| |
Counseling/Criminal Justice |
| |
-
COUN/CJ 546 - Advanced Criminological Theory 3 cr.
Critical analysis of criminological theory, including theories that derive from biological, psychological, sociological, geographic, economic, and political perspectives; origins of criminological theory and distinctions between classical and positivist theories discussed; major sources of data for the measurement of crime and victimization analyzed; relationships between theory and criminal justice policy considered.
|
Curriculum and Instruction |
| |
-
ECUI 501 - Improving Instruction 3 cr.
Students will study a wide spectrum of techniques and strategies to improve classroom instruction and enhance learning. Emphasis will be on practical classroom applications.
|
| |
|
| |
-
ECUI 506 - Curriculum Theory and Development 3 cr.
Principles of curriculum construction which underlie the reorganization of the program of studies for elementary and secondary schools, sources of the curriculum, methods of organization, structure of knowledge, and curriculum planning and development.
|
| |
-
ECUI 511 - Integrating Technology into the Classroom 3 cr.
In this course, students will demonstrate effective technology and curriculum integration that aligns with the National Educational Technology Standards. Students will develop knowledge and skills in transforming learning with powerful technology, using various tools and educational materials to promote success for ALL learners.
|
| |
-
ECUI 512 - Cross-Cultural and Global Perspectives in Education
The purpose of the course is to help students, through cross-cultural study and experience learning, understand the diverse cultures that they may encounter in their future classrooms and the workplace. The primary goal is to help the learner understand and value the perspectives of other cultures in the United States and throughout the world.
|
| |
-
ECUI 513 - Family & Community Relations 3 cr.
This course prepares the ESL teacher with the strategies and communication skills necessary to build positive relationships with colleagues with the schools and agencies in the larger communities that can contribute to the well-being of each ELL student in order to realize the full developmental potential of the child.
|
| |
-
ECUI 516 - Group Processes in Classrooms 3 cr.
A study of group processes as they impact on the management and instruction of classrooms. It will be presented in both its theoretical and practical dimensions.
|
| |
-
ECUI 521 - Field Experience I 1 cr.
Clearances are required.Students will develop competencies in observation of various aspects of learning environments, including planning, classroom management, instructional delivery, and teaching diverse learners. Students will be introduced to the professional conduct of educators. A field component is part of course expectations. Clearances are required.
|
| |
-
ECUI 526 - Field Experience II 1 cr.
(Prerequisites, ECUI 521, EFND 501, or permission of instructor.) Students are introduced to types of planning and instruction. Projects are carried out in local schools and agencies through observation, assisted instruction, and oral/written reports. Required clearances: PA criminal record, PA child abuse, FBI fingerprint, and TB test result. A field component is required.
|
| |
-
ECUI 531 - Field Experience III 1 cr.
(Prerequisites, ECUI 526 and co- or prerequisite, ESEC 501 or permission of instructor. Requires application to advisor and approval by program director during registration.)Course stresses exposure to the world of the teacher by involving the student in activities in basic education. Activities will be completed under the guidance of an assigned teacher in a basic education school setting. Secondary settings are in the fall semester, and elementary are in the spring semesters.
|
| |
-
ECUI 536 - Teaching the Gifted Child 3 cr.
Teachers will have an opportunity to study the broad range of giftedness in children. Emphasis will be on how to foster the development of gifted youngsters in our schools. Programming for the gifted will be studied also.
|
| |
|
| |
-
ECUI 541 - Current Trends in Education Variable to 3 cr.
Students will examine trends affecting the environment of basic education and their impact on the classroom. Special emphasis will be placed on strategies, methods, and models of instruction that address the trends studied.
|
| |
-
ECUI 542 - Literacy and Diversity 3 cr.
This course examines literacy (comprehensive and conveyance of meaning) in print and non-print, spoken or written, visual or electronic texts with a critical stance, interrogating the agendas, purposes and interests inherent in all texts. Students analyze curriculum in the light of culturally responsive teaching.
|
| |
-
ECUI 590 - Research Seminar 3-6 cr.
Designed for students who are working on their M.A. theses. Registration is only with permission of advisor and the department chair.
|
Early Childhood Education |
| |
-
EECE 501 - The Early Childhood Professional 3 cr.
An overview of the multiple historical, philosophical, and social foundations of Early Childhood Education, birth through eight years old. An understanding of young children and their families, current trends, issues, and legislation in early childhood education, as well as the profession’s Code of Conduct, professional literature, organizations, and resources. Insight to serving as an advocate on behalf of young children and their families, and demonstrating an understanding of basic principles of administration, organization, and operation of early childhood programs.
|
| |
-
EECE 503 - Working with Infants & Toddlers 3 cr.
(Co- or prerequisite, EECE 501)This course will focus on young children ages birth to three. Development, care, planning, and programming as well as methods for working with very young children will be emphasized. The importance of developing family relationships is included.
|
| |
-
EECE 506 - Development of the Early Learner 3 cr.
This course focuses on the psychomotor, affective, and cognitive development of the early learner, birth through age eight. Theory-to-practice linkages are stressed through knowledge of how young children develop and learn, and providing opportunities that support the development and learning of individual children, including those with special needs. The fact that children are best understood in the contexts of family, culture, and society is explored.
|
| |
-
EECE 507 - Introduction to Early Intervention 3 cr.
(Co- or prerequisite, EECE 501)This course will introduce the student to the field of early childhood special education. Emphasis will be put on the theory and models of assessment and intervention for young children and their families. The concepts of teaming, family-centered intervention, embedding naturalistic instructional in daily routines will be emphasized.
|
| |
-
EECE 508 - Early Development and Intervention 4 cr.
This course focuses on the early childhood typical and atypical development (ages birth to 8); cognitive, motor, social-emotional, self-help, and language. Students will be introduced to the field of early childhood special education and how to design interventions for children who are demonstrating a developmental delay. Students will have the opportunity to work in a transdisciplinary team. Theory to practice linkages will be stressed. There is a laboratory/field component to this course.
|
| |
-
EECE 511 - Assessment in Early Childhood Education 3 cr.
(Prerequisite, EECE 506)This course focuses on assessing the psychomotor, cognitive, and affective development, as well as the educational progress, of the early learner. Informal and formal assessment strategies and instruments are explored, and their use applied to planning developmentally appropriate curriculum and teaching in the early childhood environment. Quality of the total environment for children and their families is examined through the use of formative and summative program evaluations.
|
| |
-
EECE 517 - Methods Across the Integrated Curriculum, Grades 2-4 3 cr.
This course provides the student with a knowledge-base to design an integrated curriculum in the primary grades, 2- 4. Best practices in pedagogy for grades 2- 4 classrooms, including developmentally appropriate practices, play, authentic performance, and technology, informs this course. The course contains 50 field experience hours in a grade 2- 4 classroom.
|
| |
-
EECE 518 - Administering an Early Childhood Program 3 cr.
The primary purpose of this course is to examine the range of administrative/leadership demands in designing and implementing a developmentally/culturally appropriate Early Care & education program. Topics include curriculum, assessment, family partnerships, facilities management, budget development, personnel management, and interpersonal communication. A 50-hour field experience is a course requirement.
|
| |
-
EECE 522 - Early Childhood Education Internship: Instruction Variable to 2 cr.
Involvement in implementing methods and techniques. Early childhood students teaching on a full-time basis under the supervision of classroom teachers and University supervisors. Students will teach in a K-3 setting for nine weeks and in a pre-school setting for three weeks.
|
| |
-
EECE 523 - Early Childhood Education Internship: Classroom Management Variable to 2 cr.
Involvement in the management of learning situations during early childhood student teaching. Students will teach in a K-3 setting for nine weeks and in a pre-school setting for three weeks.
|
| |
-
EECE 524 - Early Childhood Education Internship: Professional Growth Variable to 3 cr.
The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance at and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Students will teach in a K-3 setting for nine weeks and in a pre-school setting for three weeks. Completed ACT 34 and Child Abuse History Clearances are required previous to receiving a field assignment.
|
| |
-
EECE 590 - Research Seminar 3-6 cr.
Designed for students who are working on their M.A. theses. Registration is only with permission of advisor and department chair.
|
| |
-
ESLS 503 - Introduction to English Language Learners 3 cr.
This course introduces pre-service as well as already certified teachers to
the challenges they will face when English language learners are members of their
classes. The class addresses how to successfully accommodate and integrate these
students into class activities and how to assist them in their academic and
linguistic development.
|
Economics |
| |
-
ECO 507 - Managerial Economics 3 cr.
(Prerequisites, MBA 503A & B)An intensive study of the problems of value and costs, including demand theory, empirical demand analysis, production theory, cost theory linear programming applications in resource allocation and cost analysis, empirical cost analysis, market structure and pricing theory, pricing practice and the role of government in the private economy.
|
| |
-
ECO 581 - Economics of Business Strategy 3 cr.
(Prerequisite, ECO 507)This course provides an economic analysis of business strategies. Focusing on a firm’s decision making, it analyzes vertical integration, economies of scale and scope, market structure and competition, strategic commitment, pricing rivalry, entry and exit, advertising, location, incentives, and the principal-agent problem.
|
| |
-
ECO 582 - The Economics of E-Commerce 3 cr.
An economic analysis of a broad spectrum of issues related to the information technology revolution that has created what is known as the New Economy. Issues related to organization, production, and exchange are examined with a view toward understanding how firm profitability, market efficiency, and economy-wide performance are affected.
|
| |
-
ECO 583 - Macroeconomic Analysis: A Global Perspective 3 cr.
It is a comprehensive study of macroeconomics designed to examine how macroeconomic events and policies, both national and global can shape the strategic decisions in a business organization. Emphasis is on the analysis of macroeconomic data and understanding their importance in the managerial decision making process.
|
| |
-
ECO 589 - Special Topics in Economics 3 cr.
|
| |
-
IB 505 - International Business 3 cr.
(Prerequisites, MBA 503A or ECO 153 and MBA 503B or ECO 154.)This course provides an integrated approach to the international environment of the corporation. It offers an overview of the patterns and theories of international business transactions including trade and foreign direct investment; determination of foreign exchange rates; international corporate strategies; and the effects of government policies on the global business.
|
Education |
| |
-
EDUC 592 - Directed Study Variable to 6 cr.
This course is designed for students working in independent study on special projects and workshops. Registration in this course requires permission of the student’s mentor and the department chair.
|
| |
|
| |
-
EECE 516 - Methods Across the Integrated Curriculum Pre K- 1 3 cr.
This course provides the student with a knowledge-base to design an integrated curriculum for young learners. Best practices in pedagogy for PreK-1 classrooms, including developmentally appropriate practices, play, authentic performance, and technology, informs this course. The course contains 50 field experience hours in a Grades PreK-1 classroom.
|
| |
-
EECE 519 - Integrated Methods in ECE, Pre K-4 3 cr.
This course prepares students to implement best practices in pedagogy for PreK-4 classrooms, including developmentally appropriate practices, play, authentic performance, and technology, informs part of this course. The course contains a field component of 100 hours: 50 hours - PreK-4 classroom experience, and 50 hours - project.
|
| |
-
EECE 521 - Early and Primary Student Teaching Variable to 2 cr.
This is a full-time student teaching experience in an early childhood or primary grade setting, preschool to grade 4. Students will plan and deliver instruction, manage the classroom learning environment, and demonstrate professional growth. Application to student teaching and current clearances are required for this course.
Application and all clearances required.
|
| |
-
EECE 591 - Professional Practice Seminar 3 cr.
This course provides an in-depth study of the rationale, theories, and techniques for creating situations where learning can take place in the PreK-4 environment and for handling specific individual and group behavior problems in productive ways to meet the needs of all students, including those of children with disabilities.
|
Educational Administration |
| |
-
EADM 501 - Educational Administration 3 cr.
A foundations course in general school administration, involving philosophical bases, organization in a democratic society, administration of instruction and personnel. Required of all students beginning a major in educational administration and a prerequisite for other courses in educational administration.
|
| |
-
EADM 506 - Problems in School Administration and Supervision 3-6 cr.
(Prerequisite, EADM 521)A seminar for the student seeking certification in elementary or secondary school administration or in supervision. Emphasis is upon in-depth examination of a selected problem or issue in administration or supervision. Admission with approval of the instructor.
|
| |
-
EADM 511 - School Finance 3 cr.
An introduction to public school finance. Emphasis is on responsibilities in handling student funds, district budgeting and accounting, and modern planning-programming-budgetary systems. Admission with consent of instructor.
|
| |
-
EADM 516 - School Law 3 cr.
A study of common law legislative enactments and directives of the Department of Education as they pertain to school systems.
|
| |
-
EADM 521 - Principal as Administrator 3 cr.
(Prerequisite, EADM 501)A technical course emphasizing the administrative duties and responsibilities of the K-12 school principal. Attention is focused on types of organization, program of studies, pupil personnel, teaching staff, plant equipment, and community relationships.
|
| |
-
EADM 526 - Principles & Practices of Supervision 3 cr.
A description of a philosophy of supervision, principles of supervision, the role of the supervisor, planning a supervisory program, techniques of supervision, evaluation, coordinating the instructional program, and trends in supervision.
|
| |
-
EADM 528 - Educational Management 3 cr.
An overview of functions and problems in three major areas of responsibility: finance, law, and personnel.
|
| |
-
EADM 531 - Practicum in Elementary School Administration 3 cr.
(Prerequisite, EADM, 516)The purpose of this course is to give the student practical experience in elementary administrative work. A minimum of 150 clock hours in one semester must be spent on this work. Work is done under supervision in a local school system according to a definite schedule approved by the instructor and the administrator of the school system involved. Admission by special arrangement.(Normally offered fall and spring semesters only.)
|
| |
-
EADM 536 - Practicum in Secondary School Administration 3 cr.
(Prerequisite, EADM 516)The purpose of this course is to give the student practical experience in secondary administrative work. A minimum of 150 clock hours in one semester must be spent on this work. Work is done under supervision in a local school system according to a definite schedule approved by the instructor and the administrator of the school system involved. Admission by special arrangement.(Normally offered fall and spring semesters only.)
|
| |
-
EADM 541 - Public Relations for Educators 3 cr.
An introduction to school public relations. Emphasis is focused upon establishing contact between schools and the general public through the use of mass media.
|
| |
|
| |
-
EADM 601 - Personnel Management for Educators 3 cr.
This course will focus on hiring techniques, job analysis, and job evaluation procedures that comply with district, state, and federal regulations. The collective bargaining process and the interpretation and implementation of an employee collective bargaining agreement will be studied. Evaluation research within applied settings will be examined. Specific topics include both qualitative and quantitative methods in program evaluation, needs assessment, data interpretation, and utilization strategies.
|
| |
-
EADM 602 - The Superintendent as Leader in Special Education 3 cr.
This course focuses on the role of the superintendent in leading a school district and its stakeholders toward the beliefs and best practices related to special education and the responsible inclusion of students with disabilities into the main fabric of everyday school life.
|
| |
-
EADM 606 - School Plant Management 3 cr.
This competency-based course will familiarize the student with the program and planning activities used to determine short- and long-range programs, including facility and financial needs. Ongoing maintenance activities to protect the district’s capital investment and ensure its efficient operation will also be studied. The development, coordination, and implementation of policies and programs will be emphasized in relation to finance and resource management.
|
| |
-
EADM 611 - School and Community Relations 3 cr.
This course will review the history and philosophy of education in America and the ideas which fostered growth and change. Students will examine the relationship of the school to the community. Emphasis will be placed on the school community concept, community analysis, community characteristics affecting quality education, and public participation in educational planning and district evaluation. The roles of group dynamics and conflict resolution are part of this course.
|
| |
-
EADM 616 - Seminar in Advanced School Finance 3 cr.
(Prerequisite, EADM 511)Students in this course will become knowledgeable about state fiscal law and will learn to distinguish among the various revenue sources and district budgeting. Business office functions including bid law, purchasing, and building fund management will be studied.
|
| |
-
EADM 621 - Seminar in Advanced School Law 3 cr.
(Prerequisite, EADM 516)This course will include an analysis of selected general legal principles, laws, and law-making agencies that affect leaders and educational institutions. The legislative process will be analyzed with regard to governmental decision making and the legalities of lobbying.
|
| |
-
EADM 626 - Superintendent’s Role Seminar and Internship 3 cr.
This course will utilize University faculty and practicing administrators to analyze topics relevant to the role of the superintendent, including but not limited to school board relationships, the legislative process, lobbying community relations, program accountability, ethics, and other role-specific concerns. In addition, practicing administrators, faculty, and interns will share internship problems, experience, concerns, and practices.
|
Elementary Education |
| |
-
EELM 501 - Creativity in the Classroom 3 cr.
This course is the study of the dynamics of creativity as it affects the classroom performance of students. Special attention will be given to teaching creativity as a skill or process, methodologies for teaching creative problem solving, developing a classroom climate conducive to the creative process and programs which utilize creative problem solving.
|
| |
-
EELM 506 - Integrated Studies: Social Studies and Language Arts 4 cr.
This course provides knowledge of the child’s needs in the social sciences, the humanities and the process of language acquisition. Planning for the instructional strategies used in teaching history, geography, politics, social influences, and economics are examined with a multicultural emphasis through Language Arts in the curriculum.
|
| |
-
EELM 511 - Integrated Studies: Mathematics and Science 4 cr.
This course is designed to provide the elementary education major with planning and instructional strategies appropriate for use in the mathematics and science curricular area of the elementary curriculum. An analysis of content and methodology will be made in light of the needs of the elementary school, the elementary student and society.
|
| |
-
EELM 512 - Algebra and Functions, Geometry, Measurement and Assessment 3 cr.
The goal of SHARE is to establish a mutually supportive sustained professional development teaching network using a research-based program that will assist and support teachers in their implementation of problem-based algebra and functions, geometry, measurement, and assessment in Pre K-12 classrooms.
|
| |
-
EELM 516 - Elementary S-T-S Methods 3 cr.
(Elementary science teaching experience or approval of instructor)This course will acquaint in-service teachers with the basic tenets of the field of science-technology-society and how it may pertain to elementary science education. By examining methods of introducing S-T-S issues and topics into the elementary school curriculum, students will be able to construct and implement S-T-S units for their own use.
|
| |
-
EELM 521 - Elementary Classroom Management and Discipline 3 cr.
(Prerequisites, EELM 506, EELM 511, and ECUI 531; co-requisites, EELM 522, 523, 524 and 525)An in-depth study of the rationale, theories and techniques for creating an elementary school classroom environment where learning can take place and for handling specific individual and group behavior problems in productive ways.
|
| |
-
EELM 522 - Elementary Teaching Internship: Planning Variable to 2 cr.
(Prerequisites ESEC 501, ECUI 521 and ECUI 526)Competency will be developed in unit and lesson planning during actual teaching practice in an elementary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
|
| |
-
EELM 523 - Elementary Teaching Internship: Instruction Variable to 2 cr.
(Co-requisite, EELM 522)Competency will be developed in the delivery of effective instruction utilizing appropriate methodologies at appropriate levels during actual teaching practice in an elementary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
|
| |
-
EELM 524 - Elementary Teaching Internship: Classroom Management Variable to 2 cr.
(Co-requisite, EELM 522)Competency will be developed in classroom management including routine paper work, maintaining a positive atmosphere and utilizing appropriate discipline methods during actual teaching practice in an elementary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
|
| |
-
EELM 525 - Elementary Teaching Internship: Professional Growth Variable to 3 cr.
(Co-requisite, EELM 522)Positive professional development will be documented during actual teaching practice in an elementary school through periodic evaluation and observation by assigned school mentors and University faculty of participation in seminars, appropriate reaction to suggestions and criticism, and fulfilling general responsibilities as outlined in The Student Teaching Handbook.
|
Enterprise Resource Planning |
| |
-
ERP 510 - Integrated Enterprise Management Systems 3 cr.
This course overviews business processes across marketing, procurement, production and finance as one integrated customer-oriented value chain to be managed from the perspective of the overall enterprise. It examines the optimization of business processes and their integration through the effective deployment of enterprise systems technology such as SAP R/3.
|
| |
-
ERP 511 - Production Planning & Control 3 cr.
(Prerequisite, MBA 504C or permission of instructor)An in-depth look at the planning and control of material flow and production activities in a manufacturing organization. Topics Include: forecasting, sales and operations planning, demand management, master production scheduling, material requirements planning, production execution, and just-in-time systems. Hands-on exercises using ERP software will serve to reinforce the interconnectedness of operations with the other business functional areas. This course is not open to those students who have received credit for OM 547.
|
| |
-
ERP 512 - Customer Relationship Management 3 cr.
(Prerequisite, permission of instructor) The course focuses on an enterprise wide strategy to create a successful customer relationship management program and maintain it on an ongoing basis, by utilizing systems, tools, and techniques that develop a shared view of the customer throughout the enterprise, and using best practice offerings tailored to the appropriate customer relationship life cycle stage. SAP-CRM software platform is utilized for the course. This course is not open to those students who have received credit for MKT 512.
|
| |
-
ERP 513 - Treasury Management 3 cr.
(Prerequisite, permission of instructor)This is an eight-week online-MBA course, which focuses on the short-term financial management of a firm. The course uses SAP to keep track of inventory, cash, receivables, and payables of a firm. The course develops financial models to maintain the firm’s current assets and liabilities at the optimal level. This course is not open to those students who have received credit for FIN 587.
|
| |
-
ERP 514 - Accounting Integration and Configuration 3 cr.
(Prerequisite, permission of instructor)This course is concerned with the principles, methods, and techniques necessary for providing the reporting needs of an organization in an integrated management and information technology environment. It uses an ERP software package to demonstrate the integration of both financial and nonfinancial information systems with an organization’s operating processes to produce managerial reporting capabilities in real time. This course is not open to those students who have received credit for ACC 514.
|
| |
-
ERP 515 - Business Intelligence 3 cr.
(Prerequisite, permission of instructor)Business Intelligence (BI) systems are sophisticated analytical tools that attempt to present complex organizational and competitive information in a manner that allows decision makers to make effective decisions in a timely manner. This course will explore the capabilities and benefits of intelligence systems, data warehousing, and data mining techniques. This course will investigate business intelligence gathering techniques as well as providing hands-on experience. This course is not open to those students who have received credit for MIS 548.
|
| |
-
ERP 516 - Enterprise Applications Development 3 cr.
(Prerequisite, permission of instructor)The course will focus on the design and development of “front end” web-based applications, to extract, and analyze, data from a variety of data sources including ERP Databases. The concepts, will be supplemented through hands-on experience using development platforms like SAP’s Net Weaver.
|
| |
-
MBA 519 - Special Topics in Enterprise Management Technology 3 cr.
|
ESL |
| |
-
ESLS 501 - Linguistics for Teachers 3 cr.
This course is designed to examine the phonetics, phonology, and morphology of the English language and help teachers discover ways to make the language accessible to second language learners.
|
| |
-
ESLS 506 - Systems in English 3 cr.
(Prerequisite, ESLS 501)The study of English Grammar, Syntax, Semantics, and Pragmatics.
|
| |
-
ESLS 511 - ESL Methods Teaching Lang K-6 3 cr.
Students will investigate and evaluate the past and present status of the range of elementary programs in teaching English as a Second Language or Foreign Language in the elementary schools; compare teaching methodologies, strategies and curriculum development for second language acquisition in children; and demonstrate their ability to carry out plans in “miracle” teaching experiences.
|
| |
-
ESLS 516 - ESL Methods Teaching Lang 7-12 3 cr.
This course provides the language teacher with a comprehensive overview of secondary language teaching theory and methodology, and provides opportunities for personal research, professional development, practical teaching experience, and frequent evaluation of teaching ability.
|
| |
-
ESLS 526 - ESL Teaching Practicum 3 cr.
Positive professional development will be documented during actual teaching practice in an ESL classroom through periodic evaluation and observation by assigned school mentors and University faculty of participation in seminars, appropriate reaction to suggestions and criticism, and fulfilling general responsibilities as outlined in The Student Teaching handbook.
|
Finance |
| |
-
FIN 508 - Financial Management 3 cr.
(Prerequisite, MBA 503C)Principles of policy formation in the modern corporation; the institutions, instruments and customary procedures that influence the determination of corporate policy; and the reasons for choices in seeking solutions to specific financial problems. A case approach will be utilized to cover problems of working capital management, capital budgeting, and capital structure. Computerized approaches to financial problems will be emphasized.
|
| |
-
FIN 581 - Financial Institutions 3 cr.
(Prerequisite, FIN 508)A detailed survey of the more important financial institutions of the United States in order to determine their functions and interrelations in the national economy. Monetary and fiscal policy. Material covered will assist the student to understand better the economic, social and political scene in America.
|
| |
-
FIN 582 - Advanced Financial Management 3 cr.
(Prerequisite, FIN 508)A case oriented approach to financial decision making with emphasis on current management, capital budgeting, capital structure, mergers, and bankruptcy.
|
| |
-
FIN 583 - Investment Analysis 3 cr.
(Prerequisite, FIN 508)A detailed study of the investment environment and the process of investment management. Topics covered include the study of equity and debt markets, options and futures markets, stock and bond valuation models, portfolio selection theory, bond portfolio management and the use of derivative securities for hedging risk.
|
| |
-
FIN 584 - International Finance 3 cr.
(Prerequisite, FIN 508)A detailed survey of the financial decision process in multinational corporations. Topics include the international finance environment, foreign exchange markets, measuring and managing foreign exchange risks, financing the global firm, foreign investment decisions, managing multinational operations, and other advanced issues in multinational finance.
|
| |
-
FIN 585 - Derivative Securities 3 cr.
(Prerequisite, FIN 508)The course develops the theory of option pricing based on the Black-Scholes model. It then applies these ideas to the use of options in investment strategies and in portfolio management. The students get hands-on experience with real-time data to assess the feasibility of various investment opportunities in options markets.
|
| |
-
FIN 586 - Portfolio Theory 3 cr.
(Prerequisite, FIN 508)This course develops the fundamental concepts of portfolio theory in the risk-return framework. Different analytical tools for risk management; optimization, duration, immunization, and portfolio insurance are considered. The students are required to construct and maintain a simulated portfolio using real data.
|
| |
-
FIN 587 - Treasury Management 3 cr.
(Prerequisite, FIN 351 or FIN 508)This is an eight-week online-MBA course, which focuses on the short-term financial management of a firm. The course uses SAP to keep track of inventory, cash, receivables, and payables of a firm. The course develops financial models to maintain the firm’s current assets and liabilities at the optimal level. This course is not open to those students who have received credit for ERP 513.
|
| |
-
FIN 589 - Special Topics in Finance 3 cr.
|
Foundation of Education |
| |
-
EFND 501 - Educational Psychology 3 cr.
(Prerequisite, teaching experience or consent of instructor)A study of psychological principles related to education, including learning, motivation, and evaluation, with emphasis on practical application in the classroom setting.
|
| |
-
EFND 506 - Educational Research and Statistics 3 cr.
A course designed to introduce students to scientific research. Covered will be basic statistical techniques, such as correlation, t-test, and Chi-square; quantitative research designs; ethnographic research; and meta-analysis. Emphasis will be placed on hypothesis-testing. Students will be required to complete a scientific research project.
|
| |
-
EFND 511 - Educational Assessment 3 cr.
The course will assist in developing knowledge and skills of constructing quality assessments, evaluating assessments constructed by others, and interpreting and utilizing classroom and large scale assessment results for making sound educational decisions.
|
| |
-
EFND 516 - Advanced Educational Psychology 3 cr.
The course is designed to explore psychological theories and current research on learning, development and motivation and to assist candidates in creating learning environments and making instructional decisions that support learning of all students.
|
| |
-
EFND 521 - Advanced Foundations of Education 3 cr.
This course is intended to present the foundations of education in an integrated, multidisciplinary approach. It will trace the development of education both as an institution and in terms of the ideas that have shaped that institution. The goal is a thorough perspective on education as it is today.
|
HINF (Health Informatics) |
| |
-
HINF 501 - Introduction to Healthcare 1 cr.
This module introduces the student to the healthcare system in the United States. The players, providers, and agencies involved are identified along with their roles and responsibilities.
|
| |
-
HINF 502 - Computer Information Technology for Health Professionals 1 cr.
This module covers the foundations of today’s computer information technology. Topics include computer organization, data representation, operating systems, the Internet and Web, application software such as word processing, spreadsheet, and presentation, and computer security.
|
| |
-
HINF 520 - Introduction to Health Informatics 3 cr.
This course provides an introduction to the health informatics discipline, as the foundation for further study in this inter-professional /multidisciplinary field. This course traces the history of health data management and the role of the Electronic Health Record (EHR) and other clinical informatics applications in healthcare organizations. This course provides knowledge essential for self-selection of subspecialty or pursuit of general practice within the health informatics field. Emphasis is given to clinically transformative technologies, communication processes and information practices in health care.
|
| |
-
HINF 530 - Healthcare Knowledge for Health Informatics 3 cr.
Prerequisites: HINF 501 or equivalent knowledge demonstrated on the placement examinationThis course discusses healthcare knowledge essential for practice in the health informatics field. The structure and function of healthcare systems in the United States and abroad are analyzed. Concepts related to management and leadership in healthcare are described. Emphasis is given to current trends in health care.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
|