Graduate CAS A-Z Course List Archive 2020-2021

Consent of Program Director required.

3.00

The purpose of this course is to provide students with an opportunity to explore areas within the graphic design field that they have not previously experienced. Interns will observe and participate in all office procedures permitted by their place of internship and will be required to maintain a journal of their observations and submit sample work. Required classroom seminars will reinforce new skills, share learning experiences, and answer questions or concerns. Students with prior extensive and documented work experience in the field may be exempt from the internship requirement, with the approval of the Masters in Graphic Design Program Director; however, such students will be required to substitute a 3-credit studio elective for the internship.

3.00

This class will focus on learning and using specific software to create moving graphics that are geared toward being broadcast on television, web or film. Students will create time-based works such as title sequences, ads, and videos that they art direct. In the very near future, motion design will be a necessary skill for designers to compete in the marketplace. Motion design can be applied to many areas of graphic design from on-screen presentation to environmental design. During the class, students will build their motion design portfolio that will give them an edge above conventional print and web designers.

ADG S601, ADG S607, and ADG S619

3.00

This course will focus on the skills necessary to create publications such as books, magazines, annual reports and catalogs. The goals of this course are three-fold: to further enhance the understanding of typography in regard to publications, to provide the skills and knowledge necessary to design publications for either a print or digital environment, and to integrate the students' own art and/or photography in their work.

ADG-S213 or ADG-S613 or Instructor permission

3.00

The objective of this course is the development of advanced conceptual skills and best practices related to designing for online and mobile technologies. Assignments will focus on the core principles of prototyping, usability testing, interactive philosophy, accessibility, project and content management. Students will develop professional level multimedia skills by working with HTML, XHTML and CSS and other relevant industry-standard tools. Current technologies, standards, software, and techniques for distributions on mobile devices will be explored.

Restricted to MA-Graphic Design students; Instructor consent required.

3.00

UX, User Experience explores the process of enhanced customer satisfaction and loyalty through user-centered interactive design. Data research, prototyping, testing and project implementation are covered. Design-field best practices are employed including typography, composition, and color theory to prepare students for their professional futures.

Program Director Consent Required

3.00

This course provides students the opportunity to push past the exclusive generation of pixel perfect vectors; exploring making methodologies that are simultaneously linked to historic practices as well as the modern avant-garde of graphic design. Assignments will focus on the generation of compositions and visual systems through the use of both unconventional and digital means. Student will be exposed to alternative perspectives and techniques; enriching their graphic design worldview.

3.00

Everyone has a voice - in addition to audible voices, each designer has their own visual voice. In this class we find and fine-tune students' visual voices through exercises designed to discover the viewable threads that form and define what embodies a visual voice. The journey will take students through creating and analyzing their own work and the work of designers and artists in various fields of communication. The class will culminate in a personally designed and crafted book recording the experience.

3.00

In this graduate studio, students will explore complex graphic design problems, particularly those requiring a multi-disciplinary approach. The goal of the course is to extend the student's viewpoint beyond simple one-dimensional solutions and to encourage thoughtful and inventive design, and innovative problem-solving.

ADG S820

3.00

In this advanced-level studio, students will continue their exploration of the more complex graphic design projects begun in Graphic Design Graduate Studio I (ADG S820), with the emphasis on design problems requiring a multi-disciplinary approach. Students will be exposed to projects that encompass a broad variety of design circumstances, and they will be encouraged to guide clients to more inventive and unique solutions. Each project assigned has a student-generated component in its selected topic and scope. The formation of project details requires students to engage in considerable research prior to starting the application of design.

3.00

Developing and building an advanced comprehensive knowledge of fundamental skills in graphic design craft, enables students to apply them throughout their graduation coursework. Students will experience a series of rapid-fire exercises, including but not limited to, composition, color, understanding typography, and the application of the conceptual thought processes.

For Master Graphic Design students only.

3.00

The Master's program in Graphic Design culminates in a thesis, an independent project based on an original idea designed and developed by the student in concert with a team of advisers. Thesis Research Studio requires the definition of a graphic design problem, research of case studies and visual works relevant to the thesis topic, and the creation of an outline for the thesis studio project. The class will culminate in the preparation of printed documentation, as well as an oral/visual presentation. All students are required to attend meetings outside of the scheduled class time for one on one instruction with their professor/adviser.

ADG-S840. For Master Graphic Design students only.

3.00

The Graphic Design Thesis is a focused independent project on a single original topic, developed by the student working in conjunction with a team of advisors. During this studio course students will test various formats for visualizing their thesis and will execute the design work necessary to realize their project. Emphasis will be placed on creative inquiry and the development of unique solutions that are conceptually strong and content rich. The final thesis will be comprised of the design project along with extensive written documentation. Students must demonstrate independence in relation to their own design process and the ability to realize a complex graphic design solution.

ADG-S842. For Master Graphic Design students only.

3.00

This studio course represents the final phase of the thesis process. Having defined the design problem, completed the necessary research and finalized the design solution, the students will then document the process and project in written and visual form. Thesis documentation will consist of the visual manifestation of the design solution as well the professional level production of a printed, bound volume or other appropriate format in which the thesis project, research, and solution are presented in both text and images. All students are required to attend meetings outside of the scheduled class time for one on one instruction with their professor/adviser.

3.00

Discover connections where one least expects them. Through a series of exercises and assignments students will take on themes such as aesthetics, structure, context, deconstruction, and critical thinking while turning them into their own methodologies. Students will walk away knowing how to depend on their own thinking as a practical routine to tackle complex creative problems without the fear of being wrong.

3.00

This seminar is designed to prepare students to engage with the profession of graphic design. The course will provide students with the practical knowledge and tools necessary to market themselves as they transition into the workforce. Assignments will target self-promotion through the development of personal marketing, establishing and maintaining a digital footprint, and resume development. In-class Q&A between students and guests professionals will provide a real-time lens on contemporary best practices.

Instructor's consent required.

3.00

An Independent Study provides the student with the opportunity to examine an issue of interest that falls outside the parameters of the existing curricula. Students work one-on-one with a full-time faculty member to realize a particular and well-defined goal. Proposals for Independent Studies must be approved by the College of Arts & Sciences Dean's Office in advance of the semester during which the work will be completed.

Graduate Pathway Students Only

3.00

This course is designed to foster the development of a range of skills necessary for success in graduate school and professional practice. The course provides students the opportunity to master graduate-level competencies in areas such as information literacy; professional ethics; time management and project completion; critical thinking and analysis; and scholarly writing. Students will focus on enhancement of presentation skills and the development of voice and perspective in their written work.

3.00

This course provides students with the opportunity to compose a professional folio as well as prepare their Thesis process studies for the final exit portfolio review. Students will address key elements of portfolio content. Through in-class demonstrations and hands-on exercises, students explore mock up, layout and compositional techniques. In addition to composing their final Thesis studies, students will employ more advanced concepts pertinent to the composition and printing of multi-page documents.

Take ADI-S847 concurrently (Required) Take ADI-S202 (Recommended)

1.00

The lecture component of this course will explore color's influence on the physiological and psychological disposition of human beings. In-class discussions and short exercises will provide students with hands-on exploration of these concepts in relation to their Thesis Studio project. In doing so elements of color theory will be made relevant to each participants own work. Terminologies pertinent to color theory will be explored in context to their use in the built environment.

ADI-S372 OR ADI-S772; Open to graduate students only

3.00

Students are expected to identify a thesis topic, conduct research, interpret it abstractly, identify an appropriate design vehicle that will prove the thesis, then program the project, select a site, and begin pre-schematic design. The course is conducted in seminar format and is dedicated to self-directed independent research. Students learn research techniques, fact finding, scholarly writing conventions, and information organization, and are exposed to philosophical arguments that attempt to establish rules of language regarding design and art. Aesthetic theory, research, abstraction and programming are addressed as the basis of design. During class discussions, close attention is given to the construction of a thesis, preparation of its argument, and justification. Graduate candidates must earn a grade of B- or better in ADI 840, inclusive of any continuation courses, in order to proceed to ADI S842.

Take ADI-S372 OR ADI-S772;ADI 840

3.00

Comprised an independent project executed by each student working with a team of advisors. Realization of the thesis project includes schematic design, design development and a final thesis presentation. Students must demonstrate an understanding of the historical, technological and aesthetic parameters of interior architecture and design. Students must demonstrate independence in relationship to their own design process and ability to realize an interior design project. Students unable to successfully complete the design development review will be required to enroll in the subsequent Thesis Studio Continuation. Open to graduate students only.

ADI S842 Open to graduate students only

3.00

This course represents the final phase of the thesis process and constitutes the conclusion of the Master's program sequence. Having defined the design problem, and completed the research and design portions, the student will then document the project in written and visual form. The components will include construction documents and specifications, as well as a book in which the thesis proposal and results are composed in both text and images. The MAID thesis document serves as an exposition of the process and nature of the thesis program and ultimately serves as a resource of interior design research for the greater design community. Open to graduate students only.

Take ADI-808 concurrently (Required) Take ADI-S264 (Recommended)

2.00

This course provides a platform for developing computer generated rendering skills pertinent to the Thesis Studio projects. Demonstrations and assignments will enable students to build upon familiar orthographic and perspective rendering techniques. Participants will employ new software and examine add-ons to more familiar digital tools. In doing so, students will enhance their ability to represent materiality, reflectivity, illumination, shade and shadow.

3.00

This course will cover the business aspects of interior design, including firm management, client and contractor relationships, project management, proposal writing, and market resourcing. In addition, students will explore career planning practices and consider the importance of independent entrepreneurship. Strategies for creating physical and online portfolios will be covered along with resume composition. Participants will gain exposure to a variety of professional design and advocacy groups. Students will also participate in network and interviewing sessions with design professionals. Although students may complete the required internship hours prior to taking this course, every participant will systematically analyze their experiences of practice, characterizing the business models within which they have worked.

Take ADI-S853 concurrently (Required) Take ADI-S202 (Recommended)

1.00

Students will learn how style culture and theory influence, or inform, the adaptation of buildings. Students evaluate two sites and establish criteria for determining the capacity of each to accommodate a new program of use. Students identify existing documentation for these buildings and create a weighting system to compare and contrast the two. Lectures, readings and research exercises enable students to assess geographic, environmental and technological conditions of each site and depict these conditions in a variety of maps and diagrams.

Take ADI-S202 (Recommended)

3.00

This studio focuses on the design of work environments. The course will explore the history of the workplace and the social, economic and cultural factors that will shape our relationship to work in the future. Students will develop research, programming and planning skills unique to these environments. In doing so students will consider how workplaces integrate human factors, building codes, accessibility and regulatory requirements through spatial organization, detailing, furnishing systems, equipment, finishes, and lighting.

Take ADI-851 concurrently

2.00

This course enables students to apply advanced technical information, and creative approaches, to lighting design. Students will study natural and artificial lighting techniques and consider the ways in which both impact the human experience of space. Color, lamp source, measurement methods, and lighting control systems will be addressed. Students will apply these topics to a studio exercise in order to better understand how site and planning constraints inform the designers lighting strategy.

3.00

Building on the curriculum of Digital Orthographics, students will gain a more in-depth knowledge of computer aided design and building information modeling software. Students will employ new and familiar computer programs to draft, organize and compile a set of construction drawings. The course requires students to manage more complex layers of information and develop strategies for managing their work virtually.

Take ADI-S852

3.00

This studio focuses on the design of environments for health and wellness. The course will conduct research into existing precedents in order to understand the social, economic and cultural factors that shape the way we design for human wellbeing. Students will develop research, programming and planning for a multi-faceted facility. In doing so students will consider how health and wellness integrate human factors, building codes, accessibility and regulatory requirements through spatial organization, detailing, furnishing systems, equipment, finishes, and lighting. Students will explore the physiology of the human being and consider how complex systems can be addressed at a human and architectural scale. Using the city of Boston as a platform for inquiry students will engage with a variety of stakeholders to better understand this evolving field of inquiry.

3.00

Introduces academic and professional analysis and writing in the field of communication.

3.00

Introduces a number of qualitative and quantitative research methods for both academic and professional communication research. Applies research methods to study communication problems.

3.00

Examines the tools and techniques used to gain understanding of audiences for marketing communication messages. Covers the fundamentals of account planning, including strategic planning and research methods.

3.00

Examines current theory, practice, and debates in the communication field. Issues can include: technology, privacy, social responsibility, and ethics,

3.00

Examines best practices for web publishing, including creating, editing and maintaining content for online and social media platforms. Students analyze the content of websites and then produce their own content in a variety of forms. Covers content creation and maintenance techniques, as well as customer and client relationship skills, with an emphasis on effective writing. Includes practical experience creating, editing and maintaining content for online and social media platforms.

3.00

Introduces the techniques of negotiation. Focuses on the processes of negotiation across a variety of contexts. Offers students the opportunity to explore methods of applying these skills to professional and other real world settings.

3.00

Examines the success and failure of the visual identities of brands as well developing a new visual identity and launching a campaign for an existing brand. Includes an analysis of the strategically planned and purposeful presentation of a brand's visual identity as well as a brand's name, logo, tagline (slogan), color palette and other sensory elements that make a brand unique.

3.00

Theoretical and practical applications of communication are considered in terms of brands and social responsibility. Advertising, public relations, and cause marketing are considered as brands respond to issues like gun violence, climate change, racism, sexism, immigration, food safety and health policies.

3.00

Examines advocacy campaigns that use digital strategies and techniques. Students explore how social media raises awareness for causes, candidates, and issues and consider the impact of technology on grassroots advocacy.

3

Examines a variety of theoretical approaches to the persuasion process. Traditional stimulus-response models, mechanistic/rules approaches and suasion/coercion explanations are explored to determine how persuasion functions in society.

3.00

Examines persuasion strategies and tactics for advancing public policy proposals and concerns. Students will learn how to apply the principles of Public Relations, Advertising, Negotiations and Persuasion to influence the public and government decision-makers.

3.00

This course focuses on the ways in which human communication alters depending upon cultural context, and includes extensive examination of cultural conflicts and interaction patterns.

3.00

Examines persuasive politics and political campaigns. Case studies of famous politicians and political speeches are combined with discussion of current political rhetorical trends.

3.00

Examines the media planning and buying process for paid advertising and content. Students learn core media math concepts, analyze paid/owned/earned media strategies and become familiar with consumer and media research tools. Includes development of complete media analyses and recommendations for selected target audiences and brands.

3.00

Explores the theory of organizations, information flow, network analysis, communication over- and under-load, decision-making, organizational effectiveness and change processes. Theoretical basis provided for the examination of case studies in organizational communication, including communication audits in organizational settings.

3.00

Examines issues, theories and cases in health communication. Analyzes communication efforts within health care institutions and campaigns for health care consumers designed to produce changes in public health.

ADPR-770

3.00

Examines the contemporary public relations practice of Native Advertising and sponsored content. Explores different forms of native advertising, methods and mechanisms for creating sponsored content, ethical and regulatory issues, and industry trends. Students learn how to blend content with news site partners, to use the different types of paid syndication, and to set up native ads.

3.00

Examines the skills and functions required in order to manage a successful Advertising or Public Relations agency. Students learn how agency leaders win new business and generate income by offering an evolving mix of new services, and how they manage client relationships and diverse internal teams, including creative, research, and media professionals. Assesses a variety of agency structures as well as the transformation of agencies initiated by social media and the digital age. In-depth look into the role of today's agency account manager.

3.00

Examines the theories and communication styles of leadership. Uses media, case studies, rhetorical analysis and social science research, as well as activity-based learning to explore leadership and followership.

3.00

Examines various components of Marketing Communication including marketing strategy, advertising concepts and public relations campaigns.

3.00

Examines theories of advertising, including market segmentation, media selection, message creation, advertising evaluation and criticism. Students produce brand reports, create ads and justify their campaigns.

3.00

Learn HTML, CSS, Java Scripts and Widgets for the construction, design and posting of web sites. We explore the use of websites, mobile sites and other online applications for advertising, public relations, SEO, and marketing.

3.00

Examines social media techniques, measurement and strategy. Discusses the latest trends in how business, media, news, and politics use social media for relationship development, brand building and engagement.

Take ADPR-772

3.00

Influencers have changed the way brands sell directly to consumers. The course explores the basics of defining an influencer, choice of platforms, the target audience, and creating and maximizing content strategy and tactics. In addition, students will examine how brands and influencers work cohesively along with traditional advertising to reach their potential customer bases.

3.00

Explores the process of management of campaigns to deal with crisis situations in organizations, including creative, budgetary, research, and audience needs.

3.00

Examines the relationship between the organization/campaign and the media through the viewpoints of the media and the Public Relations professional. Focus is on developing strategies and tactics to get PR messages out to various platforms, including traditional and social media, as well as how PR professionals can develop relationships with the media. Specific PR products include developing effective story pitches, new releases, blogs, features, and social media posts.

3.00

Examines theories, case studies and campaigns in public relations. Areas of concentration include research development, design and implementation; agenda setting; professional writing; presentational skills/ techniques and crisis management. Practical application of theoretical concepts is stressed.

3.00

Examines through experiential learning how various types of events are built, managed, promoted, and assessed, with emphasis on both face-to-face and online meetings celebrations, seminars trade show, conventions, media campaigns, and nonprofit and public events. Even components analyzed include event research and concepts,objectives, target audiences and messages, strategy, tactics, publicity, resources, budgeting, and assessment.

3.00

Examines the integration of advertising, promotion, public relations, marketing communications and internal communication. Analyzes the impact IMC has on corporate image, objectives and brands, and the interrelations of employees, customers, stakeholders and different publics.

Take ADPR-772 or receive instructor consent.

3.00

Social media plays a key role in campaigns and the daily work of marketing, public relations, and advertising researchers and professionals. This class will integrate the growing research in the area with the social media practices in these industries. This class will focus on the three underpinnings of a successful social media activity: Analytics, Listening and Engagement.

ADPR-772

3.00

Covers the development of a social media campaign for a target audience using a variety of platforms. Students will use social media and design tools to create a campaign for a client, moving it from concept through execution.

12 credits of ADPR courses

1.00- 6.00

Internship in various communication industries.

1.00- 3.00

Directed study allows students to pursue an in-depth research project in an area of their interest, directed by a qualified graduate faculty member.

3.00

This course provides a broad overview of the American higher education landscape and serves as the primary vehicle for introducing students to the complex nature of college and university administration. The interplay between organizational characteristics, structures, and modes of governance will be explored as a means of elucidating the practical application of administrative theories in higher education.

3.00

This course provides students with a practical, working understanding of the legal foundations that govern institutions of higher educations. Using the case study method, it examines legal problems facing college and university administrators including tort liability, rights of teachers and students, free speech issues, contracts, tenure, confidentiality of records, and legal aspects of hiring and discrimination. Students will learn the current state of the law and acquire appropriate skills and resources necessary to make sound decisions in their professional practice, utilizing their knowledge of student development theories and the practical application of law and policy in higher education. Some emphasis will be placed on those areas of significance to the student affairs professional.

3.00

This course examines financial management and fiduciary practices internal to institutions of higher education. It provides an introduction to the sources of higher education funding, budgeting and disbursement, control mechanisms, and the role of finance in strategic planning. It also provides students with information they need to better understand and participate more effectively in the funding, budgeting, and revenue/expenditure processes in higher education. Students examine the role of strategic planning and resource allocation in public and private colleges/universities. Various topics, issues, and trends in the financial arena of higher education are also explored.

3.00

This course provides students with the opportunity to examine theoretical scholarship and empirical research on race, class, and gender in American higher education. The overall goal of this course is to assist future practitioners in the field in developing an ability to critically evaluate institutional and departmental approaches to diversity in higher education. Students will explore such issues as affirmative action, sexual harassment, access and financial aid practices, and the relationship of diversity to learning outcomes.

3.00

This course will explore theories, rationales, and methods of student development in higher education, as well as the organization and administration of student personnel services. Students will explore the history of student affairs and develop an understanding of the various functional areas and competencies associated with student affairs work. In addition, students will become familiar with a variety of theorists who have shaped the profession and incorporate relevant theories into program planning and assessment.

3.00

The course is an in-depth examination of post-secondary students at all levels utilizing available statistics and other resources to describe various campus cultures and explore student attitudes toward society in general and the post-secondary experience in particular. Focus is given to exploring trends and changes in the enrollment characteristics of college students and addressing the attitudes and values of campus sub groups and cultures. Consideration is given to methods of locating resources on students and to measuring the effect of post-secondary education.

3.00

The purpose of this course is to provide students with an overview of college and university cultures in American higher education. Students will gain an understanding of the properties of campus culture, including norms of behavior, values, stories, physical artifacts, sagas, myths, symbols, and architecture, all of which guide and shape institutional behavior. In addition, students will examine the cultural norms of behavior of various institutional stakeholders - faculty, staff, students, and administrators - and develop an understanding of how campus culture affects each of these groups. In order to become more familiar with the ethos of institutional functioning and behavior, students will conduct a small-scale independent research project, employing qualitative research techniques, to investigate and analyze a particular campus subculture.

3.00

The purpose of this course is to introduce students to leadership characteristics and theories in higher education. The course examines various leadership styles endemic to the college and university environment, focusing on those relevant to the president, vice presidents, department chairs, deans, faculty, and students. Trait-factor, group, transformational, situational, and other theories of leadership are explored in the context of team-building, participatory decision-making, staff development, resource allocation, and future planning.

Instructor consent required

3.00

The practicum experience provides for the practical application of administrative skills in an appropriate field placement under the guidance of a site supervisor at an institution of higher education. The experience helps students gain exposure to various fields of work, and it provides an opportunity for students to observe, experience, and understand employer/employee relationships within the higher education environment. Students will apply theories learned in the classroom to a wide array of professional projects. Students enrolled in the course will meet as a class to discuss practicum-related issues.

3.00

In-depth research into and discussion of a range of pressing issues and problems such as affirmative action, executive compensation, international higher education and globalization, online/distance learning, for-profit higher education, and Internet issues. The goal of this course is to help students gain a general knowledge of some of the most salient higher education issues in the United States and develop skills to analyze and manage emerging issues they may encounter as professionals in the field.

3.00

This course provides the knowledge and skills necessary for locating sources of information and doing effective descriptive research in higher education. Students will design and execute field research on structures and problems of specific post-secondary institutions.

3.00

This course examines the development of institutions and practices of higher education from their medieval origins to the present, concentrating on the American experience and identifying key trends in theory, organizations curriculum, and sociology. Not offered on a regular basis.

3.00

Core required course for Master of Science in Crime and Justice Program. This course will examine the relationship among crime, criminal justice and the community as well as the impact of crime on local neighborhoods and community institutions. The role of the community in the criminal justice system and processes of social control are also examined. Topics covered include: local measurement of crime statistics; community policing; prevention and early intervention strategies; community corrections and intermediate sanctions. Strategies for empowering local communities to address the quality of life in the urban environment are also explored.

3.00

This course will examine the major issues in the adult correctional system. Traditional incarceration as well as pretrial and post-conviction alternatives will be explored. Covered topics may include: prison and jail overcrowding; issues in classification; mental health and incarceration; substance abuse treatment within the prison setting; prison security and disturbances; vocational and educational programming within prisons; ethics and corrections.

3.00

This course examines the array of issues concerned with the administration and operation of the juvenile justice system. The historical, philosophical, and legal foundations of the juvenile justice system will be examined along with the legal and philosophical changes within the system in the contemporary period. Special attention will be given to Massachusetts' model of juvenile corrections and treatment.

3.00

This course examines the administration of justice in the community courts. Topics include the role of the judge; relationships between prosecutors, defense lawyers, and the courts; the relationship between the courts and the police; the pros and cons of plea bargaining the goals of sentencing; and the clash between victim's rights and defendant's rights. Difficult kinds of cases will be addressed, such as cases of domestic violence, child sexual abuse, and crime relating to substance abuse. Questions concerning judicial accountability and the role of judges in the community will also be raised.

3.00

Restorative justice is a philosophical framework which poses an alternative to our current way of thinking about crime and justice. Through restorative justice, all the stakeholders to crime - victims, offenders, families, the wider community and the state - are active in response to crime. This course examines both the theoretical foundation of restorative justice rooted in a variety of legal and religious traditions; and the array of practices associated with restorative justice from around the world. Restorative justice philosophy and practice has impacted all areas of the criminal justice system including policing, probation, courts and the correctional programming for juvenile and adult offenders. Students will be afforded a hands-on experience through role-playing, guest speakers and field trips in the application of restorative values to contemporary justice system. Students will examine the meaning of justice in their own experiences, and be challenged to envision a community-based restorative response to crime and violence.

3.00

This seminar focuses on two interrelated types of violence, battering and sexual assault. Both of these crimes have been the subject of intense political organizing, cultural controversy, and criminal justice reform over the past 25 years. Together these issues currently account for a significant portion of the work of the police and courts. The research literature on these topics has increased dramatically in recent years. There are now many studies of women victimized by batterings and rape, and of men who commit these crimes. There is a growing body of research on institutional responses to such violence, particularly criminal justice responses. There is new literature on the racial and class dimensions of this violence, on trauma and recovery, and on battering in lesbian and gay relationships. This course examines these crimes from psychological, sociological, and criminal justice perspectives.

3.00

This course will focus on the policy implications of various sociological theories of crime and punishment. Focus will be on the analysis of various alternative policies within the criminal justice system both within the U.S. and in Europe. Attention will be given to the politics of crime control and to the role of the media, citizen groups and other interest groups in shaping criminal justice policy.

3.00

In recent years, public attention to victims of crime has grown enormously. The reasons for this are complex. They include the effects of political organizing by crime victims; increased media attention to crime (often driven by crime stories as entertainment and advertising vehicles); the exploitation of crime victims by politicians; and long-standing community frustrations with the criminal legal system. This course will examine the rise of public attention to crime, the variety of social movements addressing victims of crime, the response of the criminal justice system to victims, and the problems and possibilities regarding new developments concerning crime victims. The course takes the perspective of a critical victimology in that the course materials question official definitions of crime, popular definitions of victims and offenders, and traditional beliefs about justice. Rather than seeing victims and offenders as entirely separate categories, a number of the books address individuals who are both victims and offenders. New developments in 'restorative justice' will be presented as an emerging alternative to current problems that victims have reported with the criminal legal system.

3.00

Fall 2020 - Crime and Justice as Seen through "The Wire" Thematic investigations of problems and topics in criminal justice. Special topics include but are not limited to the areas of domestic violence and sexual assault; children and crime; crime; justice and popular culture; restorative justice; community policing; drugs and the law, drug policy, crime mapping, counterterrorism policy, female offenders and criminalistics.

3.00

There are many different ways that communities have responded to violence against women. Both in the United States and around the world, the most common methods have involved either punishment for offenders, efforts to create safety for victims, or attempts to reform offenders. A new set of antiviolence approaches are being developed that go beyond the goals of punishment, safety, and reform. These new approaches, which are loosely grouped together as 'community-based responses,' seek to mobilizing specific communities against violence; organize women across communities of color; and challenge the theories, practices, and politics of existing antiviolence efforts. These new approaches are the focus of this course.

3.00

Core required course for Master of Science in Crime and Justice Studies. A sociological investigation of the relationship between crime and justice in contemporary American society. The possibilities and limits of traditional approaches to crime control are examined in the context of our search for harmony, justice and social change. Problems in evaluating the techniques, goals, and effectiveness of criminal justice agencies and organizations are considered as well as models for rethinking the scope and nature of our responses to crime.

3.00

Core required course for Master of Science in Crime and Justice Studies. This course provides students with the fundamental tools for evaluating, designing and implementing basic and applied empirical research in criminal justice. The association between theories and research methods used in the study of criminal justice is explored through a variety of related data sources. Topics covered include: the principles of research design; issues in measurement; modes of observation; basic methods of data analysis; and ethical concerns. Students will obtain hands-on experience in project design through the development of their own research proposal.

3.00

This course examines two subjects throughout the semester: substantive criminal law (e.g. what is money laundering, the insanity defense, conspiracy?); and criminal procedure: 4th Amendment (search and seizure), 5th Amendment (due process, self-incrimination, double jeopardy, etc.), 6th Amendment (right to a lawyer, public trial, etc..), 8th Amendment (cruel and unusual punishment), 14th Amendment (due process, equal protection of law), 1st Amendment (interaction of criminal law with free expression and with religious rights), and 2nd Amendment (firearms). Unlike other similar undergraduate and graduate courses, this one emphasizes principles and case summaries, de-emphasizes actual cases and case names, and does not entail teaching how to brief (summarize) cases.

3.00

This course examines crime and justice in the context of the social inequalities of race, class, and gender. Surprisingly, this is a recent focus within criminology. And yet, without attention to the intersections of race, class, and gender, it is difficult to make sense of victimization, crime, or punishment in the United States today. The course readings include some of the most recent theoretical and empirical studies of these issues. The goals of the course are to develop an understanding of what a race, class, and gender analysis is, and why this is important for individuals working in criminal justice, mental health, and related fields.

3.00

Core required course for Master of Science in Crime and Justice Studies. This course introduces students to the foundations of statistical analysis. Topics include: measures of central tendency; dispersion; probability; sampling distributions; hypothesis testing; correlations; and regression. Using SPSS software, students will be required to apply statistical concepts to existing data resulting in a completed research project.

3.00

This class explores the images of the traditional "bad" girl in films. The course examines the idea of moving beyond merely the delinquent, many images in film suggest that girls and women who break with the socially condoned role of femininity are somehow bad. Girls and women who have power or challenge authority are often portrayed in films as deviant and therefore "bad." Girls and women who are "frigid" are just as "bad" as their sexually promiscuous silver-screen opposites. This course further focuses on the impact of these images on real life social roles for girls and women as well as the symbiotic relationship between fact and fiction.

3.00

This course provides an overview of the best practices in positive youth development and juvenile programming for delinquency prevention; intervention and treatment. This seminar will explore the cutting edge of programming for youth in a wide range of community-based and institutional settings including schools, social services, and juvenile corrections.

3.00

This course provides an overview of youth gangs and their sociological underpinnings, which are rooted in poverty and racism. Theories of gang formation and individual gang membership will be examined closely. Study topics include the history of gangs, gangs and criminal behavior, socio-cultural importance of gangs, and strategies to control gang behavior as well as community responses more generally. The course will utilize current gang issues in the US generally and in Massachusetts in particular as a basis to better understand the nuances of youth gangs.

Instructor permission required.

3.00

The internship course allows students to integrate academic knowledge gained from the classroom with work experience in a career field of their choice. Students have the opportunity to explore opportunities in their profession, develop practical skills in a real-world context, and build a formal network of professionals in their field.

3.00

Students pursue an in-depth research project under the direction of a qualified member of the graduate faculty.

Restricted to Mental Health Counseling students

3.00

This course examines the process of human development across the lifespan. While it will focus primarily on psychological processes, the intersection with biological and social processes will be explored as well. The major psychological theories of cognitive, social and emotional development will be covered as will the foundations for individual differences. Special emphasis will be placed on topics of interest to people entering the counseling professions. Normally offered yearly.

Restricted to Mental Health Counseling students

3.00

Analysis of selected counseling theories representative of the field of counseling psychology. Theories will be selected from the following areas: Psychoanalytic, Psychosocial, Rational, Cognitive Behavioral/Learning Theory, Person-Centered, and Existential Theory. Treatment goals and techniques will be explored.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

Principles, concepts and methods of research design and statistics associated with psychological and educational research. Practical applications of research studies to a diverse range of interests in education, psychology and counseling. Offered yearly.

Completion of COUNS-717. Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

The study of the nature of mental disorders; central concepts and processes. Psychogenesis, psychodynamics, role of anxiety, and clinical assessment using the DSM-IV.

COUNS-713(may be taken concurrently). Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

Evaluating, administering, scoring, interpreting, and reporting results of standardized tests of personality, academic performance, cognitive functioning, aptitude, and achievement. Self-study development and assessment of testing programs. Critical issues in testing. Normally offered yearly.

COUNS-717. Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

The interface of psychology and the law will be examined in the context of forensic evaluations performed for courts, attorneys and related agencies or facilities. Topics ranging from Competency to Stand Trial and Criminal Responsibility to termination of parental rights and custody and visitation evaluations will be explored. Practical applications of the skills and knowledge domains needed to perform forensic evaluations will be emphasized, as will the study of relevant laws and regulations as applied to forensic assessment. Discussion will include specialized forensic topics such as the evaluation of juvenile sexual offenders and the forensic use of psychological testing.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

Selected models of family therapy will be explored. Special emphasis will be placed on assessment and the acquisition of treatment strategies proven to be effective for counselors in helping families cope with developmental stresses. Normally offered alternate years.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

A study of the origin, contributing factors, and implications of drug and alcohol misuse. Various stages and manifestations of abuse/ dependence will be considered and current treatment modalities will be explored.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

An overview of the legal issues confronting counselors, human services providers and administrators. Study of regulatory and licensing matters, standards of care, confidentiality laws, mental health and disability laws and family law, constitutional issues, malpractice and legal/ethical dilemmas in human services.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

The anatomy, physiology and psychology of human sexual functioning are reviewed. Etiology, interpersonal dynamics, and treatment of sexual dysfunctions are reviewed.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

This course explores the major psychological disorders of childhood and adolescence from biological, psychological, and sociocultural perspectives. Attention-deficit and Disruptive Behavior Disorders, Feeding and Eating Disorders, anxiety and depression are among the disorders explored. Student interest determines other topics. Assessment, treatment, and outcome studies are also discussed. Completion of EHS 701 or EHS 712 is recommended before taking this course. Normally offered alternate years.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

A survey of problems and issues confronting cultural diversity. The study of ethnicity and sexual orientation as they influence the development of identity. Implications for counseling strategies. Normally offered yearly.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

A study of the practical and theoretical aspects of counseling small groups. There will be provision for a laboratory experience in which students participate in a group and study the dynamics of behavior as this group develops. Group stages of development and leadership skills will also be examined. Normally offered yearly.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

An introduction to the fundamental techniques and methods of interpersonal relationships, self-examination, and field visits in relation to the role of the professional counselor. The course will involve skill building through role playing, video and/or audio taping. Normally offered spring semester.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

Application of skills in an assigned field placement (school, agency or industry). Students will spend fifteen hours per week in field work and participate in weekly group sessions at the University for the evaluation of progress. Open only to degree candidates in Mental Health Counseling. Offered fall semester.

Completion of COUNS-738. Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

3.00

Continuation of COUNS 738 with an opportunity to assume increased responsibility for clients under supervision. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered spring semester.

Completion of COUNS-738 and COUNS-739. Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

6.00

Application of skills in an approved field placement (school, clinic, hospital, agency, industry) totaling 300 clock hours. The opportunity to develop advanced skills and to integrate professional knowledge appropriate to the field experience. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered fall semester.

Completion of COUNS-740. Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

6.00

Continuation of Counseling Internship I with advanced responsibilities totaling 300 clock hours. Exploration of an area of individual specialization. Failure to successfully complete the practicum field experience for any reason following two attempts will result in termination from the program. Offered spring semester.

Restricted to Mental Health Counseling students only. Program Director approval required for all other students.

1.00- 3.00

Members of the Department will meet with students to direct their research in areas of special interest to them. Projects will be authorized upon the recommendations of the Department Chairperson and with the approval of the Dean.

3.00

Provides a historical perspective and legal foundation of disability services as a functional area within the field of administration of higher education. Examines the various organizational structures, scope of programs and services, ethical responsibilities of institutions and administrators, roles and responsibilities of key stakeholders, legal guidelines and compliance concerns, and best practices associated with the provision of equal access to all academic and non-academic opportunities for diversely-abled students.

3.00

Explores disability profiles, documentation standards, and accommodation protocol for students with neurological, cognitive, physical, sensory, mental health, and chronic health related disabilities. Additional topics covered include lifespan and identity development of students with disabilities, social pragmatics and case management skills, disability as diversity, grievance procedures, and threat assessment.

3.00

Covers the legal framework for providing auxiliary aids and services as matters of access and accommodation for students with disabilities, as well as web accessibility standards, best practices for accessibility testing, and the administration of accessibility policy.

3.00

Explores the laws, regulations, and accommodation practices in K-12, higher education, and employment settings with a focus on developing transition plans and identifying resources for students with disabilities. Additional topics covered include identity development for persons with disabilities, strategies for individual career development, transition to independent living, engaging outside resources, collaborative efforts with key stakeholders, and the development of leadership skills centered on community education.

Take DSHE-710; Instructor consent required

3.00

The practicum experience provides for the practical application of administrative skills in the field of disability services under the guidance of a site supervisor at an institution of higher education. The experience helps students gain exposure to various fields of work, and it provides an opportunity for students to observe, experience, and understand employer/employee relationships within the disability services in higher education environment.

Permission of Graduate Program Director required

0

Research towards completion of doctoral dissertation. Permission of Graduate Program Director required.

Permission of Graduate Program Director required

0.00

Research towards completion of doctoral dissertation. Permission of Graduate Program Director required.

MDO-L615 concurrently. Medical Dosimetry students only.

3.00

Discusses the factors that influence treatment planning and govern the clinical aspects of patient treatment. Topics include SAD and SSD dose calculation techniques, ICRU volume definitions, application of multimodality fusion in target definition, and 3D conformal treatment planning for major anatomic sites. Incorporates use of isodose curves, beam modifiers, volumetric dose evaluation, and correlation of critical organ dose limits to side effects. Introduces principles of specialized techniques including SRT, SRS, IMRT, VMAT, IGRT, and respiratory gating.

MDO-615 to be taken concurrently

1.00

Provides the student with the opportunity to apply clinical dosimetry principles and theories learned in the classroom to treatment planning situations in a simulated setting. Students perform manual dose calculations for SAD and SSD setups and complete all steps to design 3D conformal treatment plans for various anatomic sites. Focuses on optimal design of beam geometry to avoid critical organs while accounting for patient setup considerations.

3.00

Introduces the student to the clinical practice setting with a focus on workflows, policies, and procedures. Under supervision of clinical preceptors, students complete planning competencies through design and implementation of simple 3D plans for palliative and pelvic patients. Surveys roles and responsibilities of different personnel in the radiation oncology department.

2.00

Describes the effects of radiation at the molecular, cellular, and organized tissue levels and subsequent response and repair mechanisms. Reviews the effects of dose rate, radiation quality, fractionation, radioprotectors and radiosensitizers on the therapeutic ratio. Focuses on practical applications in radiotherapy including time-dose relationships, alpha-beta ratios, isoeffect curves, biologically equivalent dose (BED), equivalent uniform dose (EUD) and 2Gy dose equivalent.

1.00

Provides a general overview of computer systems and networking in the field of radiation oncology. Reviews the history of computers and the intricate uses in the medical field today. Surveys the use of oncology information systems such as MOSAIQ and ARIA, and radiation therapy software used for imaging, contouring, treatment planning, and patient charting applications. Discusses communication and interoperability standards including HL7 and DICOM and considerations for data and system.

2.00

Reviews clinical trial protocols in relation to standard of care and discusses in detail the role of the medical dosimetrist. Surveys operational concerns including AAMD scope of practice, practice standards, and code of ethics, accreditation standards (e.g. JCAHO), billing and coding, continuous quality improvement (CQI), culture of safety, incident reporting, & legal considerations. Reinforces strategies for individual professional development and service.

3.00

Under supervision of clinical preceptors, students design and implement increasingly complex 3D plans for various anatomic sites. Introduces treatment-planning principles for IMRT and VMAT with a focus on prostate competencies. Surveys considerations for professionalism in the clinical practice setting and the role of chart rounds for peer review.

3.00

Under supervision of clinical preceptors, students complete planning competencies for increasingly complex 3D and IMRT plans for various anatomic sites. Introduces advanced treatment planning techniques available at the clinical practice setting such as SBRT, SRS, and proton planning.

3.00

A continuation of Treatment Planning I that focuses on advanced treatment planning techniques including intensity modulated radiation therapy (IMRT), arc therapy, stereotactic treatment planning, and proton therapy. Discusses the advantages of each technique/modality over conventional 3D-treatment planning and contrasts against the challenges presented by each technique such as need for better immobilization, 4D CT scanning and daily IGRT.

3.00

Introduces the basic principles of research methodology including terminology, the literature review process, and ethical principles surrounding human subjects research. Reviews statistical methods of research with a focus on data comparison and presentation of data including p-values and error bars. Students complete required training for research compliance, select a research topic, develop a research plan, and start data collection.

3.00

Surveys brachytherapy principles including radioactive sources, calibration, instrumentation, factors affecting dose calculations, definitions of LDR, MDR and HDR, treatment planning and clinical dose calculation, implantation techniques, implant localization/verification, regulations, radiation safety, storage and QA. Emphasizes detailed coverage of prostate brachytherapy including LDR and HDR

3.00

Under supervision of clinical preceptors, students complete all remaining planning competencies for any technique including 3D, IMRT, protons, and/or SBRT. Introduces the student to the complex variables required for treatment planning in the head and neck region.

3.00

Reviews quality assurance requirements for various radiotherapy equipment including linear accelerators, CT scanners and treatment planning systems. Discusses operation of specific measurement devices and best practices for frequency and tolerances according to task groups of the American Association of Physicists in Medicine (AAPM).

3.00

A continuation of MDO 722 that surveys best practices for writing effectively in the style and format of scientific journals. Students complete data analysis from the preceding course and prepare a manuscript for submission to the writing competition of the American Association of Medical Dosimetrists (AAMD). Research projects culminate with an oral research presentation to peers, faculty and clinical instructors from our hospital affiliates.

3.00

A seminar style course that prepare students for the MDCB certification board exam through lectures, online teaching tools, weekly quizzes, mini mock-exams, and a full-length mock exam. Provides professional development through assistance with resume preparation, mock-interviews and discussion of skills necessary to make job interviews successful. This course is taught in a hybrid format.

3.00

A survey of the history of European and Anglo-American philosophy of the 20th century. Students will be introduced to the key intellectual movements, such as logical positivism, pragmatism, ordinary language philosophy, analytic philosophy, critical theory, post-structuralism/post-modernism, and feminism. The course will address both the content of philosophical ideas and their historical, social, and political contexts.

3.00

A detailed exposition and evaluation of a specific topic or of the views of one major philosophical thinker or group of thinkers. Readings from both primary and secondary sources. Normally offered every year.

3.00

Readings may include a range of classical authors, such as Plato and Aquinas, as well as the works of such 20th century legal philosophers as H.L.A. Hart, Dworkin and Rawls. Also included may be leading jurists such as Oliver Wendell Holmes and Learned Hand. Issues discussed may include the nature of law, its relation to justice, and how the legal system should operate to arrive at just decisions. Normally offered every third year.

3.00

An overview of the existentialist tradition. Primary focus on issues and problems arising from the existentialist reaction to classical philosophy. Topics include: individuality and freedom, humans in society, death, morality, immortality, and the rejection of God. Philosophers to be discussed will include Kierkegaard, Nietzsche, Sartre and Heidegger. Normally offered every other year.

3

In this course students will put to work the logical theory developed in Formal Logic (Phil 212). In particular students will use First-Order Logic to investigate computability and computation theory. Goedel's First and Second Incompleteness Theorems are a particular focus in the course. Normally offered alternate years.

3.00

An examination of the moral issues involved in the interaction of humans with their natural environment. Topics include: the environmental crises, human-centered vs. nature-centered ethics, intrinsic value in nature, obligations to future generations, the importance of preserving endangered species and wilderness, radical ecology, ecofeminism, and the role of social justice in environmental issues. Normally offered every year.

3.00

An examination of the nature of life and the moral problems facing researchers, health-care practitioners and their patients, and others involved with the practice of medicine in today's society. Issues include euthanasia, the ethics of medical experimentation, the use of reproductive technologies, genetic counseling and genetic engineering, truth-telling and confidentiality in doctor-patient relationships, the cost and availability of medical care, and the possibilities for engineering life and a trans-human nature. Normally offered every third year.

3.00

Students in this course will serve as interns in a department-approved position with a service provider, professional organization, government agency, or non-governmental organization whose work is relevant to issues in applied ethics. A faculty mentor will meet with students regularly to develop individually designed programs of readings and to discuss this material and its relation to the internship experience. In addition to the substantial time commitment to the internship, course requirements will usually include a journal and a research project. Normally offered every year.

3.00

This course is intended for graduate students in the Ethics and Public Policy Masters' Program who have elected to write a formal thesis (instead of taking part in an internship). Students will prepare a thesis proposal in consultation with an assigned faculty advisor before they register for this course. The proposal will be approved by an ad -hoc faculty committee. Students will use this course to write the thesis in regular consultation with the faculty advisor, and usually during the summer following their first year of study. The final draft must be approved at a formal defense by the ad hoc committee.

Instructor Consent Required

0.00

This intensive and fun class combines in-depth training on creating and running winning campaigns, including candidate campaigns and issue-oriented campaigns. The class includes site visits to campaign offices and leading political strategy firms. Students will broaden their networks, meeting guest speakers from government, public policy, and nonprofits and participate in hands-on activities that help students learn fundraising, media and messaging, campaign strategy, field operations, and technology. The class fee includes food, transportation and special materials.

3.00

This course introduces the concept and practices of transitional justice, which addresses current and past human rights violations. We review the various mechanisms of transitional justice, including: criminal prosecution; lustrations; truth and reconciliation commissions; reparations; and apologies. Our focus will be on understanding the nature of the political and moral dilemmas encountered by countries that consider and apply these mechanisms. We will consider broad theoretical questions as well as specific examples (e.g., Germany after the Holocaust; The South African Truth and Reconciliation Commission; The International Criminal Tribunal for the Former Yugoslavia and for Rwanda). The course will also emphasize the practical implications of transitional justice: how do we empirically measure the effects of transitional justice; what is the role of traditional mechanisms of justice; how does one balance between the global human rights regime and local realities; what is the relationship between gender and religion and transitional justice; and, what is the role of transitional justice mechanisms in conflict resolution.

3.00

Everything needed to design, carry out, and interpret a political survey. Topics covered include questionnaire design, sampling, interviewing, coding data, and univariate and bivariate analysis of the results. Multivariate analysis will be discussed but not studied in depth. An actual survey will be conducted as a class project. Prerequisites: Open to graduate students, seniors, and juniors; previous course in political science research methods, or comparable course in another discipline and consent of instructor.

1.00

Designed to introduce students to the nuts and bolts of preparing to run for office or guiding a candidate through the process. Students learn how to file nomination papers, develop a field team, and create a general branding strategy.

1.00

Students learn the basics of how candidates successfully introduce their candidacy to the public. From announcing the campaign to conducting meet and greets to producing candidate photos, this course guides you through the process of effectively defining the candidate.

1.00

Students learn the fundamentals of how to maximize positive media coverage with attention paid to generating endorsements, developing non-paid media, and persuading voters.

3.00

This course provides an introduction to the study of the role of the United Nations System in the globalization era. The course is divided in two main sections. The first is based on a series of readings, lectures and discussion on the rules, principles and norms which govern the relationship among states and the UN system; it also covers traditional topics such as the sources and subjects of international law, the jurisdiction of states, the peaceful settlement of disputes, the use of force and the legal personality of international actors, human rights, humanitarian intervention, global environment, use of armed force, as well as economic relations. the second part of the course is based on a required study trip to the UN headquarters in order to experience a direct contact with policy-makers within the UN system in a diversity of areas such as security, aid and peacekeeping areas.

3.00

This course explains the main components of the international legal system. It begins by exploring the rules, principles and norms that govern the relationship among states, the different cultural and philosophical legal perspectives and the history of the international legal system. The second part of the course covers the study of the sources and subjects of international law, the jurisdiction of states, the peaceful settlement of disputes, the use of force, and the legal personality of international actors. The third part of the course addresses a number of significant topics derived from the process of globalization legal norms: human rights, humanitarian intervention, law of the sea, environmental law, and economic relations.

3.00

This course explores the institutional structures, political processes, and impact of international governmental and nongovernmental organizations. It analyses their increasingly prominent role in efforts to resolve a wide range of global problems and contribution to strengthen the current system of global governance. While the course covers the problems of international security, global distribution of wealth, deterioration of the environmental system and threats to social welfare, it focuses on the interaction between the United Nations System and regional organizations, on the one hand, and the role of non-governmental organizations in cooperating or something to solve specific problems in the area of international relations.

3.00

How do we explain the appearance or absence of social movements? What social or individual factors explain their development and decline? Who joins social movements? Who does not? Why? What ideas or ideals animate those who do participate? What is it like to be part of a social movement? What effect do they or have they had on politics, power and efforts at social change? These are some of the questions that have traditionally shaped debates over social movements, both domestically and internationally. They will form the analytical core of the work in this course. By critically evaluating several competing schools of thought in social movement theory and history we will attempt to highlight the social forces that have, at varying points in times, facilitated, maintained, as well as blocked the development of social movements in the US and beyond.

3.00

In this course, students will have an opportunity to examine the basic foundations of the democratic theory and practice. Specifically, the course focuses on the building blocks of a democratic relationship between people and government, including transparency, accountability, accessibility, and opportunities for effective advocacy and participation. Both classical and modern authors who weighed in on these issues will be discussed.

3.00

Why did 17 European countries surrender the sovereign control of their currency and create the Euro? Will Turkey become a member of the European Union? Will Europeans continue free riding the security protection of the United States? Is the integration process another layer of bureaucracy or an institutional instrument to deal with the permanent crises in Europe? These are some of the questions guiding the discussions in this class.

3.00

After participating in the community service experience in Myanmar or Cambodia (Alternative Winter Break), students will study the main transformations and challenges Southeast Asia is facing in the areas of development and political reconciliation. Students interested in this course must submit an application to the Center for Community Engagement during the previous fall before the course start in the Spring term. Only students who participated in the AWB are allowed to enroll in this course.

3.00

Introduction to the government and politics of contemporary Mexico, with special attention to social and economic institutions, parties and social movements, and the influence of Mexico's revolutionary heritage. There will be some analysis of the interaction of US/Mexico relations and the impact of NAFTA on Mexican workers and the economy.

3.00

This internship option is recommended for students seeking careers in professional politics or international relations. Typically, an internship will involve supervised work at a professional level in a political campaign, on a legislative staff, in an international non-governmental organization, or in a legislative relations for a governmental agency or private organization. Internship placement must be approved by the student's advisor, and will typically require at least 20 hours of work per week for the duration of a semester and the completion of a research paper based on the internship experience. The research paper must be approved by a departmental committee.

3.00

This course examines the politics of making public policy. How is policy made? Who is involved? What kinds of information do policy-makers rely on to make their decisions? How do political opportunities shape potential for policy change, shifts or stasis? We will examine how policy decisions are made and how policy makers cope and adapt to a diverse set of constraints. We will also focus on what political strategies can be used to improve policy-making processes and outcomes. Students will be required to interview policy makers about a specific policy and write a comprehensive policy analysis. The course is intended to have both theoretical and practical value.

3.00

Drug policy encompasses complex and multi-faceted issues. In comprehending these issues, students will examine the complexity of America's drug policy through a lens of sociology, law, history, economics, geography, and cultural norms. Further, students will explore subjects of class, race, and gender of America's drug policies to gain a more comprehensive grasp the intended and unintended consequences of those policies both nationally and globally. We will evaluate the historical path that these policies have taken from addressing the drug problem from the demand side of providing treatment and preventative programs to the supply side of investing resources in limiting the supply of drugs available in the country.

3.00

Core course for the Professional Politics Concentration. Students will read and discuss current research on legislative politics and organization, including committees, interest groups and lobbying, legislative voting and decision making, and other topics. Students will conduct their own research and present it to the seminar.

3.00

Core course for the Professional Politics Concentration. Students will read and discuss current research on campaigns and elections, voting behavior, and political parties, and will conduct their own research and present it to the seminar.

OPEN TO GRADUATE STUDENTS ONLY

3.00

Core course for the concentration in North American Politics. This course will examine the key concepts of an approaches to world politics. Special attention will be given the application of these concepts and approaches to the relations among the nation-states of North America.

3.00

Introduces the study of international political economy. Addresses the interactive relationship between politics and economics at international and domestic levels in the historical and contemporary international system. Basic understanding of macroeconomics is not required but helpful.

3.00

In this course, students are exposed to the policy dilemmas at various levels of government, from the local, to the state, to the international arena. The class examines concepts such as systems regulation, institutions, legitimacy and governance. The class will take a selection of themes (i.e. inequity, energy, climate) and investigate them from the perspective of policy challenges and solutions at each level of government.

Open to graduate students only;

3.00

The aim of this course is to familiarize students with the major written formats of the policy-making process including background memos, literature reviews, white-papers, policy analyses, one-pagers, talking points memos, op-eds, and legislative histories. This writing-intensive course focuses on public policy writing techniques and methods, and helps students to develop writing skills applicable to the private, nonprofit, and government sectors.

3.00

The primary goal of this class is to review and analyze in a systematic way the design, implementation, and evaluation of global public policies. After exploring and discussing global policy debates and examine what kinds of values and ideas shape these debates, the student will develop the skills necessary to critically analyze policy issues and problems and learn about the constraints with which policy makers must cope in an environment of imperfect information. This course will also focus on dissecting indicators and databases often used by professional analysts to produce policy reports and recommendations from policy makers.

Instructor permission required

3.00

An intensive off-campus experience, normally of two-week's duration, arranged through a The Washington Center in Washington, D.C. Topics vary. Students will be graded by both an on-site evaluator and an assigned Government Department faculty member. In addition, students are normally required to meet three times during the semester of registration, keep a journal of the off-campus experience and to write a significant research paper based on the topic of the academic seminar.

3.00

This class will examine the ways in which political marketing is conducted across the globe. It will look at a variety of political systems and cultures in an effort to discern which techniques work best with which political systems and political cultures. The cases will be drawn from all 7 continents and a wide diversity of socio-political cultures. Cases are likely to include Canada, New Zealand, India, Japan, Ireland, the United Kingdom, Argentina, Russia and many others. By the end of the class, students should have a strong sense of how political marketing is done globally and which techniques work best with which systems.

3.00

A two-week intensive seminar in Washington DC; the first week will focus on a look inside the defense and intelligence community in the US government; the second week will examine issues, threats, and challenges in global society. The seminar, carried out in partnership with The Washington Center for Internships and Academic Seminars, will include briefing sessions, with security officials, site visits, small group meetings, keeping a journal, and academic papers. There will also be some further academic work after you return to Suffolk. Prerequisites: Registration in this course requires advance application. The seminar is offered in Mar, and applications are due by March 1. Interested students should consult the instructor for further details.

Students must see the professor to get required Washington Center Application

3.00- 6.00

An opportunity to do an internship through the Washington Center at either the Republican National Convention or the Democratic National convention. Graduate students will learn what goes on behind the scenes and interact with important public figures that are influential in setting public policy at various levels of government. They will spend a week prior to the convention studying the electoral process, familiarizing themselves with convention operations and preparing for their convention fieldwork assignments. In addition they will hear from a wide variety of speakers, including members of the media, party officials, and other political personalities. Students are then assigned as volunteers to assist with the work of the convention the second week. Normally offered every four years.

Instructor's consent and approval of the Director of Graduate studies required.

3.00

Individual program of reading, research and writing on an approved topic, under the supervision of a member of the department. Topic and assignments are to be determined by the faculty member and student.

Instructor consent required

6.00

Students must also complete academic work designed to enhance experiential learning and professional development in their internship abroad that is supervised by a Suffolk instructor. Course work will include developing individualized learning goals and objectives for their internships, journaling, mid-term self-evaluation and a final research paper.

6.00

Students must also complete academic work designed to enhance experiential learning and professional development in their internship abroad that is supervised by a Suffolk instructor. Course work will include developing individualized learning goals and objectives for their internships, journaling, mid-term self-evaluation, and a final research paper.

Instructor Consent Required

3.00

This intensive and fun class combines in-depth training on creating and running winning campaigns, including candidate campaigns and issue-oriented campaigns. The class includes site visits to campaign offices and leading political strategy firms. Students will broaden their networks, meeting guest speakers from government, public policy, and nonprofits and participate in hands-on activities that help students learn fundraising, media and messaging, campaign strategy, field operations, and technology. The class fee includes food, transportation and special materials.

1.00

This course examines the areas where organized global citizens can make a difference to produce better living standards around the world. By studying the varieties of rationales of action of non-governmental organizations, students in this one-credit course are exposed to the potential avenues of participation in global/local activities. This course is also opened to graduate students.

1.00

This course aims at providing an overview of the nature of the work in diplomatic services in a selective number of countries around the world. By the end of the course, students in this course will be able to discern the main challenges diplomats face quotidianly by examining the experiences of diplomats from historical and current sources as well as the organizational structures of some foreign services around the world. This course is also opened to graduate students.

3.00

This interdisciplinary class brings together the fields of politics, philosophy, and economics at a high academic level. You will be confronted with hard questions about the sources, ends, and limits of government; the usefulness and troubles of free markets; the proper distribution of economic advantages in society; and what works best for building a just and efficient system of economic institutions.

3.00

This course focuses on the origins, maintenance, and treatment of anxiety and related disorders (e.g., depressive and trauma and stressor-related disorders). The class utilizes a cognitive-behavioral theoretical perspective to explore the development and treatment of anxiety and related disorders. Consistent with the introduction of unified cognitive-behavioral therapy (CBT) protocols for the treatment of emotional disorders, this course uses a transdiagnostic framework to highlight shared etiological and treatment mechanisms common across anxiety and related disorders. Emphasis will be placed on the integration of theory and empirical findings into the application of clinical skills for the treatment of adults with these disorders.

Restricted to Doctoral students only.

3.00

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development of behavior as well as implications for treatment and prevention. Introduces students to the social bases of behavior and experience through examination of topics from social psychology, including: social cognition; self-knowledge; self-presentation; attitude formation and change; attraction and close relations; altruism; aggression; prejudice and stereotypes; and group dynamics. The course also covers advanced integration of key concepts from developmental and social aspects of behavior. Normally offered yearly.

Restricted to Clinical PhD students only.

3.00

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

Restricted to PhD Clinical students only.

3.00

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment. The course can roughly be divided into two halves. In the first half general technique, theory, and individual statistics will be covered. This will start with the procedures for the clinical neuropsychological examination, including the interview, preparation of the patient, and selection of instruments. The nature and structure of cognition, factor structure of the neuropsychological battery, and a theory of brain-behavior relationships will be covered. This will be followed by coverage of statistics as applied to assessment, that is, the difference between the inferential form of statistics students are used to (group statistics) and the probabilistic form (individual) of statistics useful in assessment. Subsequent focus will be on clinical decision-making, that is, the use of test data to respond to the diagnostic and descriptive questions that are the goals of the assessment process. The first half of the class will finish with a focus on individual differences, critical to the interpretation psychological test data. The second half of the course will focus on specific cognitive functions, assessment of personality and psychopathology, and on civil and forensic contexts relevant to assessment. Normally offered yearly.

Doctoral students only.

0.00

The primary goal of this self-directed online course is to develop foundational knowledge of the origins and evolution of major ideas within the discipline of psychology. This course is intended for students that have not already completed a documented evaluative educational experience in the history and systems of psychology prior to matriculating at Suffolk University.

Doctoral students only.

3.00

Surveys foundational theories of cognitive and affective psychology, examines current research on these topics, and explores their integration. The core components of cognition will be examined include memory, learning, information processing theory, mediational processes, and executive functioning. Additionally, the course will consider affect, mood, and emotion, and explore appraisal and constructionist theories of emotion. Finally, the course will consider how theory and research on cognition and emotion, and their integration, inform the practice of clinical psychology.

PHD Applied Developmental students only.

3.00

Examines biases, prejudice, and discrimination from a developmental psychological perspective. Applies theoretical and empirical research to examining causes, forms, consequences, and ways of reducing prejudice and discrimination. Addresses how systems of power and oppression impact the construction of individual and group identities.

ADP and Clinical Psychology Doctoral Students Only

3.00

Explores socioemotional development from infancy to adolescence with an emphasis on early childhood. Using a bio-psycho-social lens, different theories of development (e.g., attachment; temperament; moral; gender-role) and current empirical research will be explored. Methodological techniques unique to this topic also will be considered. Finally, we will apply our knowledge of developmental research to current issues concerning children.

3.00

Provides intensive training in the process of psychology-orientated scientific writing. Topics include identifying knowledge gaps in the extant literature through a critical review of existing research, developing a strong rationale for future research, basic writing style and structure, disciplined writing practices, effective revision, and peer-review. Normally offered yearly.

Graduate course for Psychology Ph.D. program, approved by department.

3.00

Introduces students to multicultural issues relevant to psychology. Covers a broad range of cultural diversity (sex, age, race, ethnicity, language, religion, sexual orientations, etc.) topics to highlight the role of culture in understanding human behavior and health-related issues. This course intends to strengthen students' multicultural knowledge, sensitivity, and competence in research/professional practice through their exposure to various theoretical/empirical perspectives, media, experiential exercises, etc. Students will acquire in-depth awareness of self and others' worldviews and a better insight into immigrants/minority groups, privilege/oppression, health care access/disparity issues, interpersonal relationship, community health and well being domains.

Take PSYCH-705 & PSYCH-706

3.00

This course serves as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment. It introduces the student to the techniques, methods and theories relevant to the evidence-based practice of clinical neuropsychological assessment. Core topics (not an exhaustive list) include- an overview of the neuropsychological evaluation- purpose, goals, models, consultant role, and interpretive logic; behavioral geography of the brain and the relevant clinical disorders; the rationale of "deficit" measurement and the interpretive process, and- specific neurocognitive functions (memory, language, visuo-perceptual and visuo-spatial, executive and motor function). Applied/embedded learning experiences will include- in-class observation/demonstration of specific assessment techniques, a laboratory component with practice administering key assessment instruments from each domain, and class exercises interpreting data and conceptualizing cases.

Take PSYCH-721. Restricted to Clinical PhD students only.

3.00

In this psychotherapy seminar, students will learn about dialectical behavior therapy (DBT), an evidence-based treatment for borderline personality disorder (BPD). Students will gain knowledge and experience (via role-plays) in behavioral assessment and in all modes of DBT, including individual therapy, group skills training, telephone coaching, and consultation team. Students will explore the theoretical bases of the treatment, as well as gain knowledge of the empirical basis for DBT's use with various patient populations, including BPD, opioid dependent, chronically suicidal/self-harming, and other populations (inpatients, bipolar disorder, friends and family of seriously mentally ill, etc.). Normally offered alternate years.

3.00

This graduate seminar requires students to examine and respond to current thinking and controversies in the conceptualization and categorization of mental disorders generally, and adult disorders in particular. Students will acquire foundational knowledge about the diagnostic characterization, etiology, and epidemiology of the major classes of adult behavior disorders; investigate mental disorders and our current diagnostic system from a variety of different perspectives (clinical, research, biological, sociocultural, etc.); gain significant practice critically evaluating scientific research and in articulating thoughtful responses to social and behavioral research on mental disorders. Normally offered yearly.

3.00

Provides students with foundational skills needed to be both a consumer and producer of psychological research. Topics covered include hypothesis and proposal generation, experimental, correlational and qualitative designs, strategies to minimize bias, measurement issues, participant selection and recruitment, data management, grantsmanship and the dissemination of findings. Ethical issues in the conduct of research are emphasized. Normally offered yearly.

Clinical PhD students only.

0.00

Provides students enrolled in the Ph.D. program in Clinical Psychology an extended introduction and orientation to the program and to the field of clinical psychology. Enrollment by invitation of the DCT only. The lab will be graded P/F. Offered yearly.

3.00

The purpose of this course is to trace the origin and development of psychology as a field of study from its philosophical and scientific roots to present day theories. The emphasis will be on critically examining the various systems of psychology, especially as they are translated into psychological practice, and their development in relation to sciences and societies. Normally offered yearly.

Restricted to Clinical PhD students only.

0.00

Continues the orientation and early skill development of students enrolled in the Ph.D. program in Clinical Psychology. Provides a lab experience within which to explore and develop initial skills preparatory for practicum experience in year 2. Enrollment by invitation of the DCT only. This lab will be graded P/F. Offered yearly.

Restricted to Clinical PhD students only.

3.00

Introduces students to the concept of empirically informed clinical practice. Topics covered include the history of the evidence-based movement in psychology, an overview of the methods used in scientifically-informed clinical practice (e.g., case conceptualization, treatment planning, ongoing assessment of progress), and an introduction to specific evidence-based principles that can be used in psychotherapy (e.g., exposure therapy, behavioral activation, etc.). Normally offered yearly.

3.00

Introduces basic statistical tests such as t tests, ANOVA, correlation, regression, Chi Square, and power analysis. Students are also required to demonstrate proficiency in computer data analysis using SPSS. Normally offered yearly.

PSYCH-722

3.00

Focuses on multivariate statistics and the interaction of research design and statistical analysis. Emphasis on MANOVA, multiple regression, principle components analysis/factor analysis, and logistic regression. Issues involving experimental and statistical control, multicollinearity, specification error, and nesting will be covered. Students learn basic principles of multivariate analysis, read journal articles using multivariate techniques, analyze data using each main type of analysis covered in the course, and write results and tables using APA style. Normally offered yearly.

ADP and Clinical Psychology Doctoral Students Only

3.00

Methodology related to developmental systems will include longitudinal research, program evaluation and outcome research, panel study designs, and mixed-methods designs.

ADP and Clinical Psychology Doctoral Students Only

3.00

With an eye toward incorporating mixed qualitative-qualitative methodologies, this course will provide students with a hands-on learning experience in qualitative study designs and coding approaches. A variety of coding techniques will be explored, along with popular computer-based coding systems.

3.00

Investigates race and ethnicity as ideological categories that both inform group identity and reproduce social inequalities. The course begins with an overview of the social and historical forces that developed these categories, with a focus on some of the major ethnic groups in the United States. Explores historical and contemporary roles played by psychologists around these issues. Students learn how to individually and collectively avoid perpetuating injustices in the science and practice of psychology. Course topics exemplify how race and ethnicity are inextricably linked to other identity categories, especially gender, class, and sexual identity. Normally offered alternate years.

3.00

Introduces students to the social bases of behavior and experience through examination of some traditional topics from the field of social psychology. These include: social cognition; self-knowledge; self-presentation; attitude formation and change; attraction and close relations; altruism; aggression; prejudice and stereotypes; and group dynamics. In addition, the course may include discussion of cross-cultural approaches to healing and the relationship between culture and mental health. Normally offered alternate years.

Instructor Consent Required. Limited to PhD Clinical students.

3.00

Doctoral students complete an academic year of placement service (9-10 months) at one of the selected practica sites during their second year of academic training. Students complete between 12 and 20 hours per week of placement service to include training in assessment, diagnostic interviewing and intakes, intervention, and applied research with diverse populations. Students will receive on-site supervision by licensed psychologists and other approved professionals. Students participate in a weekly practicum seminar. This didactic portion examines the legal, ethical, and professional issues currently facing psychologists in practice with diverse populations, including confidentiality/mandated reporting, informed consent, conflicts of interest, boundary issues, and limits of professional competence. Normally offered every fall semester.

PSYCH-738. Restricted to Clinical PhD students only.

3.00

Continuation of Practicum & Ethics IA. Normally offered every spring semester.

PSYCH-738, PSYCH-739; Instructor Consent Required. Clinical PhD students only.

3.00

Doctoral students complete an academic year of placement service (9 to 10 months) at one of the selected practica sites during their third year of academic training. Students complete approximately 20 hours per week of placement service to include assessment, intervention, and consultation with diverse populations. Students receive on-site supervision by licensed psychologists and other approved professionals. All students will concurrently participate in practicum seminars taught by Suffolk University faculty. The didactic supplement provides a foundation in developing students' knowledge in the areas of consultation and supervision along with continued training in cultural and individual diversity. Normally offered every fall semester.

PSYCH-738, PSYCH-739, PSYCH-740. Restricted to Clinical PhD students only.

3.00

Continuation of Practicum 2A. Normally offered every spring semester.

ADP and Clinical Psychology Doctoral Students Only

3.00

Advanced statistical platforms including SEM and HLM will be used and explored particularly using large data sets with longitudinal and complex developmental designs. This is a hands-on course; students will leave with basic knowledge of statistical programs used for advanced statistical analyses in the developmental sciences.

Doctoral Standing

3.00

Examines theoretical foundations, empirical research, approaches, and ethics of clinical supervision and consultation in professional psychology. Emphasis will also be placed on the integration of theory and empirical findings into the application of skills necessary to work as effective clinical supervisors and psychological consultants. Offered yearly.

3.00

Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered. Normally offered yearly.

Doctoral Standing

3.00

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

3.00

Presents students with an introduction to the field of psychopharmacology. Topics covered will include: the art of prescribing medication; the psychopharmacology of anxiety and psychotic mental disorders (including pediatric and geriatric psychopharmacology); pharmacotherapy and psychotherapy; biopsychosocial factors in drug abuse and addiction. Normally offered alternate years.

Restricted to Doctoral students in the Psychology department. Take PSYCH-716 and PSYCH-721.

3.00

This course focuses on etiological theories of addictive behaviors as well as evidence-based, transdiagnostic assessment and intervention approaches for the treatment of addictive disorders, including substance use and non-substance-related disorders (e.g., compulsive gambling). Emphasis is placed on development of case conceptualization, treatment planning, and decision-making skills, including consideration of readiness to change, patient - treatment matching, relapse prevention, issues related to individual and cultural diversity, and cultural adaptation of treatment techniques.

PhD students only.

3.00

Investigates theories regarding the function and experience of emotion. This course will survey the historical concepts of emotion in psychology and current theories of emotion, including motivational, cognitive and physiological aspects. The course will also describe research methods used in the study of emotion, including psychophysiology and neuroimaging, as well as clinical implications. Normally offered alternate years.

ADP and Clinical Psychology Doctoral Students Only

3.00

Part 1 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

3.00

Examines current theory and research on effective teaching of psychology. Surveys a variety of teaching techniques, tools, and methods for leading discussions, lecturing, assessment, and grading. Additional topics include: learning styles in the classroom, student diversity, development of critical thinking, and ethics in college teaching. Normally offered alternate years.

ADP and Clinical Psychology Doctoral Students Only

3.00

Part 2 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

3.00

Examines the principles and practice of psychotherapy with children and adolescents. Delineates the similarities and differences between evidence based intervention approaches with youth as well as the various theoretical perspectives to which they are related. Normally offered alternate years.

PSYCH 741 and approval from Director of Clinical training. PhD Clinical students only.

1.00

Consent of DCT is required to enroll. Concurrent enrollment in other content courses or Psych 000 is permitted. This course is graded P/F.

Clinical PhD students only.

3.00

Examines the contemporary movement integrating acceptance (willingness to experience thoughts, emotions, physiological sensations and images) and mindfulness (intentional and non-judgmental awareness of the present moment) into traditional cognitive and behavioral approaches to case formulation and treatment. Topics include analysis and discussion of the theoretical underpinnings of this movement, examination of specific emerging therapies, and exploration of the application of these therapies to a variety of clinical problems. Normally offered alternate years.

Restricted to Clinical PhD students only.

3.00- 9.00

Intended for students who are working on their Early Research Project. This course is graded P/F. Offered every semester.

3.00

Intended for students who are preparing for comprehensive exams. This course is graded P/F. Offered every semester.

PhD students only.

3.00

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

Restricted to Clinical PhD students only.

3.00- 6.00

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

ADP and Clinical Psychology Doctoral Students Only

3.00

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

ADP and Clinical Psychology Doctoral Students Only

3.00

This seminar explores the complex, multi-level ecological systems involved in migration and human adaptation to new cultural contexts. With a particular emphasis on children, adolescents, and families, we explore recent developmental topics related to immigration, documentation status(es), discrimination, as well as national integration policies and refugee experiences. Both risk and resilience frameworks will be emphasized.

ADP or Clinical Students only

3.00

This seminar addresses youth development in contexts of structural oppression through the lens of resistance. The goals of this seminar are to honor the individual agency and collective action of systematically marginalized communities in creating historical changes throughout society. Students will focus on the use of applied developmental psychology to describe, explain, and promote social justice activism in solidarity with youth targeted by intersecting systems of oppression such as heteropatriarchy and white supremacy.

ADP and Clinical Psychology Doctoral Students Only

3.00

Human sexuality and gender operate at multiple layers of the developmental system: from historical political systems down to the most intimate aspects of biology and behavior. In this seminar, students will examine how applied developmental psychology has been used to frame questions and create knowledge about sex, gender, gender identity, sexual orientation, sexuality, and romantic relationships. The course will take a trans-affirming queer feminist approach rooted in the inherent dignity of all people, as we grapple with how the process of scientific knowledge production can help and/or harm the struggle for human rights and freedom from oppression.

ADP and Clinical Psychology Doctoral Students Only

3.00

This seminar presents a series of pressing topics, readings, and reflective writing activities focused on studying under-served and marginalized youth, and how systems of oppression continue to impact youth development.

ADP and Clinical Psychology Doctoral Students Only

3.00

Systems at the local, regional, and national level- and the guiding policies that shape resources and access to services- will be explored. Students will learn to write policy briefs, and understand their potential role as experts in advocacy for social policy change.

3.00

Neuropsychology is the study of the affective, behavioral and cognitive consequences of brain injury, and clinical neuropsychology is the professional discipline that deals with the methods and techniques of assessing the consequences of brain insult. Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of diagnosing such disorders and ultimately of developing novel treatments. This course will take the assumption that a good way to become a biologically informed practitioner of clinical psychology, is to participate in systematic instruction and learning in neuropsychology and the clinical neurosciences. In psychology graduate school, you are also becoming the culturally informed clinician, the developmentally informed clinician, and so forth. Toward that goal the reading and lecture materials for Psychology 792 will bring together the fields of neuroanatomy and functional neuroanatomy, neurobehavioral syndromes, cellular mechanisms of the central nervous system, behavior genetics including epigenetics, and psychopharmacology.

3.00

Researchers from the Boston Veterans Administration Hospital lecture on various topics including: neuropsychological assessment; plasticity in development; aphasia; apraxia; attention deficit disorder; aging; memory; dementia; bilingualism; epilepsy; and pain. Held at the Boston Veterans Administration Hospital in Jamaica Plain. Normally offered yearly.

3.00

Continuation of PSYCH 795 at the Boston Veterans Administration Hospital in Jamaica Plain. Normally offered yearly.

3.00

Provides students with a comprehensive overview of functional neuroanatomy, as well as an introduction to neuropathology, neuroepidemiology, and the neurobehavioral consequences of congenital and acquired neurological diseases and disorders. Teaching strategies will include lectures, human brain lab, directed readings, and neurosciences software programs. Held at Boston University School of Medicine. Normally offered yearly.

PHD in Applied Developmental Psychology Students Only

3.00

Semester 1 of a year-long internship in an applied developmental psychology setting. Students will engage in a variety of tasks related to community-based research, and receive weekly supervision and engage in scholarship on the processes and ethics of community-based participatory research. Readings will emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.

PHD in Applied Developmental Psychology Students Only

3.00

Semester 2 in a year-long internship in an applied developmental psychology setting. Students continue engaging in community-based work, culminating in a written community report. Weekly supervision and scholarly discussion focuses on policy and systems in applied settings, and their implications for youth development. Readings continue to emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.

Instructor Consent Required. Restricted to Clinical PhD students.

1.00

Provides full-time enrollment status for students who are on pre-doctoral internships. This course is graded P/F.

1.00

Provides full-time enrollment status for Respecialization students who have completed all content courses and who are pursuing additional practicum training prior to predoctoral internship. Consent of DCT is required to enroll. Concurrent enrollment in other courses is not permitted. This course is graded P/F.

3.00- 6.00

Consists of the intensive study of one aspect of clinical psychology and/or human development in consultation with a faculty member.