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Psychology |
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PSYC 516 - Multicultural Counseling (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
This skill-based course will further develop the students’ working knowledge and basic competency in multicultural counseling theory and application. To this end, the course will focus on the counselor on both a professional and personal level. Additionally, the course will examine salient and population specific issues related to the life experiences of the culturally “different” client and how such experiences impact on the counseling relationship and process. Underlying values and assumptions associated with widely used traditional counseling interventions and their appropriateness with non-mainstream populations will be explored. Traditional and nontraditional culturally consonant counseling approaches will also be discussed.
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PSYC 518 - Theory and Process of Group Interaction (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
An examination of the theories and processes of group dynamics and their relationship to counseling philosophy. Special emphasis will be placed on the synthesis of leadership, membership, and purpose, as well as the evaluation of the appropriateness of various group counseling applications.
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PSYC 520 - Theories of Development (3 credits)
Prerequisite: PSYC 224; and PSYC 360 or equivalent; and consent of instructor
This course will contrast and compare the major models of development: cognitive-structural, psychoanalytic and behaviorist, with special emphasis on their a priori assumptions and research strategies. Works of Piaget, Werner, Freud, Erikson, Skinner, Spence and others will be examined.
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PSYC 526 - Childhood Psychopathology (3 credits)
Prerequisite: Matriculation in the MA in Psychology program or consent of instructor
The nature, etiology, consequences and prevention of the major emotional disorders of children, considered from a developmental viewpoint. Areas include emotional problems of normal children as well as serious psychopathology. Primary emphasis is on psychological factors responsible for deviance. Some attention to organic and constitutional factors.
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PSYC 541 - Psychotherapy: Theory and Practice I (3 credits)
Prerequisite: Matriculation in MA program in psychology or onsent of instructor
This course is designed for graduate students in clinical psychology who are interested in developing effective therapeutic techniques for working with older adolescents and adults. The course will examine psychopathology from a developmental perspective. From this model, various approaches (humanistic, behavioral, cognitive and psychodynamic) to therapy will be applied and evaluated. No preferred treatment modality will be espoused, rather, students will be expected to make use of a combination of techniques and integrate various forms of psychotherapy. Moreover, contextual factors related to diversity will be integrated throughout the course.
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PSYC 542 - Psychotherapy: Theory and Practice II (3 credits)
Prerequisite: Matriculation in MA program in psychology or consent of instructor
This course is designed for graduate students in clinical psychology who are interested in developing effective therapeutic techniques for working with young children and early adolescents. The course will examine child psychopathology from a developmental perspective. From this model, various approaches (humanistic, behavioral, cognitive and psychodynamic) to child therapy will be applied and evaluated. No preferred treatment modality will be espoused, rather students will be expected to make use of a combination of techniques and integrate various forms of psychotherapy. Moreover, contextual factors related to diversity will be integrated throughout the course.
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PSYC 575 - Psychopathology (3 credits)
Prerequisite: Matriculation in psychology MA program or consent of instructor
An examination of the classification, symptoms and treatment of the types of psychopathology listed in the DSM III-R or its revisions. Special focus will be given to differential diagnosis issues and intervention strategies.
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PSYC 580 - Trauma and Loss (3 credits)
Prerequisite: PSYC 500 and PSYC 509 and PSYC 511 and PSYC 541; or consent of instructor
This course explores issues related to human suffering which can halt, derail, alter and challenge the process of personality development. Building upon earlier courses, advanced graduate students will work to integrate how specific developmental challenges impact identity-formation and relate to the process of psychotherapy. A variety of approaches will be used to understand treatment with traumatized or bereaved persons; processes of vicarious traumatization and its prevention are also explored. Psychological understanding of the symptoms and treatment of these issues will be examined through clinical and developmental theory, case summaries and current research. Students will examine how these texts relate to their clinical experiences of trauma and loss in order to further develop professional skills. Offered spring semester.
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PSYC 585 - Mindfulness-Based Stress Reduction: Clinical Applications (3 credits)
Prerequisite: Matriculation in and completion of first year courses in Psychology, MA, Social Work, MSW, or Mental Health Counseling, MEd; consent of instructor
This course provides an immersive experience in Mindfulness-Based Stress Reduction (MBSR) in order to understand its clinical applications. The standard eight-week curriculum is embedded within a 10-week summer elective,exploring how mindfulness-based interventions can support traditional psychotherapy. Various approaches will be used to convey how MBSR is effective: experiential, didactic and self-reflective assignments. A significant time commitment is required, as this course requires 45 minutes of daily home practice throughout the term. Psychological understanding of this evidence-based program will be examined through clinical theory, research, as well as clinical case material. Students will examine how these texts relate to the clinical use of mindfulness practices in order to further develop their professional skills. MBSR trains students to develop life-long self-care practices which may help counselors protect against professional burn-out, while deepening their capacity to be present with clients in distress. Advanced graduate students will cultivate their empathic therapeutic presence while paying particular attention to the working alliance. May be repeated once for additional credit. Offered summer session.
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PSYC 591 - Clinical Practicum (3 credits)
Prerequisite: Both the completion of the first year coursework (PSYC 505, PSYC 506, PSYC 509, PSYC 511, PSYC 512, PSYC 575) and the approval of the Psychology Graduate Committee
The Clinical Practicum will prepare students to work in mental health settings, providing opportunities to observe and assist under supervision. 100 hours required, including a minimum of 40 hours direct service work; 10 hours of individual supervision; and 20 hours of group supervision. One credit each semester: complete in two semesters, 50 hours a semester, working 3.5 hours each week. Two credits: complete in one semester, for 100 hours, working 7 hours each week. May be taken more than once but must total minimum of 100 hours (2 crs).
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PSYC 592 - Internship (3-6 credits)
Prerequisite: PSYC 591 and matriculation in MA program in psychology; consent of department; formal application required
The internship will allow students to apply the skills acquired through classroom and practicum work. Students will be placed in mental health settings and will receive extensive supervision. Required 600 hours, including a minimum of 240 hours direct service work, 15 hours of individual supervision, and 30 hours of group supervision. It may not be taken for more than six credit hours in a single semester. Once begun, the internship must be taken in consecutive semesters. May be completed in two semesters (six credits each semester) for 300 hours each semester, working 20 hours each week, or completed in four semesters (three credits each semester) for 150 hours each semester, working 10 hours each week. Must be taken more than once and must total a minimum of 600 hours (12 credits).
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Reading |
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READ 201 - Teaching Content Area Literacies in Elementary and Early Childhood Classrooms (3 credits)
Prerequisite: ENGL 102
This course focuses on the relationship between literacy instruction and the content areas. The major areas of study include reading and writing in the content areas, text structure, thinking and questioning, a broad spectrum of reading strategies to understand text, the instruction of domain-specific vocabulary, and the necessary tools to effectively teach elementary and early childhood research writing. Integral to this course are the Common Core State Standards outcomes for content area literacy. (CWRT)
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READ 202 - Exploring New Literacies (3 credits)
This course prepares future classroom teachers to better meet the challenges of using new technologies as a vehicle that is interlaced within their language arts instruction. Along with examining software to improve reading and writing, this course will cover such topics as evaluating reliable sources; using online technology tools; creating class websites for more effective teaching; and using blogs, wikis, and other powerful Web tools.
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READ 203 - Children’s Literature and the Reading Process for the PreK-6 Classroom Teacher (3 credits)
This course helps students develop and refine their own understanding of children’s literature, and how literature for children can be selected, evaluated, and used in the classroom. Particular emphasis will be placed on the use of children’s literature in the development of reading.
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READ 204 - Discovering the World in the Classroom: Making Literacy Global (3 credits)
This course is designed to provide practical approaches, materials, and plans for engaging students in the discovery of the nature of the planet earth, the nature of human beings as species, and the nature of global social structures, all in the context of the immediate world of their neighborhood. Through the application of an inquiry-based, cross-curricular approach to literacy instruction, they will discover that a focus on the human world can be a central feature of the language arts plan.
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READ 205 - The Writer’s Workshop for the Classroom, K-12 (3 credits)
Participants will learn the relevance of teaching students (K-12) to write, using the entire writing process, as well as to engage in a Writers Workshop. In order to truly understand the value of the writing process and the Writers Workshop toward the development of a writer, each course participant will examine his/her life as a writer and how this parallels with K-12 development. Various writing genres as described in the Common Core State Standards will be analyzed and explored. Additionally, each course participant will discover the importance of writing in each content subject and at various grade levels and will learn about and participate in writing-to-learn activities.
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READ 503 - Directed Study (1-3 credits)
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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READ 540 - Early Childhood Literacy Instruction (3 credits)
Intended as a content area graduate course in reading for the early childhood educator, this course features many instructional practices that promote language, literacy and learning in the young learner. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing and thinking. Topics include linguistics, discourse, concepts of print, phonemic awareness, phonics, comprehension, authentic assessment, shared reading and writing, and guided reading and writing. Through an understanding of theories that support best practices, teachers develop specific strategies for observing and supporting young learners as they become successful, independent, and thoughtful readers and writers. Offered spring and fall semesters, and summer session II.
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READ 541 - Elementary School Literacy Instruction (3 credits)
Intended as a content area graduate course in reading for the elementary school educator, this course features many instructional practices that promote language, literacy and learning in the developing literate. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing, viewing and producing. Topics include assessment, word analysis, vocabulary, narrative and expository text structures, guided reading and writing, comprehension strategies and study skills. Through an understanding of theories that support best practices, educators develop specific strategies for observing and supporting students as they become successful, independent and thoughtful readers and writers. Offered spring and fall semesters, and summer session II.
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READ 545 - Global Literacies: Discovering the World in the Elementary Classroom (3 credits)
Master’s candidates who are practicing teachers continue to prepare for their role in the Massachusetts classroom by considering, examining, practicing and planning for effective teaching and learning environments. Through the application of an inquiry -based, cross-curricular approach to literacy instruction, they will discover that the human world can be a central feature of the language arts plan. The course is designed to provide practical approaches, materials and plans for engaging children in the discovery of the nature of the planet earth, the nature of human beings as a species and the nature of global social structures, all in the context of the immediate world in their neighborhood.
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READ 546 - New Literacies for Internet Comprehension (3 credits)
Prerequisites: Access to a personal computer/laptop with printer and regular access to Internet connection, browsing capability and e-mail. May not be audited. Please see the Bridgewater State University website for information about Web and Web-based courses.
This course seeks to qualify educators in preparing youth for the challenges of reading comprehension in an age of online information through research-based instruction and Web inquiry. Leu, Kinzer, Coioro, and Cammack (2004) identify these five skills as asking questions, locating information, critically evaluating information, synthesizing information and communicating information. “New literacies” is the term referred to as these reading comprehension skills require novel strategies on the Internet and take a new literacies theoretical perspective. Educators develop an in-depth understanding of the role of the Internet in literacy development and the impact of the historical connections between literacy, learning, technology and culture.
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READ 547 - Teaching English Learners to Read and Write (3 credits)
In this course, educators will learn an effective framework regarding the levels of language development in listening, speaking, reading and writing for English learners. Educators will acquire effective strategies for creating conditions that support students’ first languages and in becoming proficiently literate in their first and subsequent languages. Educators will learn to develop culturally and developmentally responsive approaches to teaching English learners to read and write, with specific attention to assessment and instructional planning, the relationship between speech and print, word identification and vocabulary, beginning reading and writing practices and content area reading/writing/technology connections.
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READ 548 - Case Studies in Dual Language Instruction: Theory and Practice (3 credits)
Population and demographic changes in the United States in recent decades have resulted in a dramatic increase in student populations whose learning needs would be best met in a multilingual learning environment. Classroom teachers in this course prepare for their role in meeting the needs of an increasing population of second and third language pupils in the Commonwealth of Massachusetts. This course is designed to provide a direct, concrete, case-study learning experience in the lives of at least two families inhabiting such multilingual life worlds. This course is also designed to offer a comprehensive theoretical foundation in the history and conceptual frameworks related to second language instruction in the United States.
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READ 549 - Reading in the Content Areas (3 credits)
In a workshop format, educators use their own textbooks to develop exercises that aid their students in comprehending expository text. Direct and indirect strategies for teaching vocabulary, reading processes, skill acquisition, study guides and levels of questioning are analyzed and utilized as they apply to different content material. May not be audited. Includes 25 hours of fieldwork.
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READ 550 - Improving Literacy Instruction (3 credits)
Literacy educators are introduced to the subject matter that constitutes effective literacy instruction (all levels). They examine classroom practices that are consistent with the socio-psycho-linguistic theories of learning and develop a knowledge base of literacy instruction that benefits students’ comprehension and expression of a variety of texts. May not be audited. Includes 25 hours of fieldwork.
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READ 551 - Case Studies in Literacy Acquisition and Development (3 credits)
Through case studies, literacy educators develop an understanding of first and second language acquisition and development. Knowledge of sociocultural, psychological, linguistic and cognitive functions that impact reading and writing processes provides the foundation for individual and group instruction and assessment. May not be audited. Includes 25 hours of fieldwork. Offered summer session II and fall semester.
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READ 552 - Literacy Assessment Principles and Techniques (3 credits)
Prerequisite: READ 551 and matriculation in the MEd in Reading; or consent of program coordinator
Literacy educators use observation techniques and formal and informal diagnostic procedures to measure and monitor students’ literacy processes and behaviors. They analyze assessment data and recommend a model of diagnostic instruction that addresses students’ strengths and weaknesses. The resulting report is made available to parents and allied professionals. May not be audited. Includes 25 hours of fieldwork. Offered spring semester and summer session II.
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READ 553 - Issues in Literacy Education for Social Justice (3 credits)
Prerequisite: READ 550 and matriculation in the MEd in Reading; or consent of program coordinator
In a context of rapidly changing demographics, economies and technologies, literacy educators prepare to lead in matters of curriculum and instruction for the 21st century. Through extensive reading, writing, research, discussion and debate, they advance their thinking in a range of complex political and educational issues which impact the local, national and global communities. May not be audited. Includes 25 hours of fieldwork. Offered spring semester and summer session II.
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READ 554 - Research in Literacy Teaching and Learning (3 credits)
Prerequisite: Matriculation in the MEd in Reading; or consent of program coordinator
Literacy educators explore numerous research traditions and methods, including ethnographic, descriptive, correlational, experimental and multivariate. They develop a research project that demonstrates a fundamental understanding of the methodology, data collection procedures and analysis techniques that are central to a range of research, assessment and instructional perspectives and policy work. May not be audited. Includes 25 hours of fieldwork. Offered fall semester and summer session II.
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READ 555 - Supervision and Administration of Literacy Programs (3 credits)
Prerequisite: READ 550 and READ 552 and matriculation in the MEd in Reading; or consent of program coordinator
In order to develop a more literate environment, literacy educators draw on their professional knowledge base and state and national standards to assess a school-wide literacy program, analyze assessment data, develop a literacy plan, and provide a variety of opportunities for professional development and parental support. This firmly establishes them in the role as mentor and coach. May not be audited. Includes 25 hours of fieldwork. Offered fall semester.
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READ 556 - Literacy Curriculum Development and Implementation (3 credits)
Prerequisite: READ 555 and matriculation in the MEd in Reading; or consent of program coordinator
Literacy educators consider current and historical perspectives in examining various curriculum models. This forms the basis for evaluating a local curriculum and examining the research foundations for state frameworks. May not be audited. Includes 25 hours of fieldwork. Offered spring semester.
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READ 558 - Practicum Experience I for the Reading Specialist (3 credits)
Prerequisite: READ 550 and READ 551 and READ 552 and READ 553 and READ 554 and READ 555 and READ 556; application approved by adviser, field placement supervisor, program coordinator and dean of College of Education and Allied Studies and evidence of one of the following: (a) an active MA DESE licensure as Reading Specialist or (b) a passing score on the Massachusetts Tests for Educator Licensure® (MTEL) for Reading Specialist (08)
Literacy educators assume the role of reading specialists and English Language Arts (ELA) curriculum leaders in working with students, teachers and the entire school community in a supervised 200-hour field experience. READ 558 and READ 559 are taken consecutively and considered to be a yearlong supervised 400-hour field experience. Offered spring and fall semesters.
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READ 559 - Practicum Experience II for the Reading Specialist (3 credits)
Prerequisites: READ 558 and application approved by adviser, field placement supervisor, program coordinator, dean of College of Education and Allied Studies
Literacy educators extend and enhance their work as reading specialists and ELA curriculum leaders in working in a supervised 200-hour field experience. In addition to required course work, READ 558 and READ 559 are required in order to receive college endorsement for licensure with the Massachusetts Department of Elementary and Secondary Education as Reading Specialist (all levels). May not be audited. Includes 200 hours fieldwork. Offered spring and fall semesters.
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READ 560 - Literacy Research Seminar (3 credits)
Prerequisites: READ 552 and READ 553 and READ 554 and READ 556; and evidence of one of the following: a) an active MA DESE licensure as reading specialist or b) a passing score on the Massachusetts Test for Educator Licensure® (MTEL) for Reading Specialist (08)
Literacy educators examine, review, analyze and reflect upon their academic and professional development. They conduct and report on an in-depth, systematic investigation of literacy programs and practices. READ 560 is a yearlong companion course to READ 558 and READ 559. May not be audited.
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READ 570 - Special Topics in Literacy Education (1-4 credits)
Prerequisite: Course prerequisite may be specified depending on the nature of the topic
Special topics of current relevance in literacy education will be offered. The topic to be addressed will be announced prior to registration. May not be audited. May be taken more than once.
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READ 650 - Research in Literacy Curriculum and Instruction (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
As consumers of educational research, literacy educators develop a knowledge base of varied research methodologies. As producers of educational research, they select a topic, conduct a review of literature related to their topic, design a research procedure and submit a research proposal for approval. Includes 25 hours of fieldwork.
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READ 651 - Socio-Psycholinguistics and Critical Literacy (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
A review of reading instruction in the United States gives literacy educators a historical perspective for understanding the work of researchers, teachers and curriculum developers in responding to rapidly changing materials, media forms and technologies. They examine theoretical processes and models of reading and writing to develop an in-depth understanding of socio-psycholinguistic and critical theories of language, literacy and learning. Includes 25 hours of fieldwork.
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READ 652 - Cultural Foundations of Literacy (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
Literacy educators develop a cognitive framework and consciousness for the complexities of the literacy event as it is shaped by social, cultural and political functions of language and literacy learning. They examine models of language processes as heuristic devices for generating theories of linguistic behaviors in our local and global societies. Includes 25 hours of fieldwork.
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READ 653 - Diagnosis, Assessment, and Evaluation of Student Performance and Program Effectiveness (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
Literacy educators learn and practice diagnostic, decision-making procedures for informing literacy curriculum and instruction for individuals and groups. The diagnostic process guides the literacy specialist in gathering and integrating background information, previous and current data as well as ancillary information pertinent to more individualized forms of clinical instruction (as needed) and to more effective group practices in the N-12 spectrum. Includes 25 hours of fieldwork.
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READ 654 - Principles and Programs in Professional Development (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
Through data-driven supervision and administration of reading and literacy programs, literacy educators examine and reflect upon their roles as professional leaders and agents of change in their schools and communities. Guided by a thorough knowledge of socio-psycholinguistic and critical theories and of the demand for raising professional standards, they cultivate leadership in collegial partnerships and relationships by creating a more literate environment and engaging in more effective learning and teaching practices. Includes 25 hours of fieldwork.
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READ 655 - Case Studies in N-12 Literacy Curriculum and Instruction (3 credits)
Prerequisite: Matriculation in CAGS in Reading; course restricted to cohort members
Literacy educators engage in N-12 district case studies. They use a variety of techniques to assess and evaluate the effectiveness of the existing language arts curriculum. Through related initiatives, they develop a well-documented report of program strengths and needs and make specific standards-based recommendations for the implementation of more effective literacy curriculum, instruction and assessment. Includes 25 hours of fieldwork.
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READ 670 - Seminar for Advanced Studies in Literacy (3 credits)
Prerequisite: Course restricted to cohort members
Literacy educators develop a foundation for curriculum leadership in language, literacy and learning. They examine and explore educational values and trends and create a vision for literacy education at all levels. Through this process, they identify an area of instructional practice for additional research. Includes 25 hours of fieldwork.
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READ 680 - Research Project in Exemplary Literacy Practice (3 credits)
Prerequisite: Consent of program coordinator; formal application required
Working with a faculty member from the graduate programs in reading, the candidate for the Certificate of Advanced Graduate Study (CAGS) in Reading will refine a research proposal developed in READ 650: Research in Literacy Curriculum and Instruction, conduct a research study, analyze and interpret data gathered from the study, draw conclusions and make recommendations. The CAGS in Reading candidate will refine a website developed in INST 552 Multimedia for Educators, which includes all aspects of this research project, and will present and defend this research project and website at a CAGS Research Project Defense Presentation. This course is graded on a (P) Pass/(N) No Pass basis.
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READ 681 - CAGS Literacy Practicum (6 credits)
Prerequisite: For those not already holding a MA DESE license as a Reading Specialist: a passing score on the Massachusetts Test for Educator Licensure® (MTEL) for Reading Specialist (08); and READ 650 and READ 651 and READ 652 and READ 653 and READ 654 and READ 655 and READ 670; and INST 551 or approved course substitution; and an application approved by adviser, field placement supervisor, program coordinator and dean of the College of Education and Allied Studies; course restricted to cohort members
In this culminating experience, literacy educators provide leadership through the administration and supervision of language and literacy programs. They implement the approved research project proposed in READ 650. The implementation, documentation and resulting multimedia electronic thesis combine evidence of a successful practicum experience. Includes 25 hours of fieldwork.
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READ 682 - CAGS Literacy Practicum (1 credit)
Prerequisite: Approval of program coordinator; course restricted to cohort members
This course is required of candidates who have not completed and/or successfully defended their project and electronic thesis in the preceding semester. Such candidates will register for READ 682 each semester thereafter (fall and spring) until the project has been completed. Course is graded on a (P) Pass/(N) No Pass basis.
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Recreation |
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RECR 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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RECR 230 - Introduction to Recreation (3 credits)
The history of recreation from primitive human to the present. Philosophies of recreation, leisure, work and play are presented. Recreation services and career opportunities are discussed. Professional organizations and literature are reviewed. Offered fall semester.
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RECR 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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RECR 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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RECR 324 - Recreation for Individuals with Disabilities (4 credits)
This course will address etiology, treatment, and functional physical, motor, and behavioral skills of individuals with disabilities. In addition, the course will explore accessible recreational facilities as well as a variety of activity settings, ranging from most restrictive to full inclusion. Special emphasis will be given to individuals with sensory impairments, limited intellectual capacity, neuromuscular disorders, chronic health conditions and unique needs among aging populations. Laboratory experiences will include an exploration of program delivery systems and services. Two hours of lecture and one two-hour laboratory weekly.
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RECR 331 - Outdoor Recreation Resources (3 credits)
Prerequisite: RECR 230
Study of the design, effective use, management and programs of outdoor recreation and conservation areas. Offered alternate years.
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RECR 332 - Leadership and the Group Process (3 credits)
Prerequisite: RECR 230 which may be taken concurrently
This course provides theory and experiences necessary to develop an understanding of leadership, group dynamics and effective group skills. Offered fall semester.
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RECR 333 - Camp Leadership and Organized Camping (3 credits)
A study of organized camps and camping programs with particular emphasis on program planning, selection and training of staff and administrative details in organized camping. Offered alternate years.
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RECR 461 - Organization and Administration in Recreation (3 credits)
Prerequisite: RECR 230
Organization and administration of recreation at public, private and commercial agencies are examined. Planning, organizing, directing, controlling and evaluating leisure services are included. Offered spring semester. May be taken for graduate-level credit.
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RECR 462 - Programming for Recreation and Leisure (3 credits)
Prerequisite: RECR 230
The opportunity to plan, conduct, evaluate and observe a wide variety of both on-campus and community-based programs and activities. Offered spring semester. May be taken for graduate-level credit.
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RECR 463 - Current Issues in Recreation and Leisure Service (3 credits)
This course will provide for the study of selected current issues and changing trends in recreation and leisure service. May be taken for graduate-level credit.
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RECR 475 - Games Leadership Workshop (3 credits)
This workshop is designed for people interested in building relationships through play in games. The games emphasis will move away from the familiar competitive play experience to the non-competitive, supportive and cooperative play experience. Participants will develop a repertoire of games suitable for all ages. Leadership competence will provide participants with the tools to take games to others in schools, business, community groups and the family. Offered alternate years. May be taken for graduate-level credit.
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RECR 498 - Field Experience in Recreation (3-15 credits)
Prerequisite: Consent of the department; formal application required
A field experience offers qualified students the opportunity to gain practical experience in their field of study. Placements are made in both public and private agencies and are designed to complement the student’s theoretical study. This course may be repeated for a maximum of 15 credits.
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RECR 499 - Directed Study in Recreation (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to all juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits. Offered either semester.
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Russian |
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LARU 101 - Elementary Russian I (3 credits)
An introduction to elementary syntactic, semantic, phonetic and paralinguistic structures is offered. Pertinent everyday cultural concepts are discussed. Relevant comparison and contrast with the native language is treated. Functional communication in the second language in a controlled environment is the principal objective of the course. Note: See the “Departmental Foreign Language Policy” in the “Foreign Languages” section of this catalog. (CGCL; CHUM)
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LARU 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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LARU 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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LARU 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived.
Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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Science - General |
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GSCI 507 - Topics in Technology/Engineering for the Middle School Teacher (3 credits)
Prerequisite: GSCI 501
This course presents selected areas of Middle School level (grades 5-8) Technology/Engineering as determined by the requirements of the Massachusetts Curriculum Framework in Science and Technology/Engineering. Possible topics include the design process, impact of technology on nature, future technologies, tools and machines of technology, resources and technology in communication, transportation and power.
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GSCI 560 - Special Topics in Science Teaching (1-3 credits)
This course uses the content-rich problem-based integrated science approach and covers special topics of current relevance in science education. This course will weave science standards and instructional strategies with the science content. The topic to be addressed will be announced prior to registration. The course may be repeated for different topics.
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Science ‐ Natural |
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NSCI 150 - Living in the Natural World (1 credit)
Prerequisite: Restricted to students in the Science and Mathematics residential living community
This Science and Mathematics Residential Learning Community class is intended help students succeed in their chosen science or mathematics field. Students will learn about resources available to help them do well in their classes and flourish on the campus. Students will become more aware of and practice the skills, methods and applications that will result in graduation, obtaining careers and further education. Offered fall semester.
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NSCI 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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NSCI 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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NSCI 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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NSCI 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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NSCI 521 - Watersheds: Stream Ecology, Water Quality and Land Use (4 or 6 credits)
Prerequisite: A course in ecology or environmental science and one course in either chemistry, earth science or geography
Part I, spring semester workshops two weeks in Summer Session II; Part II, fall semester workshops and/or watershed project. This is an interdisciplinary course primarily for teacher professional development in stream ecology, water quality and land use impacts in local watersheds. The RiverNet Watershed Access lab will be used to advance local community watershed initiatives that improve water quality and protect watershed resources. Workshops and projects will emphasize hands-on training in stream ecology, aquatic insect identification, water quality assessments and the use of Massachusetts GIS (Geographic Information Systems). The project goal will be to evaluate land use impacts on the water quality of a stream or river in the local community of each team. A local watershed initiative project will be developed by each participant and presented in a Watershed Access Lab one-day conference. Four credits require Saturday workshops, eight-day summer institute and a one-semester watershed project presented at the WAL Conference. Six credits require Saturday workshops, eight-day summer institute and summer research project report, and an academic year watershed project presented at the WAL Conference. Offered spring and fall semesters, and summer II.
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Science ‐ Physical |
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PHSC 501 - Problem Solving in Physical Science (3 credits)
This is the introductory course for the MAT in Physical Science Program. This course uses a content-rich, problem-based approach. The course will introduce the process and culture of teaching physical science. This course will weave the Curriculum Frameworks and MCAS expectations with instructional strategies. Students will be introduced to resources for teaching physical science.
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PHSC 503 - Directed Study
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PHSC 590 - Integrated Physical Science 3 credits
This is the capstone course for the MAT in Physical Science Program. The course will continue and refine the process and culture of teaching physical science. This course uses a content rich, problem-based integrated science approach. The course will allow students to bring together their content mastery in science with the pedagogy developed in their education courses and develop ways to put them into practice.
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Social Work |
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SCWK 135 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and others at the discretion of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. This course may be repeated for a maximum of three credits. Offered fall semester.
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SCWK 136 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and others at the discretion of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. This course may be repeated for a maximum of three credits. Offered spring semester.
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SCWK 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above.
Students with 24 or more transfer credits will have this requirement waived. First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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SCWK 250 - Introduction to Social Welfare (3 credits)
Prerequisite: PSYC 100 or SOCI 102
This course includes the analysis of the conceptions of social welfare, the historical development and function of social welfare and the value systems underlying the political, economic and social response to human needs. It offers an overview of the roles of the social worker and the varied settings in which interventions are employed. Offered annually. (CSOC)
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SCWK 270 - Social Work Issues of Diversity and Oppression (3 credits)
This course introduces students to the life-long learning process of (1) addressing issues of power and privilege and (2) developing culturally competent social work practice. Students will explore issues related to working with diverse groups of people locally and globally with regards to gender, ethnicity, race, citizenship status, sexual orientation, gender identity, socio-economic level, ability status, age and faith. Emphasis will be placed on defining and developing skills for culturally competent social work generalist practice through students’ self-reflection, experiential learning, and critical analysis of social inequalities. This course aims to ground students in a strengths based/empowerment model and to support students in their work towards a more socially just world. (CMCL; CSOC)
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SCWK 286 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and others at the discretion of instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. This course may be repeated for a maximum of three credits. Offered fall semester.
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SCWK 287 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others at the discretion of instructor
Sophomore Honors Colloquia allow Honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. This course may be repeated for a maximum of three credits. Offered spring semester.
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SCWK 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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SCWK 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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SCWK 304 - The Psychosocial Development of Women (3 credits)
This course will provide an introduction to “women’s reality” in terms of current research on women’s values and needs. The course will cover such topics as power and conflict, sexuality and intimacy, creativity, ethnicity and the effects of oppression as well as the emotional problems that appear to affect women, e.g. depression, eating disorders, etc.
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SCWK 305 - Interventions in Child Welfare (3 credits)
Prerequisite: Nine hours in behavioral studies
In this course students will learn how to protect children and support families at risk for child abuse and neglect. The course will teach students how to conduct a risk assessment and engage families and children in effective services. Practice, policies and program design of various methods of intervention including family preservation, kinship and foster care, and adoption will be covered. Attention will be given to the relationship between substance abuse and domestic violence and child abuse. Ways of promoting healthy child and family development will also be addressed. Offered either semester.
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SCWK 320 - Human Behavior and Social Environment I (3 credits)
Prerequisite: SCWK 250 and SCWK 270 and one human biology course from the following: BIOL 100, BIOL 102, BIOL 110, BIOL 117, BIOL 121, BIOL 128
This foundation course introduces the student to the social work perspective on human development and its organizational and social contexts. The course provides a multidimensional framework, addressing the interactions among human biological, social, psychological and cultural systems as they affect and are affected by human behavior. Building on the introduction to the social work profession offered in SCWK 250 and the extensive content on oppression and discrimination in SCWK 270, the course offers a theoretical grounding upon which practice and policy courses will build. As a theory-driven course, this course will introduce students to diverse and sometimes conflicting theories that attempt to explain human functioning. Efforts will be made to understand the contexts in which these theories were developed as well as their strengths and limitations; students will learn to evaluate theories as tools for understanding clients in a multicultural society. Offered either semester.
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SCWK 321 - Human Behavior and Social Environment II (3 credits)
Prerequisite: SCWK 250 and SCWK 270 and SCWK 320
This is the second course in the human behavior sequence; it builds upon a liberal arts base and addresses the varied biological, psychosocial, cultural, economic, and political factors that separately and together influence human adaptation. In this course, students will review and critique theories of human development, functioning and well-being as they apply to human interactions through the entire life span. To help students consider diversity in many of its manifestations, the course will examine what the research suggests is normative development while examining some of the particular challenges confronting individuals at each phase. Utilizing a strengths perspective, the course will focus on risk and resilience as they influence people’s lives as individuals and as members of families, communities, cultures, and society. Offered either semester.
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SCWK 333 - Current Issues in Aging: A Multidisciplinary Perspective (3 credits)
Prerequisite: Six credits in behavioral sciences or health
In the United States and abroad, population aging is one of the most critical challenges facing national and local governments, business, social institutions, communities and families. This course will focus on issues and concepts in the field of aging with the goal of providing an overview of key elements of gerontological competency in social work. We will cover the normal physical, psychological, social and cognitive changes in later life and examine the services and programs available to older persons and their families.
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SCWK 338 - Introduction to Social Work Practice (3 credits)
Prerequisite: Acceptance into the Social Work Program and SCWK 250 and SCWK 270; and SCWK 320, which may be taken concurrently
This service-learning course is designed to provide students with an introduction to the basic knowledge, skills and values essential to entry-level generalist social work practice. The focus will be on the application of social work knowledge and values and the development of interviewing skills as they relate to relationship building, data collection and assessment of client systems. Instructors will provide students with the necessary information to arrange the service learning placement. Students may also make visits to social service organizations with the class. In addition to the weekly lecture, the course incorporates a 45-hour service learning component.
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SCWK 349 - Perspectives on the Holocaust (3 credits) Cross Listed with CRJU/INTD 349
Prerequisite: CRJU 201 or SCWK 270
This course introduces students to an interdisciplinary approach to studies of the Holocaust. An apocalyptic event, the Holocaust provides countless opportunities for students to identify and construct central questions and then embark on a journey of critical analyses and increased understanding of this historical event. Several topics are pursued including the sociopolitical processes that permit government-led discriminatory treatment of various social groups despite their possession of citizenship; the codification of laws that legitimized the marginalization, criminalization, and the near genocide of the Jews and other groups during the ascension and the apex of Nazism in Germany and the ability of government to gain the participation of ordinary people in this coordinated effort of abuse, theft and murder. In addition, this course reviews the human experiences of resistance, resilience and the survivorship of those who remained alive and intact physically, mentally, spiritually and socially during the Holocaust. Finally, the determination of relevant applications from the study of the Holocaust to nascent social conditions and social problems occurring elsewhere in the world is undertaken. Offered annually. (CGCL; CMCL)
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SCWK 350 - Social Welfare Policy (3 credits)
Prerequisite: SCWK 250 and SCWK 270
This course offers students an opportunity to develop knowledge and skills in the areas of social welfare policy and policy practice. Prerequisite courses have addressed important content related to the social welfare system in the United States, social problems, human diversity, government, and social work practice. This course will apply those knowledge areas to a detailed study of social welfare policy and policy practice. It will cover important areas of social welfare policy within the United States and will analyze selected major social policy issues of current concern. This course will also address the skills and tasks necessary in developing, implementing, and assessing policy at varying levels of sponsorship and implementation. Offered either semester.
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SCWK 355 - Study Tour in Social Work (3 credits)
Prerequisite: Junior standing or above or consent of instructor
This course will offer students a first-hand, supervised cross cultural travel and study experience from a historical and social perspective of social problems in the country they visit. Students will participate in lecture, site visits, research and other academic experiences, including pre and post-travel activities, as appropriate. Topics focus on historical development of world cultures, practices, beliefs and response to social problems. This course is interdisciplinary in nature, drawing upon, for example, visual and performing arts, religious traditions, political organization, economic development, social and family life. This course is repeatable for credit for different countries. (CGCL; CSOC)
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SCWK 375 - Data Analysis for Social Work (3 credits)
This course is for social work majors who have not been exposed to statistical analysis. The course deals primarily with descriptive (i.e., summarizing and describing major characteristics of collected data) and inferential statistics (i.e., making predictions or inferences about the likelihood that relationships between variables within the data set also exist beyond the data collected). It prepares students to be knowledgeable consumers of social research by exposing them to the tools needed to appreciate, interpret, use, and integrate statistics within the practice of social work. (CQUR)
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SCWK 380 - Research Methods in Social Work (3 credits)
Prerequisite: SCWK 250 and SCWK 270; and SCWK 375 or PSYC 201 or SOCI 391
In this course, students will examine the ethical issues involved in research, understand the logic of research, and critically analyze pertinent literature. The course teaches students to develop research questions and introduces a number of research techniques by which their questions might be answered, including surveys, experiments, single subject designs, qualitative research methods and program evaluation. Students will be introduced to the preliminary stages of the research process including problem formulation, reviewing the literature, question/hypothesis generation, selection of data collection strategy and scales and measurement. (Formerly SCWK 440)
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SCWK 392 - Treating Childhood Sexual Abuse (3 credits)
Prerequisite: Six hours/credits in psychology or sociology
This course will introduce the student to the many ways in which child sexual abuse affects a young child and family. Beginning with a brief historical overview of sexual abuse of children and our society’s response to it, we will examine theoretical models for understanding abuse. The course will address the ways in which sexual abuse impacts the development of infants, toddlers and adolescents, and will include a discussion on treatment approaches for social workers and other practitioners. Offered once annually.
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SCWK 399 - Special Topics in Social Work (3 credits)
Prerequisite: Nine hours in behavioral sciences
Various topics in social work will be offered from time to time. Topics will be announced prior to registration. May be taken more than once. Offered either semester.
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SCWK 415 - Social Services in Alcohol and Substance Abuse (3 credits)
Prerequisite: SCWK 250 and SCWK 270
The course provides an overview of the problem of alcoholism and the various programs that deal with the problem. It has been designed primarily for students who have an interest in the area of alcoholism and substance abuse and either may be considering a career in treatment for alcoholism or may merely wish to expand their area of competence. The course focuses on the central issues of causation, resources, management, and treatment from a social work perspective. Students need to understand how the various programs and human service systems are planned, organized and evaluated. Students are introduced to theory and practice in relation to the functions that form the basis of various programs and services. Agency visits may be made. Offered either semester. May be taken for graduate-level credit.
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SCWK 431 - Social Work Practice with Individuals, Families and Groups (3 credits)
Prerequisite: SCWK 338
In this course, different practice models and theoretical perspectives will be examined with the goal of critical reflection on their usefulness and limitations in various practice situations. Focusing on the continuing development of practice skills and the ability to integrate them with social work knowledge and values, students address the development of the client/group/system relationship. Students also explore the differential use of self in assessment and intervention. In this course, students focus on diversity in all aspects of social work practice. Key topics include professional identity, the role(s) of the social worker and ways to address one’s own professional and personal needs in order to maintain high quality, ethical practice. Offered either semester. May be taken for graduate-level credit.
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SCWK 432 - Social Work Practice with Communities and Organizations (3 credits)
Prerequisite: SCWK 338
This course introduces students to community practice and the “macro” perspective. The goals of macro practice are to empower clients, to strengthen communities, and to ensure that human services agencies deliver effective services. Attention will be given to the needs of vulnerable client populations, to the resources available to meet those needs, and to some of the strategies and techniques designed to make these systems more responsive and accountable to these populations. Emphasis throughout the semester is on critical thinking and on the needs of vulnerable populations. This course incorporates the use of researched-based investigation and the implementation of a community/social problem intervention. Offered either semester. May be taken for graduate-level credit.
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SCWK 480 - Advanced Special Topics in Social Work (3 credits)
Prerequisite: Consent of instructor
Special topics of current relevance to social work practice at an advanced level. Topics to be addressed will be announced prior to registration each semester. May be repeated with different topics for a maximum of six credits.
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