|
|
2017 - 2018 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
Explanation of Course Descriptions
Graduate courses may be taken by persons other than regular or provisional graduate students in Arts and Sciences only with the consent of the chairperson of the department/program committee concerned.
Pairs of numbers (501,502) indicate continuous courses. A hyphen between numbers (501-502) indicates that the courses must be taken in the succession stated.
Courses involving laboratory or studio activity are so labeled. All others are classroom courses.
Semester hour credit for each course is indicated by numbers in parentheses.
|
| |
School Psychology and Counselor Education (SPACE) and Educational Foundations |
| |
-
EDUC C50 - Internship in Addictions Counseling
(3-6). Prerequisite(s):
EDUC C29 , EDUC C32 , EDUC C33 , EDUC C34 , EDUC C44 and permission of instructor.
This counseling internship provides advances training, supervision and skill development in addictions counseling with individuals; addictions counseling with groups; and special topics in addictions counseling at the Counselor Education Clinic. All interns must attend two hours of weekly group supervision ad a minimum of one hour of weekly individual supervision.
|
| |
-
EDUC C91 - Advanced Issues in Professional School Counseling
(3).
Designed as a “bookend” course to complement “Introduction to School Counseling” and to serve as a capstone to the school counseling track, this course acquaints students with the planning, development, implementation, and evaluation of comprehensive school guidance and counseling programs
|
| |
-
EDUC F09 - Human Growth and Development: A Life-Span Perspective
(3). Prerequisite(s): Admission to a graduate program or permission of the instructor.
An investigation of the nature of developmental themes and tasks across human life span from infancy through the late adult years. The life-span developmental approach used incorporates knowledge from multiple disciplines to describe and explain developmental processes in their many contexts: physical, familial, psychological, historical, and socio-cultural. A major focus is the application of theory and research to the promotion of healthy development through education and human services.
|
| |
-
EDUC F11 - Social, Philosophical, Cultural, and Historical Foundations of Education
(3).
Inquiry into the historical, philosophical, cultural and educational and social context of schools in our diverse society. Broad, interdisciplinary perspectives on educational and social issues to guide reflective, professional practice.
|
| |
-
EDUC F12 - Advanced Educational Psychology & Development
(3).
A course that examines psychological theories and research findings dealing with child and adolescent development and learning. Special emphasis is placed upon the ways in which theoretical and empirical findings in educational and developmental psychology have been translated into educational practice.
|
| |
-
EDUC F65 - Research Methods in Education
(3). Prerequisite(s): Admission to a graduate program or permission of the instructor.
A study of the methods and techniques generally employed in research. Emphasis is placed on understanding the research literature which forms the basis of professional education. The course includes the study of some selected statistical methods used as tools in research, data analysis, and the field of educational tests and measurement.
|
| |
-
EDUC F67 - Psychological and Educational Measurement
(3). Prerequisite(s): Completion of or concurrent enrollment in EDUC F65 or permission of the instructor.
An introduction to the use of educational and psychological assessment procedures used by educators and other helping professionals. The course deals with the selection, administration, and scoring of psychological assessment techniques and the interpretation and application of their results.
|
| |
-
EDUC P20A - Psycho-educational Assessment for School Psychologists
(4). Prerequisite(s): Admission to the M.Ed. Program in School Psychology and concurrent enrollment in EDUC F67
This year-long course sequence is designed to introduce students to a problem-solving model of assessment for addressing children’s educational and behavioral problems. The model defines educational problems situationally as the difference between what is expected and what occurs. These difficulties do not reside solely within the individual child, but result from the interaction between student behavior, curriculum, and instruction. The model defines ‘effective assessment’ as assessment which evaluates the situation as well as the child and which produces effective interventions. Effective assessment employs standardized tests, rating scales, structured interviews, record review, systematic observation, and curriculum-based measurement. Training and practice in the assessment techniques and application of this problem-solving model will be the focus of this course. Specifically, students will develop competencies in the following areas of assessment: intellectual ability, academic achievement, processing skills, personality and behavior problems, observations and interviews. Students will communicate assessment findings and recommendations clearly and concisely in jargon-free, family-friendly reports. A practicum is an essential and necessary component of this course. Students must achieve a grade of ‘B’ or above each semester.
|
| |
-
EDUC P20B - Psycho-educational Assessment for School Psychologists II
(4).
This course is the second half of a year-long course sequence designed to introduce master’s-level students to a problem solving model of assessment for addressing children’s educational and behavioral problems. Instruction and practice in the application of this problem solving assessment model will be the focus of this course.
|
| |
-
EDUC P23 - Introduction to Professional School Psychology
(1). Prerequisite(s): Admission to the M.Ed. Program in School Psychology.
This course provides an introductory survey of school psychology as a specialty of professional psychology. The roles and functions of the school psychologist will be explored as they relate to Virginia and the nation; political and legal implication of these roles are identified. This introduction encompasses numerous topics including the historical development of the specialty; relationship to other specialties in psychology and education; graduate training and models of professional preparation; licensure and certification; special education laws relevant to the practice of school psychology; diversity of practice settings; and diversity of client populations served. The course includes an experiential component in which students are required to visit local schools and observe a variety of educational and psychological programs and practices.
|
| |
-
EDUC P24 - Practicum in School Psychology
(3). Graded Pass/Fail. Prerequisite(s): Enrollment in the School Psychology Program.
A field-based experience designed to provide opportunities for students to gather knowledge and skills most appropriately learned in the field and to refine skills learned in the university training program. Practicum experiences include administration and interpretation of diagnostic assessment instruments; participation in team meetings; consultation with teachers, parents, and administrators; and intervention with children.
|
| |
-
EDUC P56 - Consultation in the Schools
(3).
The course assists students in developing their skills in consultation with particular emphasis upon working with parents and teachers.
|
| |
-
EDUC S37 - Writing Workshop
(6). Graded Pass/Fail. Prerequisite(s): Selection as a fellow of the Eastern Virginia Writing Project Summer Institute.
An intensive summer workshop offered as part of the Eastern Virginia Writing Institute to give teachers a sound theoretical basis for teaching writing to allow them to experience writing as writers, and to prepare them to present colleague in-service workshops on the teaching of writing.
|
| |
-
EDUC 500 - Global Studies
(1-6).
This course involves travel to an international site location and immersion in a foreign culture to allow for study of educational topics in context. The course sites for this course vary over time. Pre-trip and post-trip work is common.
|
| |
-
EDUC 601 - Advanced Group Work and Theory
(3). Prerequisite(s): EDUC C34 or an equivalent introductory course in Group Counseling.
This course is designed for students wishing to pursue advanced study in group theory, group leadership, group processes, and group supervision. The course may examine contemporary trends and developments in group counseling as well as ethical, legal, and professional issues affecting the practice of group counseling.
|
| |
-
EDUC 603 - The College Student: Developmental Themes and Social Contexts
(3). Prerequisite(s): Admission to a graduate program or permission of the instructor.
This course examines the college student experience from the life-span developmental sociological and cultural perspectives. Students examine and compare major theories and empirical findings in the areas of college student development, the college environment, and the needs and characteristics of various subgroups within the college population. While the primary focus is on the traditional college age group (18-23), the course also addresses the characteristics and needs of older students.
|
| |
-
EDUC 624 - Theory and Practice of Multi‑Cultural Counseling
(3). Prerequisite(s): EDUC C32
This course is designed to familiarize the student with the cultural differences of the major racial/ethnic minorities in the United States. Through self-disclosure, individual experiences, group presentations and lectures, the students will gain a better knowledge of these groups and the cross-cultural counseling methods to work with them.
|
| |
-
EDUC 625 - Couples Counseling and Sex Therapy
(3).
A course to give students an increased awareness of sexual issues and problems so that they can be sensitive and helpful to the people they counsel who have sexual difficulties or questions. It is also for counselors, teachers, or administrators who will be involved in implementing or teaching programs of sex education. The course includes presentation of factual information, and curricula and theories of sex education and therapy, as well as an opportunity for students to explore their own sexual attitudes, feelings, and values.
|
| |
-
EDUC 626 - Seminar in Professional School Psychology: Ethical and Legal Issues
(3). Prerequisite(s): Enrollment in the School Psychology Program.
This course, designed for students in the School Psychology Program, provides students with the opportunity to become familiar with the roles and functions of fellow professionals in educational and agency settings. This course also examines professional issues in school psychology including principles of professional ethics, ethical dilemmas, and relevant legislation and litigation. Emphasis is placed on active student participation in the exploration of these issues.
|
| |
-
EDUC 627 - Marriage and Family Counseling
(3). Prerequisite(s): EDUC C32 and EDUC C33 or permission of instructor.
A survey course that examines the origin and dynamics of family systems theory and its application to the practice of marriage and family counseling. Students are introduced to various theoretical explanations for why people behave the way they do in marital and family relationships, to verbal and nonverbal interaction patterns operating within family relationships, and to multiple approaches to therapeutic intervention with families.
|
| |
-
EDUC 628 - Group Practicum
(3). Graded Pass/Fail. Prerequisite(s): EDUC C34 or equivalent and permission of the instructor.
A course for advanced graduate students in which the students gain advanced group work skills and explore group theory and techniques.
|
| |
-
EDUC 629 - Individual Appraisal
(3).
This course is intended to provide doctoral counselor education students with advanced training in assessment. The course design is consistent with the goals training counselor educators to be leaders, scholars who will contribute to the advancement of knowledge in the profession. In order to fulfill these roles, William & Mary counselor education doctoral students must be familiar with and skilled in the development of valid and reliable research instruments that can be used to answer research questions that will advance our profession.
|
| |
-
EDUC 630 - Family Development and Processes
(3).
This class is designed to inform students about family life cycle development, conceptualizations of normalcy from a systems perspective, and assessment of family functioning. Students will learn to recognize family strengths within a variety of family forms, and explore the impact of contemporary values on families and their communities.
|
| |
-
EDUC 632 - Advanced Theories of Counseling and Psychotherapy
(3). Prerequisite(s): Permission of the instructor.
A doctoral course that critically examines select, contemporary, theoretical orientations to counseling and psychotherapy in order to facilitate informed understanding through critical analysis of contemporary literature, to promote insight into current clinical applications, and to promote students’ ability to articulate an identifiable, integrated, and defensible theoretical approach to clinical practice and research.
|
| |
-
EDUC 635 - Advanced Family Counseling: Theories and Techniques
(3).
This class is an advanced seminar designed to critically examine conceptual models, clinical practices, and assumptions that organize work with families. The texts, selected readings, class discussions, and writing assignments will address modernist and post-modernist theoretical paradigms, as well as relevant ethical codes, with emphasis on application to clinical practice.
|
| |
-
EDUC 636 - Addictions and Family Systems
(3).
This course is intended to merge the conceptualization and practice of two areas, family systems and addictions. The course is designed to explore these two areas, their impact on each other, and to present an integrated view of family systems and the process of addiction and recovery.
|
| |
-
EDUC 638 - Prevention and Intervention within Public Schools
(3).
This course informs school psychology graduate students about effective prevention and intervention programs and strategies that can be implemented within public school settings. The course highlights empirically supported methods for promoting school success through both preventative and remedial strategies across the grade levels. School-based strategies for enhancing academic achievement, fostering social competence, and preventing behavior and adjustment problems will be presented. Students will begin to develop expertise in designing, implementing, and evaluating prevention and intervention programs within public school settings.
|
| |
-
EDUC 639 - Theory and Process of Counselor Supervision
(3). Prerequisite(s): Admission to the Doctoral program.
This course will cover theories and techniques of counselor supervision. It will include major theories of counselor development, the counselor-supervisor relationship, major approaches to supervision, supervision methods, and supervision ethics. The course is open to doctoral students and is a prerequisite to the Doctoral Internship.
|
| |
-
EDUC 644 - Developmental Psychopathology
(3).
This course is designed to familiarize students with the psychological disorders of children and adolescents that are most frequently encountered by school psychologists. The content of the course will focus on developmental issues, defining characteristics, associated features, etiologic factors, assessment and diagnostic classification, and evidence-based interventions for effective treatment.
|
| |
-
EDUC 645 - The Counselor and Psychopathology
(3).
This course covers the types of psychopathology most often encountered in counseling settings. Students are introduced to the diagnostic categories of the most current Diagnostic and Statistical Manual with particular emphasis placed on making appropriate diagnoses and the use of these diagnoses for treatment planning and intervention strategies.
|
| |
-
EDUC 646 - Internship in Family Counseling
(3-6). Graded Pass/Fail. Prerequisite(s): Permission of instructor.
This internship provides advanced training, supervision and skill development in marriage and family counseling; family, counselor, and school collaboration; and family counseling clinic administration. Students provide family counseling services to client families referred to the New Horizons Family Counseling Center by participating public school systems, and have an opportunity to learn from each other and from licensed clinical faculty and staff during weekly supervision.
|
| |
-
EDUC 647 - Internship in Counselor Supervision
(3). Graded pass/fail Prerequisite(s): Admission to Doctoral Program and EDUC 639
This internship serves as the clinical component of the four-semester sequence in the theory and practice of counselor supervision that begins with EDUC 639. The course provides advanced training and skill development in supervision, and requires each intern to apply supervision theory and skills in actual supervisory processes with supervisees from the Masters Practicum in Counseling - EDUC C42.
|
| |
-
EDUC 651 - Data-Based Decision Making
(3).
The central focus of this course is to assist students gain an understanding of the use of data to guide decision making. The nature of various types of data will be explored, as will important design components of inquiry. Students will learn to use a variety of analytic tools that will assist them to address problems of practice.
|
| |
-
EDUC 652 - Action Research
(3).
This course prepares students to use action research as a strategy for program improvement. Students will learn and practice the generation and analysis of qualitative data. Further, students will practice methods for sharing research findings with interested stakeholders.
|
| |
-
EDUC 653 - Program Evaluation
(3).
This course addresses the systematic assessment of the merit and/or worth of an educational program. Emphasis is placed on identifying key evaluation questions, defining criteria, data collection and analysis, applying program evaluation standards, and using and communicating findings appropriately and effectively.
|
| |
-
EDUC 659 - Internship in School Psychology
(1-6). Graded Pass/Fail. Prerequisite(s): Completion of all other coursework in the Ed.S. Program in School Psychology.
The culminating evaluation experience in the Ed.S. Program in School Psychology is the internship which must occur on a full-time basis over a period of one year or on a half-time basis over a period of 2 consecutive academic years in an accredited school. Evaluation of performance is conducted cooperatively between the College and the appropriate school personnel. Students typically receive a stipend during the internship year.
|
| |
-
EDUC 662 - Prevention and Intervention in Early Childhood Education
Occasionally. (3). Staff. Prerequisite(s): Enrollment in School Psychology Program or permission from the instructor.
This graduate seminar overviews current issues in early childhood education. Course content focuses on strategies for preventing school failure through early literacy support, family-school partnerships, and teacher professional development in PK-3 educational settings. Students interact weekly with young children and their teachers and implement assessments and interventions in PK-1 classrooms.
|
| |
-
EDUC 663 - Principles of Educational Research
(3). Prerequisite(s): EDUC F65 or equivalent and admission to doctoral study.
This course examines the principles of historical, correlation, causal-comparative, descriptive, and experimental research design to facilitate students’ ability to read and evaluate their professional literature. This course also prepares students to plan educationally valuable and methodologically valid research projects.
|
| |
-
EDUC 664 - Qualitative Research Methods
(3). Prerequisite(s): EDUC 663
An intermediate research course that introduces qualitative methods of research for the study of educational issues. Readings and class discussions will emphasize the theoretical underpinnings of these methods, while assignments focus on the practical experience with these methods in the field of education. This course is offered in the form of a doctoral level seminar and as such requires considerable reading, writing, critiquing, and reflection.
|
| |
-
EDUC 665 - Intermediate Statistics in Education
(3). Prerequisite(s): EDUC 663
A course that builds on the introductory elements of research design and analysis presented in Ed 663 and covers the following topics: (1) the basis of statistical inference, (2) sample variance, (3) analysis of variance and factorial analysis, (4) simple correlation, and (5) multiple regression. Computer assisted instruction is used to teach the fundamentals of data preparation so as to speed the computation of statistical problems.
|
| |
-
EDUC 667 - Young Child: Psychosocial Assessment and Clinical Methods
(3). Prerequisite(s): EDUC F04 or EDUC F09 . Open to students in school psychology, counseling, or by permission of the instructor.
A course designed to review the literature on the emotional growth of preschool and elementary-aged children. Major emphasis is on relating psychological intervention to the child’s individual developmental needs. A variety of psychological interventions frequently utilized with children will be studied, including individual and group techniques. Students are expected to work with a child during the semester.
|
| |
-
EDUC 668 - Psychodiagnostics: Projectives
(3). Prerequisite(s): EDUC P66, EDUC F67 and P69. Open only to students in school psychology or by permission of the instructor.
In this course, the research concerning projective personality assessment is studied. Human figure drawings and thematic apperception measures are studied in detail. An important part of the course is the compilation of all assessment materials-objective and projective-into a well-integrated, comprehensive, evaluation and remediation report.
|
| |
-
EDUC 669 - Neuropsychological Bases of Behavior
(3).
This course provides the advanced level graduate student with an overview of research emanating from such representative disciplines of the neurosciences as anatomy, physiology, psychology, chemistry, and medicine.
|
| |
-
EDUC 675 - Theories & Strategies for Counseling School-Aged Children
(3).
The focus of this course is on the understanding and application of contemporary theories of counseling for school-aged children and adolescents. Theories will be studied with respect to key concepts, the therapeutic process and goals, and specific techniques. Students will apply their skills in practice sessions with school-aged children. The physiological, cognitive, social, and emotional development of children as well as their environment (including the school) will be emphasized so that interventions are consistent with the children’s needs.
|
| |
-
EDUC 694A - Qualitative Research Design & Methods, Part I
(3). Prerequisite(s): EDUC 665 or consent of instructor.
Intermediate-level research design course that focuses upon distinguishing among and combining non-positivistic paradigms, perspectives, strategies, and methods appropriately to address research foci. Students become familiar with qualitative data generation and analysis methods while designing a full-scale non-positivistic study with a research team. Requires considerable reading, writing, revising, reflection, and collaboration.
|
| |
-
EDUC 694B - Qualitative Research Design & Methods, Part II
(3). Prerequisite(s): EDUC 694A or consent of instructor.
Advanced-level research methods course that builds upon previous knowledge of non-positivistic research design, focusing first upon enhancing qualitative data generation and analysis skills, then upon developing facility with thematic emergence and interpretation, as teams of students complete full-scale non-positivistic studies. Requires considerable reading, writing, reflection, data generation/analysis, and collaboration.
|
| |
-
EDUC 700 - Advanced Statistics in Education
(3). Prerequisite(s): EDUC 663 , EDUC 664 , EDUC 665
A course which builds on the introductory elements of analysis as presented in EDUC 665. EDUC 700 covers the following topics: models of data, regression analysis, factorial ANOVA, multivariate ANOVA, factor analysis, path analysis, cluster analysis, and discriminant analysis. Emphasis is placed on the analysis by computer.
|
| |
-
EDUC 703 - Research in Counselor Education
(3).
The purpose of this course is preparation for the dissertation through the exploration of current literature in counselor education. This seminar enables students to confront problems in conducting original investigations in counselor education and to become familiar with resources for doing research. The primary activity will be the construction of the dissertation proposal prospectus.
|
| |
-
EDUC 761 - Clinical Applications of Neuropsychology
(3).
This course assists students in the counseling/School Psychology Programs with the necessary skill to: (1) perform basic assessment of children who may have neurological problems in order to make appropriate referrals to neuropsychologists and/or neurologists, (2) interpret reports submitted by neurologists and neuropsychologists, and (3) assist other school personnel to translate major findings from neuropsychologists’ evaluations into effective educational intervention techniques.
|
| |
-
EDUC 762 - Doctoral Seminar in Counseling
(3).
The course will review current theory and program application within the cognitive/constructivist developmental paradigm to offer an organizing framework for the analysis and development of counselor education, supervision, clinical practice and research, and application to the field through the development of a research project on a current topic.
|
| |
-
EDUC 763 - Doctoral Practicum
(3). Graded Pass/Fail. Prerequisite(s): Admission to the Doctoral Counselor Education Program.
The Doctoral Practicum provides advanced counseling practice in a supervised setting to PhD students on Counselor Education and Supervision. Students complete 100 hours of hours of counseling practice in a field setting under weekly supervision by counseling faculty and qualified field placement site supervisors.
|
| |
-
EDUC 764 - Seminar in Counselor Education
(3).
This course is an advanced seminar for doctoral students in counselor education. It covers theory, practice, and research in counselor education. Specific topics covered include: instructional theory and methods relevant to counselor education, ethical and legal issues in counselor education and supervision; publishing, grant writing, faculty service, program accreditation, life in academia, the academic job search, program evaluation, and implications of socio-cultural, demographic, and lifestyle diversity for counselor education and supervision.
|
| |
-
EDUC 765 - Doctoral Internship
(3). Graded Pass/Fail.
The doctoral internship provides supervised experiences in clinical settings, teaching, supervision and service to the profession and public. Each student develops the internship program according to areas identified by the student and advisor that are necessary to comprehensive preparation as a counselor educator & supervisor and that are relevant to the specific career goals of each student. The Doctoral Internship requires 300 hours of work experience and weekly group and individual meetings with the faculty supervisor. The internship further offers psychosocial support, role modeling, and professional development in counselor education and supervision.
|
| |
-
EDUC 799 - Continuous Enrollment
(1-6). Graded Pass/Fail.
This course allows for maintenance of continuous enrollment for students not taking academic credits or dissertation credits, who have not completed their program of study.
|
Graduate Center Programs |
| |
-
GRAD 501 - English Conversation & Pronunciation
Fall (0 credit) Graded Graded Pass/Fail.
In this course students who are non-native English speakers will learn more about the rhythm, stress, and intonation patterns of spoken English, improve their ability to communicate with others, and practice distinguishing sounds that are unique to the English language. Recorded assignments and in-class discussions will allow students opportunities to practice their conversational skills and learn more about American culture.
|
| |
-
GRAD 503 - Listening, Speaking & Pronunciation Skills
Spring (0 credit) Graded Pass/Fail.
Listening and speaking are inextricably linked. Active listening is a key component to correcting pronunciation errors, and is essential for academic, professional, and personal success. This course is designed for nonnative English speakers who wish to develop their English proficiency. A variety of resources including film, CDs, and the Internet, expose students to different American accents and speech patterns. Recorded assignments provide opportunities for self-assessment and instructor feedback.
|
| |
-
GRAD 505 - Oral Presentation Skills
Fall and Spring (0 credit) Graded Pass/Fail.
This course is for domestic and international students who want to refine their oral communication skills and learn more about presentation norms. Students will participate in various kinds of oral communication activities, including presenting speeches given for different purposes, critiquing speech content, organization, and delivery, and presenting a paper following specific guidelines set forth by a conference or association.
|
| |
-
GRAD 520 - Academic Writing
Spring (0 credit) Glosson. Graded Pass/Fail. Note: Instructor permission required.
A course for domestic and international students to improve writing skills and gain confidence in their ability to write formal, academic English. The writing process will be emphasized, with special attention given to improving the students’ organizing, proofreading and revising skills. Students will learn how to identify their audience, define their purpose, and add cohesion and clarity to their writing. In addition, writing conventions concerning plagiarism and other writing norms will be examined.
|
| |
-
GRAD 529 - Provost Dissertation Writing Workshop
Summer (0 credit) Graded Pass/Fail. Note: Course is required for all new Provost Dissertation Fellows who will have to be physically present on campus during the session the course is offered.
Specifically for Provost Dissertation Fellows, this course will provide an environment for intense, focused writing within a structured environment, as well as time for group discussions on effective work habits and strategies. During the course a solid plan will be developed to help enable completion of students’ dissertations by the following spring graduation.
|
| |
-
GRAD 530 - Dissertation Writing
Fall and Spring (0 credit) Glosson. Graded Pass/Fail. Note: Course restricted to Provost Dissertation Fellows only.
This is a course for those students who are receiving a Provost Dissertation Fellowship. Fellows are actively writing their dissertations, including writing articles for publication as components of their dissertations. In collaboration with their academic advisor, graduate direcotr and in consultation with the instructor, students will organize and write individual chapters, simultaneously reviewing and revising their writing. Mini-workshops throughout the 10-week class will address topics that are relevant to the dissertation writer, such as organization, effective research strategies and citations, advisor/advisee interaction, and time management.
|
| |
-
GRAD 540 - Special Topics in Professional Development
(0 credit) Graded Graded Pass/Fail.
This topics course is intended to provide short-term, intensive exposure to specialized skills, knowledge, or training for A&S graduate students in a variety of areas. This professional development course may be offered during the semester, or as a one-week “boot camp” during the summer or winter breaks. Sample topics might include: “Basics of Programming for the Humanities,” “Proposal Writing Bootcamp,” or “Basics of Geospatial Analysis and GIS.”
|
| |
-
GRAD 550 - College Teaching
Fall and Spring. (0 credit) Macdonald, Glosson. Graded Pass/Fail. Note: Instructor permission required.
Discussion and exploration of college teaching including general issues in college teaching; various teaching strategies including lectures, discussions, group work, writing assignments; course design, syllabus and test construction, and grading; integrating research and education; and job search and application strategies. Students will develop a portfolio to include sample assignments and a general teaching statement. Readings on teaching and learning and on university education.
|
Full-Time MBA |
| |
-
BUAD 598A - CAM - Enterprise Engineering
(6)
Enterprise Engineering module considers the current turbulent business environment where managers must negotiate highly disruptive technologies, globalization, hyper-competitive markets, shrinking product life cycles, increased product variety, increasing regulation, and new organizational and collaborative structures. This Module is intended to provide students with an integrated set of practical skills and experiences, from an Operations and Information Technology standpoint, that will allow them to take a leadership role in the design and operation of flexible, responsive value-creating activities that are capable of surviving and flourishing in this highly dynamic business environment.
|
| |
-
BUAD 598B - CAM - Brand Management
(6)
The “Customer-Driven Decision Making” module focuses on preparing students for careers in marketing management, primarily in product and brand management for consumer goods (B2C marketing.) The module is organized around the structure and content of a basic marketing plan, with the goal that students will develop a rich understanding of the tools and frameworks of product or brand management as they are applied in the contemporary customer-driven organization.
|
| |
-
BUAD 598C - CAM - Corporate Finance
(6)
The module in Corporate Finance is designed to prepare students for careers in corporate financial decision-making, consulting, and financial analysis. The module aims to develop students’ understanding of financial analytical tools and to improve students’ ability to interpret and analyze issues typically faced by corporate controllers, treasurers, CFOs, and their staffs.
|
| |
-
BUAD 598D - CAM-Entreprenrshp/Pvt Entrprse
(6)
The Entrepreneurship and Private Enterprise CAM (hereafter the Entrepreneurship CAM) focuses on three areas:
The creation, financing, valuation and management of both smaller enterprises and new businesses;
Working with and managing the smaller business enterprise or family business, and
The utilization and understanding of the various methods and structures of investing and financing through Bootstrapping, Venture Capital, Angel Networks and Private Equity sources.
The module enables students to integrate academic knowledge (through the classroom) and practical or applied knowledge (through interaction with successful entrepreneurs and speakers). Students will obtain a working understanding of ‘real world’ business situations. Learning is enhanced by students’ preparation and creation of their own business ideas and supporting business plans and augmented by the continuing participation of Executive Partners and other experienced business leaders with significant experience and expertise.
Increasingly, successful business professionals are working in smaller businesses and entrepreneurial enterprises where decisions are made in thousands and sometimes millions of dollars (not billions) and where decisions must be made in ‘real everyday dollars.’ Cash burn and working capital replace the P&L as a main concern and rounding up is replaced by ‘counting the pennies.’ This course is for those who wish to undertake a career journey in the direction of running a smaller enterprise or who want to develop an understanding of the alternative to a career in a large company or professional service firm.
The course explores comprehensive sets of real world business and financial situations - the word ‘sets’ is used to emphasize the integrative nature of problems in the small business. The emphasis is on those with an entrepreneurial spirit. The course is designed to cover most aspects of the entrepreneurial venture, including legal issues, structuring, strategic management, human resources, decision making, leadership, negotiation, family businesses, private equity, real estate, health care and intrapreneurship. In addition, the course will cover fund raising, early-stage, middle- and late-stage investments, buyouts and exit strategies. Discussions and cases will emphasize key financial considerations and ‘soft’ considerations, such as how to measure returns, valuation of the enterprise at different stages of development (pre-money/post money), term sheets and evaluating key employees and organizational effectiveness. Specific emphasis will be placed upon the creation and presentation of individual Business Plans.
|
| |
-
BUAD 598E - CAM - Entrepreneurship
(6)
The Entrepreneurship and Small Businesses module focuses on three particular areas: The creation, financing, valuation and management of both smaller enterprises and new businesses; Working with or managing the smaller enterprise or family business, and thoroughly understanding the strategies and structures of investing and financing through both Venture Capital and Private Equity sources. Students prepare business plans and complete entrepreneurial internships with local companies. This module incorporates continuous participation by Executive Partners and community business leaders.
|
| |
-
BUAD 598F - CAM - Business to Business
(6)
Participants in the Business-to-Business (B2B) marketing module will prepare for careers in brand management, sales, and sales management. The module includes learning firsthand the current best practices in B2B marketing through intense interaction with B2B company executives at every level. Career activities will focus on skill set practice and application through developing B2B marketing strategies, relationship management, strategic pricing in a competitive marketplace, sales force and distribution management, and negotiation.
|
| |
-
BUAD 598G - CAM - Financial Markets and Investment Management
(6) Prerequisite(s): BUAD 5301
This Career Acceleration Module would provide an in-depth analysis of financial markets and the investment management industry, focusing on financial analysis and management of investment products and organizations.
|
| |
-
BUAD 598I - CAM - Real Estate
(6)
This CAM will provide students with an essential understanding of the key forces underlying real estate development and entrepreneurship. Students will be provided with the key analytical tools and foundational knowledge required to be an effective stakeholder in the real estate development and entrepreneurship processes. The course will bring in leading real estate professionals who will reflect on their experiences and offer their perspectives on current and recent events. The course emphasizes practical and applied skills. Topics will include Types of Real Estate Investment Properties, Real Estate Cycles, Portfolio Analysis, Real Estate Investment Trusts, Redevelopment Opportunities, Turnaround Strategies, Brownfield Redevelopment, Smart Growth, New Urbanism, Public-Private Partnership, Sustainability, Green Development, and other timely entrepreneurship issues.
|
| |
-
BUAD 598J - CAM - Healthcare
(6)
The Healthcare Career Acceleration Module is designed for MBA students who seek an understanding of the issues that impact the healthcare industry and to ascertain how business concepts they have learned in the foundational semester are applied in this sector. The course delivers content as a survey of the relative issues in healthcare regarding drivers in the national political agenda that are transforming healthcare, how business concepts apply, and issues specific to the healthcare discipline noteworthy in the edification of MBA students potentially seeking employment in this sector.
|
| |
-
BUAD 5011 - Communicating for Results
(2)
Being a successful leader in business or the professions requires effective communication skills. The need to communicate well is critical. This course covers topics relating to the personal awareness and development of communication abilities, as well as, an appreciation of audience analysis, message and content development, structure strategies, and style and tone impact. Throughout the course, students have many opportunities to develop their communication skills by writing, speaking, and increasing their insight and knowledge of the communication process.
|
| |
-
BUAD 5101 - Financial Accounting and Disclosure
(2)
This course develops students’ ability to measure, communicate and interpret financial information. Financial accounting provides the most comprehensive source of information used to assess an organization’s past performance and future prospects. Specifically, financial accounting focuses on the financial statements and related disclosures prepared in accordance with generally accepted accounting principles. Rather than solely focusing on technical competencies, this course also emphasizes the underlying rationale for accounting practices and the effectiveness of these practices. As such, attention is given to contemporary issues in financial reporting, the use of judgment in financial accounting, and the economic consequences of reporting choices.
|
| |
-
BUAD 5111 - Accounting for Decision Making
(2)
This course develops students’ ability to prepare accounting information that enhances decision-making within organizations. The accounting information is non-financial as well as financial, primarily forward -looking, generally model-based, assembled in reference to the needs of managers within an organization (as opposed to regulators, creditors , or shareholders), and often disaggregated to enable various analyses (on products, services, activities, divisions, tasks, operations, etc.) to be performed, which support the performance of management planning and control functions. The course emphasizes managerial decision-making and control of operations using accounting information systems. Included are basic accounting concepts, accounting for manufacturing and investment decisions, and designing management control systems to implement strategies (e.g., transfer pricing, balanced scorecard.)
|
| |
-
BUAD 5211 - IT Infrastructure and Business Transformation
(2)
This course has two foci related to information technology, the first emphasizing information and the second emphasizing technology. In the first focus, students will gain an understanding of how IT enables fundamental transformations in firms, markets, products and business processes through readings and case discussions. These transformations have important implications for the way companies organize (both internally and with customers and suppliers) and compete. Accordingly, this focus addresses the management issues surrounding the impact of information technology in organizations and is designed with the line and general managers in mind, rather than the managers of the IT function. The objective in the technology focus is to provide students with advanced skills in the computer technologies of the modern workplace-namely spreadsheets and databases. When applied creatively, these technologies enable more efficient execution, enhance decision making and support the design of more effective business processes, all of which are essential for success in an increasingly competitive business environment.
|
| |
-
BUAD 5301 - Financial Management
(2)
This course provides students an introduction to important financial concepts critical to both investing and running a successful business. Students will gain an understanding of various financial markets, as well as different approaches to calculating risk and return. Valuable corporate finance skills will be developed to prepare students to become successful financial managers. Financial analysis and forecasting, project evaluation, and financial policy are some of the topics to be covered. The primary objectives of the course are to provide a framework for students to approach the financial decisions they will face in their future careers and to build a solid foundation for graduate students interested in pursuing more advanced coursework in the field.
|
| |
-
BUAD 5401 - Marketing Management
(2)
Focuses on developing integrated marketing programs that address customer needs, competitive activity, channel and supplier behavior, macro environmental factors, and market evolution. Emphasis is placed on assessing the market and developing a responsive marketing mix: product policy, pricing, channels of distribution, integrated marketing communications, and support structure.
|
| |
-
BUAD 5501 - Organizational Behavior & Process
(2)
Designed to provide you with the analytic frameworks and tools to diagnose events in and to take effective action in today’s changing organizations. The course draws on knowledge from the domains of Organization Behavior (OB), Organization Theory (OT), and Human Resource Management (HRM) to provide you with the understanding and skills that you need to be an effective manager of people in these changing organizations. OT, OB and HRM are concerned with developing understanding about how human beings act in organized settings and how organized systems affect human behavior through policies, structures and strategies. In addition to conceptual understanding, ongoing assessments and experiential exercises provide you opportunities to reflect on your own behavior in order to develop new and more effective ways of interacting with others to accomplish work.
|
| |
-
BUAD 5601 - Operations and Supply Chain management
(2)
This course introduces students to Operations Management, one of the major functional areas of business. Operations Management is devoted to how an organization efficiently converts resources into products and services. These resources include an organization’s facilities, workforce, equipment, information, and materials. The course will use two perspectives to explore Operations Management. The first is the “process” view - a set of activities and resources that transform inputs into outputs. We will explore how to design, analyze, and control business processes within a firm. The second half of this course will use the supply chain – a network of firms that source, make, and deliver the product or service to the customer – as the overarching model to explore the latest operations-related initiatives.
|
| |
-
BUAD 5701 - Data Analysis
(2)
The aim of this course is to supply the student with the analytical tools needed to succeed in business. The material will be closely coordinated and integrated with the other course offerings in the first year core (economics, marketing, finance, etc.). The course covers the tools that are necessary to analyze and understand the implications of collected data. These include probability distributions, hypothesis testing, correlation and covariance analysis, ANOVA, simple and multiple regression, and forecasting. Emphasis will be placed on a student’s ability to apply the appropriate tool to collected data and to understand and interpret the results of their analyses.
|
| |
-
BUAD 5721 - Economic Analysis & Insights
(2)
Decision-making is one of the most crucial roles of managers in public and private firms, large and small. This course draws on microeconomics to develop concepts and techniques that help managers allocate resources efficiently and determine appropriate strategies across their organization including pricing, production, and marketing in the context of various competitive market conditions. This is an applied course where students are actively engaged in using the concepts being covered, culminating in a major team project/presentation.
|
| |
-
BUAD 5801 - Leadership Development & Ethics (LDE)
(2)
The LDE program is intended to help students enhance their professional effectiveness by promoting personal development and the understanding and practice of key leadership skills. Through a range of experiential activities students will cultivate an understanding of their unique strengths, learn how they show up behaviorally and develop skills to push their edge in acting on their values and promoting ethical conduct. In this program, students will be paired with a Mason Executive Partner who will provide personalized coaching to both support and challenge them as they engage in a range of assessments, exercises and simulations.
|
| |
-
BUAD 5811 - Business, Government, and the Global Economy
(2)
This course introduces the basic macroeconomic concepts in the global economy for both industrialized and developing countries. Students are encouraged to analyze business and economic policies and money and capital markets.
|
| |
-
BUAD 5881 - American Politics and National Defense
Summer 3
This course will survey key features of American national politics, including public opinion, Congress, the executive branch, the judiciary, and the policy-making process. There will be an emphasis on war and national defense, including public opinion on war and military conflict, political control of the defense department, national security decision-making, and the question of who has the power to commit the nation to war.
|
| |
-
BUAD 5891 - Federal Budget and National Defense
Summer 3
This course will provide a detailed examination of the federal budget and the budget process, with special emphasis on funding the defense department. Topics will include appropriations, entitlements, the House and Senate Appropriations committees, deficits, public debt, continuing resolutions, supplemental appropriations, authorizations, reprogramming, rescissions, and the Defense Department Planning, Programming, Budgeting, and Execution System (PPBES).
|
| |
-
BUAD 5901 - Global Competitive Strategy
(2)
The objective of this course is for graduate business students to better develop the capacity to think strategically about a company, its business position, and how it gains sustainable competitive advantages in the global environment. In so doing, students will be exposed to the issues that influence the competitive behavior and performance of organizations. Skills will be developed and applied in conducting strategic analysis in a variety of industry and competitive situations by analyzing and crafting business strategies through case studies and class discussion. The primary outcome of this course is for students to be able to apply a manager’s strategic perspective to the resolution of major business problems at different levels within the organization, with the goal of improving organizational performance.
|
| |
-
BUAD 5911 - MGJW Core Capstone
Summer 4.5 Staff
The MGJW Core Capstone course is a project based course where small teams of 3-4 officers work on a real-world Lean-Six Sigma project for the U.S. Army. Students work full-time on the projects over an approximately 6 week period. The course involves research, in-depth analysis using both Lean and Six Sigma tools, development of a solution to the problem as well as multiple presentations to different audiences including members of the Senior Executive Service and General Officers. Students are expected to coordinate, and successfully work with, numerous parties including staff at government agencies, contractors and vendors. Students also write a major technical report on the project as well as a shorter article suitable for publishing in one of the Army journals. Students who successfully complete the course requirements receive their Lean Six Sigma Green Belt from the Mason School of Business.
|
| |
-
BUAD 5931 - Charting your MBA Career
(1)
This course is designed to introduce students to the fundamentals of planning and executing a successful career and job search strategy. Emphasis is placed on identification of individual career goals, assessment of skills and career motivations, exploration of career options, analysis of the job market, effective use of individual marketing tools (e.g., resumes, cover letters, LinkedIn), interviewing skills, effective networking, and evaluating/negotiating job offers. Learning will be through career management staff, guest speakers and experts in talent acquisition, recruiting and interviewing by providing frameworks, theories and real-world examples.
|
| |
-
BUAD 5941 - Bus, Govt, & Global Economy
(2)
This course introduces the basic macroeconomic concepts in the global economy for both industrialized and developing countries. Students are encouraged to analyze business and economic policies and money and capital markets.
|
| |
|
| |
-
BUAD 5961 - Field Consultancy
(1.5-4.5)
Corporate Field Consultancy
Each year, the Mason School’s Corporate Field Consultancy Program contracts with major companies across the mid-Atlantic region. Teams of second-year MBA students work as consultants charged with identifying, researching and proposing a solution for a real business problem faced by their client organization. Each project focuses on different issues, based on the needs of our clients. Each project team works under the guidance of a Faculty member and Executive Partners to address management issues, develop a deeper understanding of the interdependence of functional areas, and polish teamwork and communication skills.
Entrepreneurship Field Consultancy
Selected teams comprising second-year MBA students, third year law students, and undergraduates work as consultants charged with identifying, researching and proposing a solution for a real business problem faced by their client organization. Each project team works under the guidance of a Faculty member and Executive Partners to address management issues, develop a deeper understanding of the interdependence of functional areas, and polish teamwork and communication skills.
Batten Fund
The Batten Fund project tasks 16 - 17 selected second year MBA students to research stocks in depth, develop an investment thesis, complete valuation analysis, sell the idea to fellow Batten analysts and track the performance of stocks within the Fund if their stock is selected by the group. The funds used are real dollars, donated 17 years ago by Frank Batten.
|
| |
-
BUAD 6001 - Internship Issues
Summer (1) Graded Pass/Fail.
This course is for international students completing CPT or students needing educational credit for a summer internship. Two parts will include: a mandatory written paper evaluating the internship due in the fall, and two class sessions in the fall semester of your second year. The credit associated with this course does not count towards your degree requirements.
|
| |
-
BUAD 6151 - Taxation and Business Strategy
(3)
This economics-based course provides a conceptual framework for understanding tax issues in the context of business decisions and business strategy. Students learn about the role of taxes throughout the firm’s life cycle: choice of organizational form, employee compensation, investment opportunities, capital structure and dividend policy, financial innovations, international operations, and business combinations. The key conceptual components include: (a) consideration of the tax implications for all parties to the transaction; (b) consideration of both explicit and implicit taxes, such as lower before-tax rates of return on tax-favored investments; and (c) consideration of both tax and non-tax costs. Ultimately, the course provides a useful framework for thinking about taxes in all tax regimes (i.e., across countries and over time).
|
| |
-
BUAD 6171 - Advance Audit & Audit Research
(3)
Expands and integrates knowledge of US and international generally accepted auditing principles (GAAS) in a rigorous study of financial reporting issues with significant balance sheet implications. Topics include advanced treatments of analytical procedures, audit planning, risk assessment, internal controls, audit evidence, audit documentation, and auditing fair. Incorporates related academic research, research into auditing standards, and contemporary auditing issues.
|
| |
-
BUAD 6181 - Tax Compliance, Research & Planning
(3)
The objective of this course is to broaden the ability of the student to engage in tax compliance, tax research, and tax planning in a team-oriented environment. Group communication opportunities, both oral and written, are emphasized.
|
| |
-
BUAD 6271 - Database Management
(3)
This course considers the application, logical structure and physical implementation of databases to aid in developing business intelligence. Primary topics include data modeling, relational databases, structured query language, data analytics and visualization, amongst other contemporary data management topics. Multiple database management systems and analytical platforms may be introduced.
|
| |
-
BUAD 6311 - Forecasting
(1.5-3)
The course deals with methods and processes for evaluating the future. About two-thirds of the time will be devoted to short-term forecasting, praparing monthly and quarterly forecasts for the next one-two years. The remaning one-third of the course will focus on the long-term, the strategic foresight perspective using futuring methods such as scenarios to explore plausible futures for a 5-15 year time horizon.
|
| |
-
BUAD 6321 - Corporate Financial Policy
(3)
This course is intended to give the students a forum to investigate both the theory and practice of finance in a corporate setting. It covers a broad spectrum of issues facing a financial manager including: planning and financial control; working capital policy; analysis of financing alternatives; capital structure and equity management policy; investment analysis; resource allocation policy; and corporate restructure and merger analysis.
|
| |
-
BUAD 6331 - Corporate Financial Strategy
(2)
Building on the core finance class, this class will further develop a theoretical and applied understanding of corporate finance. The goal is to develop insights into the methods by which financial managers can create value for their shareholders.
|
| |
-
BUAD 6361 - Portfolio Management
(3)
This course is designed to give students an understanding of the principles of portfolio management in a global capital market. Emphasis is placed on mutual fund management. Topics include individual and institutional investor behaviors, international diversification, latest developments in trading, fundamental analysis and technical analysis, performance measurement, mutual fund structures and management, risk management and hedging. Students will emerge from this course with an understanding of the portfolio management process, and with the ability to evaluate the performance of portfolios with respect to different investor objectives and to articulate recommendations for changes.
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
|
|
|
Print this Page