continuation of Clinical Supervision I. Increased responsibility for supervision. Normally offered fall semester.
EHS 710
3.00
An in-depth investigation of current major areas of concern for the secondary school counselor, including involvement in special needs, legal issues, working with diverse populations and developmental/psychological education. Normally offered yearly.
3.00
This course will discuss issues surrounding admission testing and financial aid practices, admission policies and procedures, diverse students (e.g., first generation, students with learning disabilities, traditionally underrepresented populations in higher education), and the technology tools used to facilitate the college search and application process (e.g., Naviance, ConnectEDU, the Common Application). School-based programs to promote early college awareness will also be discussed, and the perspective of both the high school and undergraduate admissions counselor will be considered. Normally offered yearly
EHS 747
3.00
This course will require students to visit a minimum of 8 public and private four-year and 2 two-year higher education institutions. Students will meet with admission, diversity services, and disability services personnel of each college to gain insight into how prospective students with diverse backgrounds and abilities would fit the campus resources and offerings. Normally offered yearly
3.00
Historical and current problems regarding access and equity to higher education opportunities for traditionally underrepresented groups in the college classroom will be explored, with a focus on research describing the problems, and their solutions Course to be offered yearly by the Administration of Higher Education Program
3.00
An opportunity to learn the history of domestic violence including battering, child abuse and child neglect, and the legal response to it. Focus will be on Massachusetts Law and its response, especially the Abuse Prevention Act, its application and enforcement, and on laws protecting children from abuse and neglect. Filings, law office issues and special issues in dealing with battered women and abused and neglected children will be included with the psychological issues, cultural issues, and advocacy possibilities. Normally offered yearly.
3.00
An overview of linguistic research on second language acquisition. Different theories of second language acquisition will be discussed; special attention will be paid to differences between first and second language acquisition, as well as implications of research for foreign language teaching. Students will analyze policy related to assessment and placement of English Language Learners. Normally offered alternate years.
3.00
Explores the evolution of schooling in the United States from The English High School to the present. Theorists include: Mann, Franklin, Dewey, Sizer, and others. Normally offered yearly.
3.00
This class provides students with an in-depth analysis of learning disabilities. The course examines the origins of learning disabilities, their underlying cognitive processes, and current views, theories, and research available. Psychological, educational, and medical based remediation strategies will be discussed. Normally offered alternate years.
3.00
Students will become knowledgeable about the various approaches to teaching reading, decoding, vocabulary development, and comprehension. The use of study skills and application of reading skills in the Middle School content areas will be stressed. Students will be introduced to formal and informal assessment techniques to determine reading instructional needs. Normally offered yearly.
3.00
In-depth investigation of leading theoretical approaches to teaching reading and writing in the content areas. Topics include: diagnosing problems, individualizing instruction, developing IEPs, and integrating reading and writing into the curriculum and instruction. Normally offered yearly.
3.00
The relationship between cultural diversity and schooling is explored by examining impediments to academic achievement and advancement by minority students, non-native English speaking students, and other under-represented groups. Topics include: standardized testing, identification of inequities, legal and ethical responsibilities of teachers, and promoting equity. 15 pre-practicum observation hours required. Normally offered each semester.
3.00
Introduces students to the basic competencies of Middle School teaching. Topics include: behavioral problems, classroom management, grouping for instruction, motivation and reward systems, individualized instruction, IEPs, requirements for licensure in Massachusetts, and discipline specific curriculum development using the curriculum frameworks developed by the Massachusetts Department of Education. Field observations and experiences are grounded in theoretical discussion as students begin to develop their personal philosophies of education. Field observations (40 hours) required. Required prior to student teaching. Normally offered yearly.
3.00
Introduces students to the basic competencies of Secondary School teaching. Topics include: behavioral problems, classroom management, grouping for instruction, motivation and reward systems, individualized instruction, IEPs, requirements for licensure in Massachusetts, and discipline specific curriculum development using the curriculum frameworks developed by the Massachusetts Department of Education. Field observations and experiences are grounded in theoretical discussion as students begin to develop their personal philosophies of education. Field observations (40 hours) required. Required prior to student teaching. Normally offered yearly.
3.00
Examines communication between and among teachers and students in the classroom setting. Topics include: communication apprehension, building oral fluency, use of media technology to enhance student learning, cooperative learning, and related professional and legal responsibilities of teachers Normally offered yearly.
3.00
This course examines the development of formative, summative, authentic, and alternative assessment in education. Seminal works by Archbald, Baron, Bloom, Kleinsasser, Schwab, and others comprise the theoretical component. The second half of the course is dedicated to the selection, application, and integration of formal and informal assessment strategies and tools. A final project requires students to design an assessment tool appropriate for their academic area and age level. Instructional strategies include case studies, class discussions, student presentations, and research reviews. Normally offered yearly.
3.00
Examines major realism, idealism, pragmatism, existentialism, and other ideas as they relate to public and private K-16 education systems. Normally offered yearly.
3.00- 6.00
Students will explore methods and techniques of needs assessment, disciplinary literature reviews, and prepare objectives, linked units, and curriculum guides on a focused topic. Normally offered yearly.
3.00
Examines current major issues of educational policy against the background of demographic trends, technological innovations, standardized testing, and curricular shifts. Normally offered yearly.
3.00
Issues pertaining to college access and success with respect to underrepresented students will be explored within a Pre-K thru 16 continuum framework that views students college choice and success as a complex and interwoven by-product of numerous socio-political, socio-economic and socio-cultural factors. Emphasis will be placed on the body of college access literature that centers the collegiate experiences and outcomes as being intrinsically and unavoidably linked to structural factors, decisions, plans and actions taken by students and their families in the pre-college, or Pre-K-12, context. Normally offered alternate years
3.00
Examines the nature and development of human abilities and the teaching-learning process. Considers the facts and generalizations of child and adolescent growth and development, working with diverse cultures, and special needs children in school settings. Ten pre-practicum observation hours required for teacher candidates. Normally offered each semester.
1.00- 3.00
Members of the Department will meet with students to direct their research in areas of special interest to them. Projects will be authorized upon the recommendations of the Department Chairperson and with the approval of the Dean.
