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Catalog Home
Graduate Academic Programs, Courses,
Policies, and Procedures
Published by the University of Massachusetts Boston, September 2023
The content of this publication is managed by Academic Affairs.
Information contained within this catalog is accurate as of the date(s) of publication and subject to change.
Using This Catalog
This catalog contains important information about graduate courses, academic programs,
departments, policies and procedures, and resources at the University of Massachusetts Boston.
Information is organized into sections which can be found using the menu on the left-hand side of all catalog
pages or by using the catalog search feature at the top of the menu.
As information presented in this catalog may change after publication, it is recommended that individuals
consult relevant university departments and officials when making academic decisions.
Course Descriptions
If you wish to find a particular course description, you can click on the Course Descriptions link in the
navigation bar on the left and search by:
• department
• course number
• course prefix
• keywords
Program Information
There are two ways to locate information about specific master's, PhD, and certificate programs.
To go directly to specific degree requirements and admissions requirements, click on "Graduate Programs"
in the navigation bar on the left. Programs are listed in alphabetical order by degree type.
You can also click on "Colleges, Schools, & Departments" in the navigation bar on the left. Programs are
listed alphabetically within their administrative unit. For degree requirements and admissions information,
click on the degree you are interested in.
General Information
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Links to information on financial aid and assistantships, academic policies, grant support, and general
information about the university are found under the appropriate headings in the navigation bar on the left.
Additional information about the university can be found online at www.umb.edu.
This publication is produced by the University of Massachusetts Boston to provide information about the
university to persons who work and study at the university, to persons who may be interested in applying for
admission, and to parents, teachers, counselors, and the general public. THIS PUBLICATION IS NEITHER
A CONTRACT NOR AN OFFER TO MAKE A CONTRACT. While every effort has been made to ensure the
accuracy of the information in this publication, the university reserves the right to make changes at any time
with respect to course offerings, degree requirements, services provided, or any other subject addressed in
this publication. The information in this publication is provided solely for the convenience of the reader, and
the university expressly disclaims any liability that may otherwise be incurred.
The University of Massachusetts Boston is an affirmative action/equal opportunity institution and prohibits
discrimination on the basis of race, color, sex, age, religion, national origin, sexual orientation, disability, or
veteran status in its employment; in the recruitment, admission, and treatment of students; and in its policies
and programs, as required by federal and state laws and regulations. All inquiries regarding Title IX of the
Educational Amendments of 1972 and/or Section 504 of the Rehabilitation Act of 1973 may be directed to
the Director of Affirmative Action, University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA
02125-3393, 617.287.5180. Inquiries regarding the application of the nondiscrimination policy may also be
directed to the Coordinator or the Assistant Secretary for Civil Rights, U.S. Department of Education.
2023-2024 Graduate Catalog Notices and Updates
Below you will find a summary of what has changed from the previous edition of the Graduate Catalog.
Please note that minor changes to academic programs (i.e. additions to the list of courses accepted in a
program requirement) are not listed in this section, but these changes can be found on the program pages.
Courses that have been inactivated have also been removed from the Course Descriptions section and the
academic program pages. Previous editions of the catalog can be used to find information on these courses
and they will still count toward academic program requirements they were previously listed in.
Notices
• The Gerontology programs have transitioned to the Manning College of Nursing and Health
Sciences
Program Additions
Program Changes
Apply to students with program catalog terms of Fall 2023, Spring 2024, and Summer 2024 only
• Accounting (MS)
• Education (MEd) - Initial Licensure in Middle/Secondary Education Track
• Exercise and Health Sciences (MS)
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• Exercise and Health Sciences (PhD)
• Gerontology (MS)
• Gerontology (PhD)
• Higher Education (EdD)
• Higher Education (PhD)
• Latin and Classical Humanities (MA)
• Mental Health Counseling (MS) - Adjustment Counseling Concentration
• Nursing (PhD) - BS to PhD Health Policy and Population Health Track
• Nursing Practice (DNP) - BS to DNP
• Urban Education, Leadership, and Policy Studies (EdD)
• Urban Education, Leadership, and Policy Studies (PhD)
Course Additions
• ANTH 642: Latin American Historical Archaeology: Addressing Colonialism, Nation, Diaspora, and
Displacement
• APLING 688: English as a Second Language Licensure Pre-Practicum
• BIOL 617: Biostatistics and Experimental Design Lab
• BIOL 649: Responsible Conduct of Research
• BIOL 682: Genome Stability: DNA Damage and Repair
• CHEM 608: Data Analysis in Chemistry
• EDLDRS 755: Advanced Research Methods: Participatory Action Research
• PPOL-G 603: Community-based and Participatory Research
Renumbered Courses
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Course Changes
• AMST 602L: American Society and Political Culture: 1600-1865 (Course Title and Description)
• AMST 603: Modern Political, Social, and Cultural History (Course Title and Description)
• AMST 697: Topics in American Studies (Course Reactivation and Description)
• APLING 623: Sociolinguistics (Description)
• BIOL 607: Biostatistics and Experimental Design (Course Title)
• CSP 660: Physiological Bases of Behavior (Description and Components)
• EDC G 643: Fostering Equitable and Affirming Classroom Environments (Course Title and
Description)
• EHS 898: Directed Research in Exercise and Health Sciences (Repeat for Credit)
• ENGL 603: Studies in Drama (Course Reactivation)
• ENGL 698: Teaching Fellows Seminar (Course Title and Description)
• GISD 615: State, Sovereignty and Governance for Inclusion and Social Development (Course Title,
Description and Components)
• GISD 616: Population Needs and Global Practice (Course Title and Description)
• GREEK 601: Attic Orators (Course Reactivation)
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• INSDSG 601: Foundations in Instructional Design and Learning Technology (Description)
• INSDSG 655: Project in Multimedia (Description)
• MBA AF 625: Options: Theory and Applications (Course Title and Description)
• MBA AF 631: Sustainable Finance and Impact Investing (Course Title and Description)
• MBA AF 634: Financial Engineering and Risk Management (Course Title and Description)
• MBA AF 636: Applied Econometric Analysis of Business Data (Course Title and Description)
• MBAMGT 666: Diversity in the Global Workplace (Course Title, Description and Repeatable)
• MBAMKT 672: Services Marketing (Course Reactivation)
• NURSNG 637: Mental and Psychosocial Health of the Urban Family (Pre/Co Requisites)
• NURSNG 639: Primary Care of Adults (Pre/Co Requisites)
• NURSNG 640: Advanced Health Promotion and Disease Prevention Across the Lifespan (Pre-Co
Requisites)
• NURSNG 670: Primary Care of the Adult Practicum (Pre-Co Requisites and Description)
• NURSNG 671: Primary Care of the Older Adult (Pre-Co Requisites)
• NURSNG 672: Primary Care of the Older Adult Practicum (Pre-Co Requisites)
• NURSNG 681: Primary Care of the Childbearing Family (Pre-Co Requisites)
• NURSNG 682: Practicum in Primary Care of the Family (Pre-Co Requisites)
• PSYCLN 692: Clinical Research Practicum II (Course Reactivation)
• PSYCLN 784: Advanced Clinical Research Practicum II (Course Reactivation)
• PSYDBS 725: Developmental Cognitive Neuroscience (Course Reactivation)
• SOCIOL 604: Classical Sociological Theory
• SPY G 653: Culturally Responsive Practice & Social Justice in School Psychology (Course Title
and Description)
• SPY G 689: Internship in School Psychology (Description)
About the University
The University of Massachusetts Boston is nationally recognized as a model of excellence for urban public
universities. The scenic waterfront campus, with easy access to downtown Boston, is located next to
the John F. Kennedy Library and Presidential Museum, the Commonwealth Museum and Massachusetts
State Archives, and the Edward M. Kennedy Institute for the United States Senate.
Part of the UMass system, UMass Boston combines a small-college experience with the vast resources of a
major research university. With a 16:1 student-to-faculty ratio, students easily interact with professors
because most teaching occurs in small class sizes. Ninety-three percent of full-time faculty hold the highest
degree in their fields.
UMass Boston's academic excellence is reflected by a student body of 15,989 undergraduate and graduate
students. In fall 2019, the university's nine colleges and schools offered 79 undergraduate programs
(bachelor's degrees, undergraduate certificates, post-baccalaureate certificates) and 114 graduate
programs (master's degrees, doctoral degrees, graduate certificates, CAGS, and post-master's certificates).
The Honors College serves 692 students who thrive on intellectual challenge. Enriched courses probe more
deeply into theory or venture further into application.
UMass Boston's diverse student body provides a global context for student learning, and its location in a
major U.S. city provides connections to employers in industries such as finance, health care, technology,
service, and education, offering students opportunities to gain valuable in-school experience via internships,
clinicals, and other career-related placements.
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More than 100 student organizations — including clubs, literary magazines, newspaper, radio station, art
gallery, and 16 NCAA Division III sports teams — offer a rich campus life. Students live throughout Greater
Boston and in apartment communities just steps from the campus, and enjoy the rich amenities, cultural
attractions, and educational opportunities that make the city the biggest and best college town in the nation.
Mission
The University of Massachusetts Boston is a public research university with a dynamic culture of teaching
and learning, and a special commitment to urban and global engagement. Our vibrant, multi-cultural
educational environment encourages our broadly diverse campus community to thrive and succeed. Our
distinguished scholarship, dedicated teaching, and engaged public service are mutually reinforcing, creating
new knowledge while serving the public good of our city, our commonwealth, our nation, and our world.
Values
Inquiry, Creativity, and Discovery
The University of Massachusetts Boston is an educational institution dedicated to rigorous, open, critical
inquiry—a gateway to intellectual discovery in all branches of knowledge, and a crucible for artistic
expression. Our campus culture fosters imagination, creativity, and intellectual vitality. Responsive to the call
of diverse disciplines, schools of thought, and public constituencies, we expect and welcome divergent
views, honoring our shared commitment to expanding, creating, and disseminating knowledge. We celebrate
our research culture, with its diversity of methods, commitments, and outcomes. We promote a culture of
lifelong learning, and serve as a catalyst for intellectual interactions with scholarly communities, students,
alumni, and the public.
Transformation
Our work can transform the lives, careers, and social contexts of all members of our community. We seek to
help our students to realize their potential in the pursuit of education. We support our students, faculty, and
staff in their efforts to create knowledge, gain new understandings, and assume the responsibilities of
leadership and civic participation.
Diversity and Inclusion
Our multi-faceted diversity is an educational asset for all members of our community. We value and provide
a learning environment that nurtures respect for differences, excites curiosity, and embodies civility. Our
campus culture encourages us all to negotiate variant perspectives and values, and to strive for open and
frank encounters. In providing a supportive environment for the academic and social development of a broad
array of students of all ages who represent many national and cultural origins, we seek to serve as a model
for inclusive community-building.
Engagement
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As a campus community, we address critical social issues and contribute to the public good, both local and
global. We participate in teaching and public service, as well as in basic, applied, and engaged research, to
support the intellectual, scientific, cultural, artistic, social, political, and economic development of the
communities we serve. We forge partnerships with communities, the private sector, government, health care
organizations, other colleges and universities, and K-12 public education, and bring the intellectual,
technical, and human resources of our faculty, staff, and students to bear on pressing economic and social
needs.
Environmental Stewardship and Sustainability
We seek to foster a consciousness of nature's centrality to the human experience and our collective
obligation to environmental sustainability. Since our founding, we have emphasized teaching, research, and
service activities that promote environmental protection and nurture sustainability, strive for responsible
stewardship and conservation of resources, and enhance the natural environment—not least the marine
environment around our campus on Dorchester Bay and Boston Harbor.
Economic and Cultural Development
We make significant contributions to the cultural and economic life of a major American city and enhance the
Commonwealth's vital participation in the global community. We educate artists, writers, archivists, nurses,
teachers, environmentalists, managers, scientists, scholars, and others whose lifelong efforts enrich the
culture and environment of many communities. Through our research, teaching, and service, we work
cooperatively with businesses and industries, and with local, state, and federal governments, to strengthen
our contribution to the state's, the nation's, and the world's cultural and economic development.
An Urban Commitment
Our work is marked by a particular commitment to urban places, people, culture, and issues, and by an
acknowledgement of their complex local, national, and global connections. Our university is located in a
great city—Boston—the Commonwealth's capital and major population center. We are proud to provide an
excellent and accessible university education, as well as highly informed research and service, to residents
of Boston and other cities, regions, and countries. Partnering with urban institutions and residents, we help
to create sustainable and healthy social fabrics, economies, service organizations, and civic and cultural
institutions.
*THIS IS A REVISED STATEMENT THAT WAS COMPLETED IN SEPTEMBER 2010, IN CONNECTION
WITH THE UNIVERSITY'S STRATEGIC PLANNING PROCESS FOR 2010-2015.
Vision Statement
The University of Massachusetts Boston in 2025
The University of Massachusetts Boston is evolving rapidly. The worlds of teaching, research, and service;
the many communities our university serves; and the university itself all face different challenges than they
did when the university was created. As Boston's only public university, while we honor our origins as a
teaching institution and our tradition of public service, we must also move forward as the increasingly
sophisticated research university that we are and continue to become.
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In fulfilling complementary roles as an educator of people of all ages and an economic and cultural engine
for the Commonwealth, we will expand our teaching and learning activities to prepare students to succeed in
a transnational world. We will graduate greater numbers of alumni to meet the demand for a well-educated
workforce, and the need for independent, creative, and compassionate citizens and leaders who will shape
the quality of individual and social life. Serving our students well will require us to pursue deeply engaged
research, teaching, and service; to internationalize our reach and our campus life itself; to build safe,
modern, and technologically advanced academic and student-life facilities; and to meet or exceed the best-
practice student-success standards of our peer universities. Consistent with our traditions, we will maintain a
strong commitment to educating modest-income and first-generation students from urban areas, and to
promoting the best interests of the City of Boston, the Commonwealth of Massachusetts, the nation, and the
world.
We will conduct research that has both local and global reach, that creates new knowledge in all major
areas of human concern, and that helps our students acquire the refined and complex knowledge, values,
and skills of inquiry that the highest levels of research foster and the globalized world requires. Our scholars
will conduct funded and unfunded research and scholarship across a broad range of intra-and
interdisciplinary areas. We will join the ranks of institutions designated by the Carnegie Foundation as
"Research University/High," having achieved the requisite increases in enrollments, program offerings,
advanced degrees granted, research support, and scholarly productivity.*
By the end of the next phase of our development, in 2025, this vision will have been realized, and the
University of Massachusetts Boston will be transformed, having fulfilled its aspiration to become an
"outstanding public research university with a teaching soul."
*THIS IS A REVISED STATEMENT THAT WAS COMPLETED IN SEPTEMBER 2010, IN CONNECTION
WITH THE UNIVERSITY'S STRATEGIC PLANNING PROCESS FOR 2010-2015.
Accreditation
The University of Massachusetts Boston is accredited by the New England Commission of Higher Education
(NECHE).
Accreditation of an institution of higher education by the commission indicates that it meets or exceeds
criteria for the assessment of institutional quality periodically applied through a peer review process. An
accredited college or university is one which has available the necessary resources to achieve its stated
purposes through appropriate educational programs, is substantially doing so, and gives reasonable
evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed
through accreditation.
Accreditation by the commission is not partial but applies to the institution as a whole. As such, it is not a
guarantee of every course or program offered, or the competence of individual graduates. Rather, it provides
reasonable assurance about the quality of opportunities available to students who attend the institution.
Inquiries regarding the accreditation status by the commission should be directed to the administrative staff
of the institution. Individuals may also contact:
New England Commission of Higher Education
3 Burlington Woods Drive, Suite 100
Burlington, MA 01803-4514
781.425.7785
[email protected]
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See more information on the University's accreditation.
Trustees & Administrative Leadership
• University of Massachusetts Board of Trustees
• University of Massachusetts President's Office
• UMass Boston Chancellor and Administrative Leadership
University of Massachusetts Board of
Trustees
Robert J. Manning, Chair
R. Norman Peters, JD, Vice Chair
Joshua P. Bates, Non-Voting Student - UMass Boston
Barkha Bhandari, Non-Voting Student - UMass Amherst
Mary L. Burns
Zachary S. Dyer, Non-Voting Student - UMass Medical School
Robert Epstein
Derek S. Houle, Voting Student - UMass Lowell
Stephen R. Karam
Richard M. Kelleher
Narcisse M. Kunda, Voting Student - UMass Dartmouth
Robert Lewis, Jr.
Michael V. O'Brien
Noreen C. Okwara, MD
Kerri E. Osterhaus-Houle, MD
Imari K. Paris Jeffries, BA, MEd, MA
James A. Peyser, Secretary of Education, ex-officio
Julie M. Ramos Gagliardi
Elizabeth D. Scheibel, JD
Steven A. Tolman
Victor Woolridge, Chair - University of Massachusetts Building Authority
Charles F. Wu, MBA
Zunilka M. Barrett, Secretary to the Board of Trustees
University of Massachusetts President's
Office
Martin T. Meehan, JD, President
James R. Julian Jr., JD, Executive Vice President
Katherine S. Newman, PhD, System Chancellor for Academic Programs
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Lisa A. Calise, Senior Vice President for Administration & Finance and Treasurer
Zunilka Barrett, Secretary, University of Massachusetts Board of Trustees
Kyle S. David, Director, Internal Audit
John T. Hoey, Executive Director, Communications
Donald Kilburn, Chief Executive Office of UMassOnline
Barbara J. Kroncke, Executive Director, UMass Building Authority
Gerry Leone, JD, University General Counsel
Michael P. Milligan, Interim Chief Information Officer
David McDermott, JD, Associate Vice President for Government Affairs
UMass Boston Chancellor and
Administrative Leadership
Chancellor and Senior Staff
Marcelo Suárez-Orozco, Chancellor
Joseph B. Berger, Provost and Vice Chancellor for Academic Affairs
Garrett Smith, Deputy Chancellor
Peter Kelly, Chief of Staff
Marie Bowen, Vice Chancellor for Human Resources
Karen Ferrer-Muñiz, Chancellor for Student Affairs
John Drew, Vice Chancellor for Enrollment Management
Kathleen Kirleis, Vice Chancellor for Administration and Finance
Raymond Lefebvre, Vice Chancellor for Information Technology and Chief Information Officer
Megan Delage Sullivan, Vice Chancellor for Marketing and Engagement
Adam Wise, Vice Chancellor for University Advancement
Georgianna Meléndez, Assistant Chancellor for Diversity, Equity, and Inclusion
Matthew Fenlon, Assistant Chancellor for University Relations
Mya M. Mangawang, Vice Provost
Jacqueline Schuman, Director of Athletics
Joseph N. Cooper, Special Assistant to the Chancellor for Black Life
Executive Leadership Team
Marcelo Suárez-Orozco, Chancellor
Joseph B. Berger, Provost and Vice Chancellor for Academic Affairs
Garrett Smith, Deputy Chancellor
Peter Kelly, Chief of Staff
Marie Bowen, Vice Chancellor for Human Resources
Karen Ferrer-Muñiz, Chancellor for Student Affairs
John Drew, Vice Chancellor for Enrollment Management
Kathleen Kirleis, Vice Chancellor for Administration and Finance
Raymond Lefebvre, Vice Chancellor for Information Technology and Chief Information Officer
Megan Delage Sullivan, Vice Chancellor for Marketing and Engagement
Adam Wise, Vice Chancellor for University Advancement
Venky Venkatachalam, Dean, College of Management
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Tara Parker, Dean, College of Education and Human Development
Rita Kiki Edozie, Interim Dean, John W. McCormack Graduate School of Policy and Global Studies
Bob Chen, Interim Dean, School for the Environment
Robin Côté, Dean, College of Science and Mathematics
Pratima Prasad, Dean, College of Liberal Arts
Susan Gauss, Interim Dean, Honors College
Stephanie Walker, Dean of University Libraries
Rajini Srikanth, Dean of Faculty
Bala Sundaram, Vice Provost for Research and Dean of Graduate Studies
Andrew Perumal, Associate Provost
Bo Fernhall, Dean, Manning College of Nursing and Health Sciences
Rosanna DeMarco, Associate Provost
Liya Escalera, Vice Provost for Academic Support Services
James Hughes, Associate Provost for Institutional Research, Assessment, and Planning
Chris Giuliani, Associate Vice Chancellor for Administration and Finance
Anita Miller, Associate Vice Chancellor for Academic Affairs
Georgianna Meléndez, Vice Chancellor for Diversity, Equity and Inclusion
Matthew Fenlon, Assistant Chancellor for University Relations
Mya M. Mangawang, Associate Vice Provost & Executive Director of Strategic Initiatives and Digital
Innovations
Jacqueline Schuman, Director of Athletics
Joseph N. Cooper, Special Assistant to the Chancellor for Black Life
2023-2024 Academic Calendar
The Academic Calendar is accurate as of September 2023. Dates may have changed. For the most up-to-
date version, click here.
Su = Sunday | M = Monday | Tu = Tuesday | W = Wednesday | Th = Thursday | F = Friday | Sa =
Saturday
All Sessions
Fall Semester 2023
September 4 (M)
Labor Day (holiday)
September 5 (Tu)
Semester begins
September 5 (Tu)
Classes begin
September 12 (Tu)
Add/Drop ends
October 9 (M)
Indigenous People's Day (holiday)
October 27 (F)
Last day to file for December 2023 graduation
November 6 (M)
Winter & Spring 2024 registration begins
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November 11 (Sa)
Veterans Day (holiday)
November 16 (Th)
Pass/fail and course withdrawal deadline
November 23 (Th) to 26 (Su)
Thanksgiving recess
November 27 (M)
Classes resume
December 13 (W)
Last Day of Classes
December 14 (Th)
Study period
December 15 (F) to 21 (Th)
Final exam period
December 22 (F)
Emergency snow day (if needed)
December 28 (W)
Fall 2023 grades due online
Winter Session 2024
November 6 (M)
Registration begins
December 28 (Th) to January 1 (M)
New Year's (holiday) observed
January 2 (Tu)
Winter Session begins
January 2 (Tu)
Online shopping cart registration ends
January 3 (W)
Permission required to add classes
January 5 (F)
Last day to drop for 100% refund
January 12 (F)
Course pass/fail/withdrawal deadline
January 15 (M)
Martin Luther King Day (holiday)
January 19 (F)
Winter Session ends (including final exams)
January 26 (F)
Winter 2024 grades due online
Snow make-up days (if needed): 1/6/24, 1/13/24, or 1/20/24
Spring Semester 2024
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January 22 (M)
Semester begins
January 22 (M)
Classes begin
January 29 (M)
Add/drop ends
February 19 (M)
Presidents' Day (holiday)
March 4 (M)
Summer 2024 registration begins
March 8 (F)
Last day to file for May/August 2024 graduation
March 10 (Su) to 17 (Su)
Spring Break - no classes
March 18 (M)
Classes resume
April 1 (M)
Fall 2024 registration begins
April 15 (M)
Patriots' Day (holiday)
April 18 (Th)
Pass/fail and course withdrawal deadline
May 8 (W)
Last day of classes
May 9 (Th) to 12 (Su)
Study period
May 13 (M) to 17 (F)
Final exam period
May 23 (Th)
Graduate commencement
May 24 (F)
Undergraduate commencement
May 24 (F)
Spring 2024 grades due online
May 27 (M)
Memorial Day (holiday)
Summer Semester 2024 - Subject to change
Registration begins
Summer Session I (CE1)
Summer Session I (CE2)
Summer Session I (CE3)
Summer Session Online (CEO)
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Juneteenth Independence Day (holiday) observed
Independence Day (holiday)
Summer Session II (CE4)
Summer Session II (CE5)
Summer Session II (CE6)
Student Rights & Responsibilities
• Rights as a Student Under the Family Educational Rights and Privacy Act of 1974 (FERPA)
• Financial Aid Terms and Conditions
• Administrative Withdrawal and Reinstatement
• Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act
• Policies on the Protection of Humans as Subjects and Institutional Animal Care and Use
• University Policies on Intolerance, Affirmative Action, Hazing, and Non-Discrimination and
Harassment
• Student Code of Conduct
o Academic Honesty
• Instructional Setting Conduct Policy
Rights as a Student Under the Family
Educational Rights and Privacy Act of 1974
(FERPA)
Security, Privacy, Responsibility & Your Right to Know
The following provides important information for all undergraduate and graduate students at UMass Boston.
It covers the following topics as required by the Family Educational Rights and Privacy Act (FERPA):
• Access to Your University Records
• Your Student Identification Number
• Campus Security
• Financial Aid
• Athletic Participation Statistics
• Institutional Information
• Graduation Rates
Access to Your University Records
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A federal law called the Family Educational Rights and Privacy Act (FERPA) of 1974 establishes the
following regulations governing access to every student's UMass Boston records.
• This Act sets forth requirements designed to protect the privacy of parents and students with regard
to access, review or release of records maintained by educational institutions.
• The Act permits current or former students to review the following documents: permanent academic
record, admissions, financial, placement, veteran's, counseling, advising and disciplinary records.
• Access to these records may also be granted to faculty and staff; your parents, if you are a student
listed as a dependent on their federal income tax returns; authorized federal or state officials
auditing education programs; and accrediting associations
• The following records may not be examined: parents' financial records; medical, psychiatric or
psychological records; personal files of faculty or administrative personnel; law enforcement
records held by law enforcement officials.
• Directory information may be released to third parties without your written consent, provided you
have been given the opportunity to withhold all such disclosure. Directory information includes your
name, place of birth, major field of study, dates of attendance, degrees and awards conferred. In
addition, as a public institution we must comply with any request for a list of our students. If you
would like to insure that your name is not included on any list, please read the section, Your Right
to Restrict Access below.
• The university has contracted with the National Student Clearinghouse to process all request for
enrollment and degree verification. Anyone wishing to verify information on an individual student
must contact the Clearinghouse.
• The University does not use your Social Security number as the primary identifier.
• Procedure for gaining access to records: Your request for access to a record should be made in
writing to the office which maintains the record. The academic record is the only permanent record
and is maintained in perpetuity. Medical records are retained by the Health Services Center for
seven years. Admissions records for all applicants must be held for three years.
• Any questions and/or challenges concerning these matters should be addressed to the Vice
Chancellor for Student Affairs, Fourth floor, Campus Center.
• The University discloses education records without a student's prior written consent to University
officials with legitimate educational interests in a student's record.
o "University Official" is any individual employed by the University of Massachusetts'
("System Office') or one of its campuses, (the University of Massachusetts, Amherst,
including the Mount Ida Campus of UMass Amherst; the University of Massachusetts,
Boston; the University of Massachusetts, Dartmouth, (including its school of law,
University of Massachusetts School of Law, Dartmouth); the University of Massachusetts,
Lowell; the University of Massachusetts Worcester, a/k/a the University of Massachusetts
Medical School,) (individually a "Campus") who has a legitimate educational interest in the
student information. These individuals include; but, are not limited to instructors; faculty;
advisers; admissions counselors; academic advisers; employment placement personnel;
deans; department chairpersons; individuals serving on an official committee, such as a
disciplinary or grievance committee; individuals assisting a University Official; directors;
law enforcement personnel; health staff; counselors; attorneys; Advancement Office
employees; the president; members of the University of Massachusetts' Board of
Trustees; auditors; collection agents.
A University Official may also be an outside contractor or other agent of the University of
Massachusetts' Campus or the System Office, where the Campus or the System Office or
both are outsourcing institutional services or functions, and:
1. The outside contractors or other agents are under the direct control of the
Campus or the System Office or both with respect to the use and maintenance of
the education records; and
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2. The outside contractor or other agent may not disclose the information to any
other party without the student's consent, and may not use the information for
any purpose other than the purpose for which the disclosure was made. In
addition, further disclosures may only be made upon the prior written
authorization of the respective Campus or System Office.
A University Official has a legitimate educational interest if the official needs to
review an education record in order to fulfill his or her professional
responsibilities for the University of Massachusetts.
• 'Legitimate educational interests' is defined as a need to know by a University official, a student's
educational record, academic status, degree status, enrollment status, student evaluations,
research, curriculum evaluation or development, institutional/statistical evaluation and analysis,
student placement, public safety, and admission evaluation. The University may disclose, to
teachers and school officials in other schools who have legitimate educational interests in your
behavior, disciplinary action taken against you for certain kinds of conduct.
Your Right to Restrict or Grant Access
You have the right, as noted in paragraph 5 above, to withhold access to your directory information from any
third party. To authorize such restrictions, you should fill out a privacy request form and submit it to the One
Stop, Upper Level, Campus Center. Once you have done so, a privacy flag which looks like a blue window
shade will be added to your record in WISER and no information can be released without your written
consent.
If you wish to grant permanent access to a third party to your WISER academic record you must complete
and submit a Release of Information Form. Once access is granted it will remain in place until we receive a
written request from you to remove it. Additionally you can grant a third party electronic access to your
WISER record via self-service. For more information see: "Add additional user" help page.
If you wish to grant permanent access to a third party to your WISER academic record you must complete
and submit a Release of Information Form. This form can be downloaded here. Once access is granted in
will remain in place until we receive a written request from you to remove it.
Your Student Identification Number
On admission to UMass Boston, as noted in paragraph 6 above, the University assigns you a student
identification number. That is the number which appears on your student ID card. Student ID cards are
available from the Student ID office.
Financial Aid
The Office of Financial Aid Services can provide a wide range of information:
• descriptions of financial assistance programs available at UMass Boston;
• application forms and procedures;
• eligibility requirements;
• criteria for selection and for determining the amount of an award;
• standards of satisfactory academic progress;
• disbursement methods;
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• loan terms;
• the conditions and terms for the employment provided as part of a student's financial assistance
package.
The handbook also includes a list of individuals to contact for information about study abroad programs that
will allow you to apply for UMass Boston financial aid. The Office of Financial Aid Services can be contacted
at 617.287.6300.
Campus Security
Under federal law, the Campus Crime Security Act requires colleges and universities to publish certain
public safety policies and procedures, as well as the statistics recording the incidence of certain crimes on
the campus.
This information can be found in the UMass Boston Student Handbook (available from the Office of the
Dean of Student Affairs) or from Public Safety.
You may also call the University's Department of Public Safety at 617.287.7799 with any questions or
concerns in this area.
Institutional Information
Information about refund policies, return of Title IV assistance, and other requirements for officially
withdrawing from UMass Boston is available in the UMass Boston undergraduate catalog and graduate
bulletin. These publications also contain information about the case of attendance; detailed descriptions of
academic programs, courses, and university facilities; faculty listings; accreditation and licensure
information; and special resources and services for students with disabilities. You may request an
undergraduate catalog or graduate bulletin by contacting Enrollment Information Services at 617.287.6000.
Athletic Participation
Information on the number of individuals, by gender, who participated on at least one varsity team is
available each year after October 15 from the Department of Athletics at 617.287.7807.
Graduation Rates
You may request information on UMass Boston's graduation or completion rates by contacting the Office of
Institutional Research at 617.287.5420.
Financial Aid Terms and Conditions
In an effort to distribute limited funds in a fair and equitable manner, UMass Boston awards grant aid based
on equity. The equity formula for grant awards is the cost of tuition + fees minus Expected Family
Contribution (EFC) as calculated via the FAFSA application. Initial financial aid award packages for
undergraduate students are based on the cost of 12 state supported credits each semester. Graduate
student financial aid packages are based on the cost of 6 state supported credits each semester.
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Award Review
At the end of the add/drop period the Financial Aid Office will place a service indicator (FEH) on student
records where actual enrollment is different from the enrollment upon which the award was based. Financial
Aid staff will review student award packages and adjust aid based on actual enrollment and remove the
service indicator.
Students whose enrollment is less than the anticipated enrollment, as well as those enrolled in continuing
education courses, may see an adjustment in financial aid awards as the costs for these courses is different
than the costs upon which the original award was based. Financial Aid Services will email students
regarding award changes; however students are encouraged to check WISER often to keep abreast of
award offers and changes.
In addition to enrollment changes, a FEH service indicator will be placed on student records while the
following is being reviewed:
• Change in residency
• Change in grade level
• Change in housing status
• Change in degree status
• Change in graduation term
Satisfactory Academic Progress
Students on probation status for satisfactory academic progress will have a FSP service indicator placed on
their record to prevent disbursement of aid for periods of enrollment beyond the probationary semester. The
FSP hold will be removed once satisfactory academic progress has been achieved. Students on probation
are reminded that maintaining satisfactory academic progress is a federal requirement. Failure to meet the
standards will result in loss of financial aid awards.
Coordination of Resources
Students receiving internal or external scholarships, stipends, assistantships or other payments toward
education expenses must notify the Financial Aid Services Office.
Federal regulations require the financial aid office to coordinate internal and external awards with other
need-based financial aid awards received. In situations when student financial need has been met with
financial aid funds it is the university's policy to reduce aid in the following sequence: student loans, work
study, and, finally, grant aid.
University Withdrawal
Students who withdraw from the university or drop all courses after the add/drop period but before the end of
the semester will be subject to federal return of Title IV, state and institutional refund calculations. These
regulations determine how much of your financial aid awards are earned at the time of withdrawal.
Financial Aid Services will notify withdrawn students via mail when aid has been adjusted due to withdrawal.
Prorated financial aid awards may result in a balance owed the university.
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Students who withdraw from the university during the fall semester will have their aid cancelled for the spring
term.
If you reenroll in the spring semester your financial aid will be reinstated based on availability of funds.
Students contemplating withdrawing from the university are strongly encouraged to speak with staff at the
One-Stop, a financial aid counselor, or an academic advisor about the impact of this decision.
Return of Title IV Funds
Students earn Title IV federal financial aid by attending and participating in classes. The amount of Title IV
aid a student has earned for the enrollment period is based on the percentage of time the student remains
enrolled for that period. The earned percentage is calculated by dividing the numbers of days within the
enrollment period by the number of days attended. Once a student earns 60%, the student is considered to
have earned 100% of Title IV federal aid and no adjustments are required.
The last date of attendance (or withdrawal date) is determined by the date the student officially submits the
withdrawal form to the University, or otherwise notifies the University of his/her intent to withdraw.
The calculation of Title IV funds earned by the student has no relationship to the student's incurred
institutional charges.
Federal Title IV funds will be returned in the following order:
1. Federal Direct Unsubsidized Stafford Loan
2. Federal Direct Subsidized Stafford Loan
3. Federal Perkins Loan
4. Federal PLUS Loan / Federal Graduate PLUS Loan
5. Federal Pell Grant
6. Federal Supplemental Educational Opportunity Grant (FSEOG)
7. Federal TEACH Grant
Federal Work Study earnings are not included in the return of funds calculations. Students may not continue
working once they cease attendance.
Any unearned Title IV funds required to be returned will be processed within 45 days of the student's
withdrawal date.
Unofficial Withdrawals
An unofficial withdrawal occurs when a student enrolls in courses and either never attends any courses or
stops attending all courses at some point during the semester without providing official notification to the
University. Students receiving Title IV federal aid who unofficially withdraw will have their aid recalculated in
the same manner as an official withdrawal.
For a student who unofficially withdraws, the University determines the last date of attendance based on the
student's last date of an academically related activity. If the student never began attendance, the student
must repay all financial aid disbursed.
Post Withdrawal
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A student may be eligible for a post-withdrawal disbursement of federal Title IV aid if the return of funds
calculation indicates the student earned more aid than was disbursed prior to the student's withdrawal. Post-
withdrawal disbursements of Title IV grants must be completed within 45 days of the student's withdrawal
date, and any loan funds accepted by the student within 180 days of the student's withdrawal date.
Return of Non-Title IV Funds
The university will calculate return of non-Title IV funds in accordance with the appropriate state and
institutional refund policy. Massachusetts state funds are calculated based on the Massachusetts Office of
Student Financial Assistance (OSFA) policy guidelines.
Institutional funds will be returned on a case-by-case basis following appropriate administrator review of aid
earned and balance due.
Maintaining Eligibility
Financial aid awards are offered based on the information available at the time of the award. Students are
expected to maintain eligibility throughout the year. If you fail to meet federal, state or institutional eligibility
criteria your awards will be cancelled.
Common eligibility failures include:
• student loan default
• non-degree status
• change in program/plan
• change in career
• course load requirements. Some financial aid programs require full-time enrollment (12 or more
credits) while others require half-time enrollment (6 or more credits). Audited courses do not count
toward enrollment.
On-Campus Living Proration Policy
A student who leaves the residence hall may see changes to their financial aid and/or meal plan charges. It
is important to review this policy to ensure you fully understand your financial obligations.
The Office of Housing and Residential Life handles all inquiries and decisions regarding licensing
agreements for room charges. They can be reached at [email protected].
Tax Implications
Grant and scholarship aid that exceeds the cost of tuition, fees, books, and required equipment may be
considered taxable income. UMass Boston provides each student with a form 1098-T for the prior calendar
year. This form totals the student's institutional charges for tuition and fees as well as a total for grants and
scholarships. Please refer to IRS Publication 970: Tax Benefits for Education (available at www.irs.gov) or
contact a tax professional for additional information.
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Academic Standards, Cheating, and
Plagiarism
University Policy on Academic Standards and
Cheating
The first obligation of students is to pursue conscientiously the academic objective which they have
determined for themselves. Students are expected to conform to all regulations of the university, of the
college in which they are enrolled, and of the classes in which they are registered. It is further expected that
all examinations, tests, written papers or other assignments completed as a part of academic programs are
the product of the student's own work and effort.
This means that students may not solicit or use unauthorized material or assistance for their own benefit and
may not offer or give such assistance to another student. Every written report or similar class assignment
must indicate fully the sources from which the information used is obtained, and any verbatim quotations or
paraphrases must be clearly indicated as such and properly credited to the source from which they were
extracted or adapted.
Academic dishonesty may also involve cheating or plagiarism. Cheating is defined as the use of illegal
techniques (slips, copying, signs, etc.) to convey or receive answers during examinations. Plagiarism is
described and defined in the section below.
University Statement on Plagiarism and the
Documentation of Written Work
The honest documentation of the student's written work is absolutely essential. The faculty of UMass Boston
expects each student's papers to derive from the student whose name appears on them. The student who
submits a paper which derives from unacknowledged sources plagiarizes by representing as her or his own
the words and ideas of others. Every student, therefore, has a serious obligation to her or himself and to the
university to acknowledge any joint work in the laboratory or in outside investigation. She or he must
respond to examination questions on the basis of her or his own effort. Because ignorance does not excuse
any violation of this basic principle—that derived writing must be clearly acknowledged—the faculty has
adopted the following guidelines regarding documentation.
1. In writing themes, essays, and term papers for her or his courses at UMass Boston, the student
should strive to say what she or he has to say in her or his own words. She or he should carefully
avoid repeating words and phrases taken from books and articles written by other people, or from
internet sources.
It is often quite proper, however, to summarize or paraphrase what someone else has written on a
given subject, but the student must put the summary or paraphrase in her or his own words.
The student not only should strive to put in smooth language of her or his own what someone else
has written, but must also give full credit in her or his text of the writer whose ideas she or he is
summarizing. Phrases like "according to Joan Smith" and "Joan Smith says" should always
accompany a summary or paraphrase of another writer's material. And in text or in a footnote the
exact source (title of book or internet article), as well as author, date, and place of publication, and
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the page or pages from which the summary is taken) should be given.
In general, footnotes are unnecessary in short papers dealing with a single work and not deriving
from a variety of sources. The student is frequently required to discuss single works in her or his
themes, and in such cases it is economical and convenient to dispense with a complicated
documentary apparatus and to record page numbers in parentheses in the body of the paper.
It is not necessary to document specific facts which are common knowledge. But facts and opinions
which are new discoveries by the student's sources, or debatable matters for which the student's
source is taking responsibility, must always be documented.
2. On occasion the student may find it helpful to use direct quotations. It is important to observe the
following rules in quoting the words of others.
The words quoted must be exactly as they appear in the original source. The reader must be
informed, either in brackets or in a footnote, of even the slightest change made in the original
passage. More specifically, the omission of words from a quoted passage must be indicated by
three dots (...), but any punctuation contained in the original must be given in addition to the three
dots (...). Any words inserted by the student into a quoted passage, by way of omitted information,
must be included in square brackets. The use of italics to emphasize words and phrases not
italicized in the original must also be indicated with square brackets: italics mine. When a student is
quoting from a source which is in turn quoting from another source, the student must make this fact
clear to the reader. The following principle governs documentation in general: The reader should
know what material belongs to the author of the paper and what material belongs to her or his
sources.
3. There remain some questions related to documentation standards and these should be considered
briefly.
One source of confusion in the documentation of written work is the degree to which a student may
be responsible for acknowledging those ideas which have developed from conversation or class
discussion. Here good sense and honesty are the criteria, and the student must decide how to
conduct her or himself with self-respect. Any student in doubt about the independence of what she
or he is writing would be wise to indicate briefly that the ideas are not her or his own. Phrases like
"one of my classmates suggests" or "the conclusion reached in class was" are usually adequate for
this purpose.
Again, the student may sometimes ask a typist to prepare a final copy of her or his paper, but the
faculty expects that the typist has done nothing whatever materially to change the paper as written
by the student. Such papers, like those the student herself or himself types, deserve careful
proofreading to insure that the paper represents her or his independent work and that the copy is
free of mechanical errors. Again, a student sometimes wishes to submit the same paper in two
separate courses. Because it is dishonest to represent such a paper as one designed for one
course alone, the student should seek the permission and approval of the instructor in each course.
4. Although scholars have agreed upon certain conventions for documentation, many of which have
been discussed above, the student must decide for herself or himself the frequency and extent of
documentation. She or he has, therefore, a great responsibility.
She or he should document when in doubt and make unequivocally clear the distinction between
what belongs to herself or himself and what belongs to others. Plagiarism may take many forms:
presenting passages from the works of others as works of one's own, the unacknowledged
paraphrasing of ideas developed by another, the creation of a patchwork of phrases and ideas,
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often from several sources, and the uncredited use of a strikingly appropriate term resulting from
another's ingenuity (as, for instance, David Riesman's term 'unmerry emulative chase' in reference
to American social pressures). All of these uses are dishonest. Indeed, plagiarism is a serious
offense and may be attended by severe penalties, including expulsion from the university.
Term paper corporations are illegal enterprises in the Commonwealth of Massachusetts. A person
convicted of selling term papers, theses, or research papers intended to be used for academic
credit may be fined not more than $100 or imprisoned for not more than six months or both.
The same penalties apply for persons convicted of taking an examination or examinations for
another at an educational institution.
Students suspected of cheating and/ or plagiarism will be subject to university policies, procedures
and sanctions as described in the "Code of Student Conduct," found under "Student Rights and
Responsibilities" in this section.
Administrative Withdrawal and
Reinstatement
A student may be administratively withdrawn from the university, if, after due notice, the student fails to
satisfy an overdue financial obligation to, or to comply with certain administrative requirements of, the
campus of the University of Massachusetts at which the student is registered.
I. Conditions Warranting Administrative Withdrawal
Any of the following conditions may warrant administrative withdrawal.
A. Failure to comply with administrative requirements, specifically:
1. Failure by a student to satisfy an overdue financial obligation to the university, consisting of tuition, loans,
library charges, or other student charges, including orientation, student activities, health services, child care,
and other such fees as may be established from time to time.
2. Failure to comply with other administrative requirements, such as the submission of health forms, etc.
B. Forgery, fraud, or falsification of information on any official university form or document, such as Bursar's
Clearance Card, grade report, recommendations, transcripts, etc.
C. Certified physical health or mental problems of a hazardous nature.
II. Procedures for Implementing Administrative Withdrawal
A. Procedures to be applied to cases brought under the conditions of Section I.A.
1. The appropriate administrative official may recommend to the Office of the Registrar that a student be
administratively withdrawn from the university.
2. The administrative official shall make his or her recommendation in writing to the Office of the Registrar,
detailing his or her compliance with the following requirements:
a. The recommendation must be based on one of the grounds set forth in Section I.A.
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b. The facts upon which the recommendation is based must be ascertained and stated precisely and
accurately.
c. An attempt to resolve the matter must have been made by the administrative official by mailing to the
student at his or her last known address a written notice of the proposed recommendation for withdrawal
and the reasons therefore, such matter not having been successfully resolved within fourteen calendar days
of the mailing of said notice.
3. If the Registrar is satisfied that the conditions specified in paragraph 2 of this section have been satisfied,
he or she shall send a certified letter to the student at his or her last known address setting forth the
recommendation for withdrawal and the reasons therefore, and notifying said student that he or she may
within fourteen calendar days after said letter is mailed request a hearing on the matter with the Director.
The Director shall include with the certified letter a copy of the Rules and Regulations Governing
Administrative Withdrawal.
4. If the student does not request a hearing with the Director or take action satisfactory to the Director to
resolve the matter within the time allotted in paragraph 3 of this section, the Director shall administratively
withdraw the student from the university no sooner than the fifteenth calendar day following the mailing of
the notice provided for in said paragraph.
5. If a student requests a hearing within the time allotted in paragraph 3 of this section, the Director shall
schedule a hearing at the earliest practicable date. If the Director decides in favor of the administrative
withdrawal, the Director shall forthwith withdraw the student.
B. Procedures to be applied to cases brought under conditions B and C of Section I.
1. The appropriate administrative official may recommend to the Administrative Withdrawal Review
Committee that a student be administratively withdrawn from the university.
The administrative official shall make his or her recommendation in writing to the Administrative Withdrawal
Review Committee detailing his or her compliance with the following requirements:
a. The recommendation must be based on one of the grounds set forth in Section I.B or C;
b. The facts upon which the recommendation is based must be ascertained and stated precisely and
accurately;
c. An attempt to resolve the matter must have been made by the administrative official by mailing to the
student at his or her last known address a written notice of the proposed recommendation for withdrawal
and the reasons therefore, such matter not having been successfully resolved within fourteen calendar days
of the mailing of said notice.
2. If the Administrative Withdrawal Review Committee is satisfied that the conditions specified in paragraph
2 of this section have been satisfied, it shall send a certified letter to the student at his or her last known
address setting forth the recommendation for withdrawal and reasons therefore and notifying said student
that he or she may within fourteen calendar days after said letter is mailed request a hearing on the matter
with the Committee.
3. If the student does not request a hearing with the Committee or take action satisfactory to the Committee
to resolve the matter within the time allotted in paragraph 3 of this section, the Committee shall instruct the
Registrar to administratively withdraw the student no sooner than the fifteenth calendar day following the
mailing of the notice provided for in said paragraph.
4. If a student requests a hearing with the Committee within the time allotted in paragraph 3 of this section,
the Committee shall schedule a hearing at the earliest practicable date. The student shall have the right to
24
testify and to present witnesses or such other evidence as may be relevant; in addition the student shall
have the right to have a physician or attorney present, to cross-examine witnesses, or all of these. The
Committee shall hear the case and decide whether facts exist which warrant administrative withdrawal under
Section I.B or C. If the committee decides in favor of administrative withdrawal it shall submit to the student
a written statement of its findings, its decision, and the conditions under which the student may be
reinstated.
5. The student may appeal a decision by the Committee in favor of withdrawal to the Vice Chancellor for
Student Affairs (Dean of Students) within seven calendar days of the Committee's decision. If the student
does not appeal the Committee's decision within the seven calendar days allotted, the Committee shall
instruct the Registrar to withdraw the student. If the student does appeal to the Vice Chancellor for Student
Affairs within the time allotted, the Vice Chancellor or the Dean of Students shall schedule an appointment at
the earliest practicable date and at that time shall confer with the student, accompanied by counsel if the
student so wishes, regarding the Committee's finding, decision, and determination of reinstatement
conditions. If the Dean affirms the Committee decision, he or she shall notify the student of his or her
decision, and instruct the Registrar to withdraw the student. On appeal from the student, the Dean of
Students may modify the reinstatement conditions.
IV. Reinstatement
A. Reinstatement from administrative withdrawal brought under the conditions of Section I.A.
1. Any student who has been administratively withdrawn under Section I.A may make arrangements with the
Registrar for the resolution of the matter. Upon such a resolution satisfactory with the Director, the Director
shall forthwith reinstate the student to active enrollment status. The determination of whether a reinstated
student shall receive credit for the period for which he or she was withdrawn shall be made by the instructor
for each course involved.
2. A student who fails to resolve the matter in the semester during which he or she is withdrawn can be
reinstated in a subsequent semester upon satisfaction of the administrative requirements at issue in the
university's withdrawal of the student.
B. Reinstatement from administrative withdrawal brought under conditions B or C of Section I.
Any student who has been administratively withdrawn under conditions B or C shall be reinstated only upon
satisfaction of the conditions established by the Administrative Withdrawal Review Committee, or by the
Dean of Students where the Dean has changed reinstatement conditions appealed by the student.
V. Administrative Withdrawal Review Committee
The Administrative Withdrawal Review Committee shall be appointed each year by the Chancellor. The
Registrar shall not be a member of said Committee except that the Director shall sit in place of a regular
member in any case wherein said regular member is the administrative official recommending withdrawal.
The Committee shall be empowered to make decisions concerning administrative withdrawal as provided
above.
Jeanne Clery Disclosure of Campus Security
Policy and Campus Crime Statistics Act
The Clery Act mandates that certain crime statistics be reported on an annual basis, and that certain
security policies be published at the same time.
25
The full report required under the Clery Act contains required crime statistics for a three-year period, as well
as specific policies relating to drugs, alcohol, sexual offenses, facilities access, reporting of crimes, and the
authority of UMass Boston Police. A text-only version, which may be downloaded or printed, may be found
at the following web address: https://www.umb.edu/police/clery-act/
The report may also be requested in printed form from UMass Boston's Department of Public Safety.
Policies on the Protection of Humans as
Subjects and Institutional Animal Care and
Use
All research and similar activities conducted in the name of the University of Massachusetts Boston must
comply with the federal rules and regulations of the Office for Protection from Research Risks of the National
Institutes of Health. The university has an institutional policy on the protection of humans as experimental
subjects as well as a policy on the care and use of animals in research. These policies are overseen by the
university's Institutional Review Board; copies can be obtained from the Office of Research and Sponsored
Programs.
University Policies on Intolerance,
Affirmative Action, Hazing, and Non-
Discrimination and Harassment
Intolerance
Resolution in Support of Pluralism
The Board of Trustees affirms its commitment to maintaining an academic environment which fosters
pluralism, mutual respect, appreciation of divergent views, and awareness of the importance of individuals'
rights. To this end, we reassert the importance of civility and the valuable contribution that diversity in race,
ethnicity, religion and culture brings to the university community, and therefore we strongly encourage and
support racial, ethnic, cultural and religious pluralism.
Policy Against Intolerance
The Board of Trustees denounces intolerance, particularly that based on ethnicity, culture, religion, race, or
sexual orientation which interferes with those rights guaranteed by law, and insists that such conduct has no
place in a community of learning. We also recognize the obligation of the university to protect the rights of
free inquiry and expression, and nothing in the Resolution in Support of Pluralism or the Policy Against
Intolerance shall be construed or applied so as to abridge the exercise of rights under the Constitution of the
United States and other Federal and State Laws.
Affirmative Action
26
Pursuant to Title VII of the Civil Rights Act of 1964 and Title IX of the Educational Amendments of 1972 and
other applicable Federal and State laws, the university reaffirms its commitment to a policy of
nondiscrimination and affirmative action.
Equal Employment Opportunity: The university pledges to make all decisions regarding recruitment, hiring,
promotion, and all other terms and conditions of employment without discrimination on the grounds of race,
color, religion, sex, national origin, age, disability, sexual orientation, or other factors which cannot lawfully
be the basis for an employment decision.
Any student or employee with questions concerning this policy, or who believes that he or she has been the
victim of discrimination, should be referred to the Office of Diversity, Equity, and Inclusion.
Hazing
The University of Massachusetts Boston, in compliance with Massachusetts state law, chapter 269,
sections, 17, 18, and 19, and the Board of Higher Education, prohibits hazing in any form. The policy in
effect at UMass Boston protects both students and employees.
"Hazing" is defined as any conduct—including methods of initiation into any campus organization—whether
on public or private property, that willfully or recklessly endangers the physical or mental health of another
person. Such conduct includes (but is not limited to) whipping, beating, branding, forced calisthenics, forced
exposure to weather, forced consumption of food, liquid, drug, or other substance, or any other activity that
is likely to adversely affect the physical health or safety of the person, and conduct that is likely to subject
the person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.
In addition, anyone who witnesses a hazing incident shall, to the extent possible without danger to himself or
others, report the incident to an appropriate law-enforcement official as soon as is practical.
Anyone who fails to report, or is a principal offender in an occurrence of hazing, as defined by law, shall be
punished by fine or by imprisonment. In addition to criminal charges, any suspected violation of this law shall
be reported to the Office of the Vice Chancellor for Student Affairs for disciplinary action. Consent shall not
be available as a defense to any prosecution of this action.
Non-Discrimination and Harassment Policy
Purpose
The University of Massachusetts complies with applicable state and federal laws on nondiscrimination,
harassment, and retaliation including Title IX of the Education Amendments of 1972, Title VII of the Civil
Rights Act of 1964, the Violence Against Women Act of 1994, and the Massachusetts anti-discrimination
law. This policy states the University's commitment to assure compliance.
1. Introduction
This policy affirms the University of Massachusetts' ("University's") commitment to provide a
welcoming and respectful work and educational environment, in which all individuals within the
University community may benefit from each other's experiences and foster mutual respect and
appreciation of divergent views. The University will not be tolerant of conduct which violates rights
guaranteed by the law or University policies. Accordingly, the University prohibits unlawful
discrimination and harassment based upon protected characteristics, and related retaliatory
conduct, in accordance with state and federal non-discrimination laws, including Title IX of the
Education Amendments of 1972, Title VII of the Civil Rights Act of 1964, the Violence Against
Women Act of 1994, and the Massachusetts anti-discrimination laws.
27
2. Policy Statement
The University prohibits unlawful discrimination, harassment (including sexual harassment), and
retaliation against anyone based on religion or religious belief, color, race, marital status, veteran or
military status, age, sex, gender identity or expression, sexual orientation, national origin, ethnicity,
disability, genetic information, or any other legally protected class, in education, admission, access
to or treatment in, its programs, services, benefits, activities, and terms and conditions of
employment at the University.
3. Definitions
For the purposes of this policy, the following definitions apply.
1. Unlawful discrimination is conduct that is directed at a specific person or persons that
subjects them to treatment that adversely affects their employment, application -426.2- for
employment, education, admissions, University benefits, programs, or activities, because
of their religion or religious belief, color, race, marital status, veteran or military status,
age, sex (including sexual harassment), gender identity or expression, sexual orientation,
national origin, ethnicity, disability, genetic information, or any other legally protected
class.
2. Harassment is conduct by a person or persons against another person or persons based
upon their legally protected class that adversely has the effect of:
1. unreasonably interfering with a person or person's employment, educational
benefits, academic grades or opportunities, or participation in University
programs or activities; or
2. unreasonably interfering with a person or person's work or academic
performance; or
3. creating an intimidating, hostile, or offensive working or academic environment.
3. Sexual Harassment is unwelcome conduct of a sexual nature when:
1. submission to such conduct is made either explicitly or implicitly a term or
condition of an individual's employment, education, or participation in University
programs or activities; or
2. submission to or rejection of such conduct by a person or persons is used as a
basis for employment or educational decisions affecting such person or persons,
or participation in University programs or activities; or
3. such conduct unreasonably interferes with a person or person's work or
academic performance; interferes with or limits a person or person's ability to
participate in or benefit from a work or academic program or activity; or creates
an intimidating, hostile, or offensive working or academic environment.
4. Retaliation is the interference through intimidation, including threats, coercion, or unlawful
discrimination, with an individual's right or privilege secured under the law [Title IX of the
Education Amendments of 1972, Title VII of the Civil Rights Act of 1964, the Violence
Against Women Act of 1994, the Massachusetts antidiscrimination laws, or other laws] or
interfering with an individual's right to make a complaint, testify, assist, or participate in
any manner in an investigation, proceeding or hearing, or to intervene to prevent a
violation of this policy.
Any member of the University community who engages in unlawful discrimination, harassment (including
sexual harassment), or retaliation in violation of this policy may be subject to disciplinary or other action. The
campuses shall develop campus policies and -426.3- complaint and investigatory procedures that will
28
provide an equitable and prompt resolution of a complaint and make recommendations for disciplinary or
other action. This policy applies to all members of the University community, including students, employees,
faculty, applicants for admissions and employment, contractors, volunteers, and visitors.
4. Responsibilities
Chancellors and the Senior Vice President for Administration & Finance and Treasurer for the
President's Office are directed to disseminate this policy within their communities.
5. Standards
The President or designee, in consultation with the General Counsel and Senior Vice President for
Administration & Finance and Treasurer, will issue administrative standards to implement this
policy. Campuses shall establish campus policies and procedures, within the scope of this policy
and the administrative standards.
Further Information
If you have questions or concerns about any of the guidelines and policies described above, please call the
Office of the Vice Chancellor for Student Affairs.
Student Code of Conduct
The Student Conduct Policies and Procedures document is organized into:
• Preamble/General Expectations
• Part I - Student Conduct Authority
• Part II - Definitions
• Part III - Proscribed Conduct
• Part IV - Student Conduct Procedures
• Part V - Interim Administrative Action and Support Measures
• Part VI - Maintenance of Conduct Files
• Part VII - Interpretation and Revision
• Appendix A – Good Samaritan Policy
• Appendix B – Academic Honesty Procedure
• Appendix C – Sanction Chart
• Appendix D - Sources of Assistance, Counseling, and Support
Preamble: The University of Massachusetts Boston ("University") is in an urban 21st Century research
setting, and is therefore an inseparable part of the local community and surrounding neighborhoods. The
Code of Conduct (the "Code") is established to set clear community standards of respect for persons,
property, the University community, and the process and procedures addressing unacceptable conduct in
which these standards will be governed. This Code reflects the University's mission and identity, and it exists
to maintain and protect an environment conducive to learning. Consistent with that purpose, reasonable
efforts will be made to take an educational approach to address violations of University policies in order to
assist students in learning from their mistakes and understanding how their behavior impacts others while
the University maintains the welfare of the community as a whole. The Code is set forth in writing to give
students general notice of prohibited conduct. The descriptions of prohibited conduct should be read broadly
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and are not designed to define expectations or misconduct in exhaustive terms. Because the Code is based
on shared values among members of our University community, it sets a broad range of expectations for
students no matter where or when their conduct may take place. Generally, the Code is not limited to
behavior within the formal boundaries of the University premises. Therefore, the University reserves the right
to take necessary and appropriate action to protect the safety and well-being of the University community, to
protect the continuing operation of the University, and to serve as a model representative of the greater
Boston community. Each student and Student Organization is responsible for reading, reviewing, and
abiding by the standards of conduct set forth in the Code, as well as the rules, regulations, policies, and
procedures contained in other official University publications and announcements. Notification of a Code
violation or decision of a Code violation is issued to a student through the student's University email account.
General Expectations
Each member of the University community enjoys the same basic rights and is expected to respect the
rights of others. Those rights include but are not limited to:
• freedom from personal abuse and threats of violence;
• access to all University services, programs, and activities;
• a supportive learning environment that enables all to participate fully within the University.
Membership in the University community is a privilege for those who are invited to join. Becoming a student
brings a responsibility to adhere to the values of the University community. Some of these core values
include:
• Maximizing teaching and learning relationships.
• Promoting personal and professional growth.
• Fostering the University's responsibility to the public.
• Increasing diversity and global awareness.
• Serving as an agent of social justice.
University students and Student Organizations, teams, and groups who breach the trust and values
extended to them by violating University policy(ies), shall be held accountable for their actions. The Code
defines the responsibilities of students and provides a process for responding to allegations of student
misconduct in a way that accords with the values of the University.
Part I: Student Conduct Authority
Ultimate authority for student discipline is vested in the Board of Trustees of the University of
Massachusetts. Disciplinary authority is delegated to the Chancellor of the University of Massachusetts
Boston, who in turn has delegated authority over student conduct to the Vice Chancellor for Student Affairs
and authority for student academic dishonesty to the Provost and Vice Chancellor for Academic Affairs.
The University reserves the right to change the provisions of the Code in accordance with University policies
or the law whenever such action is deemed appropriate or necessary. The University will publish such
amendments in relevant campus publications and on the Office of the Dean of Students website.
Questions, comments, and suggestions, should be forwarded to the Office of the Dean of Students. The
Code may be reviewed annually by the Office of the Dean of Students.
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Part II: Definitions: The following selected terms are defined in an effort to facilitate a more thorough
understanding of the Code. This list is not intended to be a complete list of all the terms referenced in the
Code that might require interpretation or clarification. The Dean of Students, or designee, shall make the
final determination on the definition of any term found in the Code.
1. "Administrative Conference Agreement" means the final agreement regarding violations and/or
sanctions agreed upon between the Conduct Officer and the student or Student Organization.
2. "Administrative Review Officer" means a University staff member who is authorized to determine
the appropriate resolution of an alleged violation of the Code, conduct an Administrative Review,
and/or to impose sanctions or affect other remedies, including remedial measures, as appropriate.
3. "Administrative Review Committee" means one or two University Administrative Review Officers
who review the investigation report submitted by the conduct officer and are responsible for issuing
a formal decision in the matter
4. "Advisor" means any person who accompanies a Respondent or a Complainant for the limited
purpose of providing support, guidance, and counsel. Students may consult with an advisor during
an investigatory meeting or hearing; however, an advisor will not speak on behalf of the student,
question witnesses, or otherwise actively participate in the Student Conduct Process, including the
Appellate Process. Advisors may participate in the Title IX Grievance Process, including conducting
cross-examination during the hearing, as is described in that process.
5. "Appellate body" means any person or persons authorized by the Provost, Vice Chancellor for
Student Affairs, or designee, to conduct a review of a decision reached by an Administrative
Review Committee.
6. "Business day" means any day, Monday through Friday, that the University is open for regular
business.
7. "Coercion" is the use of an unreasonable amount of pressure to engage in sexual activity.
Coercion does not begin when the initiator makes an initial sexual advance. Coercion begins when
the initiator continues to pressure another, through the use of undue psychological/emotional
pressure, alcohol, drugs, threat, intimidation, or force, to engage in sexual behavior, when a
reasonable person would realize that the other does not want to engage in sexual activity.
8. "Community Restitution Project" means an assignment of an appropriate service project that will
benefit the University community, responsible student, or others.
9. "Conduct file" means the printed/written/electronic file which may include but is not limited to
incident report(s), email and written correspondence, witness statements, and discipline history.
Conduct file records, including those resulting in a finding of "responsible," for discipline and
academic violations are maintained by the University for a period of at least seven (7) years from
the date of the incident. Records within the conduct file are subject to the protections and release
provisions of the Family Educational Rights and Privacy Act (FERPA) of 1974, as well as any other
privacy or confidentiality laws applicable to the University.
10. "Conduct Officer" is a staff member authorized on a case-by-case basis by the Dean of Students
or their designee to determine the appropriate resolution of an alleged violation of the Code, and/or
to impose sanctions or affect other remedies as appropriate.
11. "Confidential Resource Provider" The Confidential Resource Provider is an employee or other
individual designated to provide information on: reporting options of sexual or gender-based
harassment, including sexual violence, dating violence, domestic violence, and stalking, and the
effects of each option; counseling services available on and off campus; medical and health
services available on and off campus; supportive measures; the University's disciplinary process;
and the legal process carried out through local law enforcement agencies. If requested by a party,
the Confidential Resource Provider shall coordinate with the Title IX Coordinator to arrange
supportive measures. The Confidential Resource Provider may notify Complainants, Respondents,
or other community members of their rights and the University's responsibilities regarding a
protection order, no contact order, and any other lawful orders issued by the University or a civil,
criminal and tribal court. Confidential Resource Providers' services are confidential unless a party,
in writing, requests that certain information be disclosed, or as otherwise required by state or
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federal law. A list of Confidential Resource Providers is available at umb.edu/titleix/resources or
umb.edu/crtix, or by contacting the Title IX Coordinator.
12. "Complainant" means any person, or the University itself, who submits an allegation that a
student or a Student Organization violated the Code. When a student alleges that he/she has been
a victim of misconduct of another student or Student Organization, the student who alleges he/she
has been a victim will have the same rights under the Code as are provided to the Complainant
even if another member of the University community submitted the allegation itself.
13. "Consent" is permission to engage in communication and/or a specific, mutually- agreed upon
sexual activity that is given freely, actively, and knowingly, using mutually understandable and
unambiguous words or actions, or—in plain language— to agree to do the same thing, at the same
time, in the same way, with each other.
o Consent cannot be inferred by silence, passivity, or not resisting;
o Consent cannot be implied by a current or previous dating or sexual relationship;
o Consent to one form of sexual activity does not imply consent to other forms of sexual
activity;
o Consent is not indefinite. It is revocable and may be withdrawn at any time, using words or
actions such that a reasonable person would understand a lack of continued consent;
o Consent cannot be given by person who is:
▪ Incapacitated;
▪ Under duress, intimidation, threat, coercion, or force; and/or
▪ Under the age of 16.
It is typically the responsibility of the person seeking to initiate the sexual activity
or conduct to affirmatively obtain consent, not the intended recipient of such
conduct to deny such consent.
14. "Confidential Employee" is an employee who, because of his/her position, may not reveal an
individual's identity or other information without permission, even to the Title IX Coordinator(s). The
following categories of employees are Confidential Employees:
o Licensed sexual assault counselors, psychologists, psychotherapists, social workers,
clergy, and attorneys, and those persons working under the supervision of such
individuals, when acting in their professional role providing services to a patient or client;
o University employees bound by statutory privilege obligations under Massachusetts law;
o University employees providing administrative, operational and/or related support for a
confidential employee in the performance of such services; and
o Confidential Resource Providers.
15. "Dating Violence" is abusive behavior (including, but not limited to, physical, emotional, and/or
sexual acts or conduct) committed by a person who is or has been in a social relationship of a
romantic or intimate nature with the victim. The existence of such a relationship will be determined
by factors such as the length of the relationship, the type of relationship, and the frequency of
interaction between the persons involved.
16. "Domestic Violence" is any abusive behavior (including, but not limited to, physical, emotional,
and/or sexual acts or conduct) committed:
o against a person who is a current or former spouse;
o against a person with whom the abuser shares a child in common;
o against a person who is or has cohabitated with the abuser as a spouse;
o against a person similarly situated to a spouse;
o between a parent and child;
o between members of the same household in an intimate relationship; or
o against any other person similarly situated.
17. "Designee" refers to a staff or faculty member who has been designated as responsible for
implementing the Code of Conduct process or administering the student conduct system, in part or
in whole.
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18. "Gender Expression" refers to the external characteristics and behaviors that relate to a
perception of gender, including but not limited to dress, mannerisms, speech patterns, social
interactions, and body characteristics.
19. "Gender Identity" refers to an individual's internal sense of gender, which may be male or female,
man or woman, or not conforming to those binary genders. A person's gender identity may be
different or the same as the person's sex assigned at birth.
20. "Good Academic Standing" is a student who maintains a cumulative Grade Point Average (GPA)
over 2.0. https://www.umb.edu/academics/caps/moreinfo/academic/standing
21. "Good Disciplinary Standing" is a student who is not currently on probation. Students who are
not in good disciplinary standing may be prevented from participation in University-sponsored
events and activities.
22. "Guest" means a non-student who is associated with or an invitee of a student and/or Student
Organization.
23. "Harassment" is conduct by a person or persons against another person or persons based on
their legally protected class that adversely has the effect of:
1. Unreasonably interfering with a person or person's employment, educational benefits,
academic grades or opportunities, or participation in University programs or activities; or
2. Unreasonably interfering with a person or person's work or academic performance; or
3. Creating an intimidating, hostile, or offensive working or academic environment.
2. "Incapacitation" is the physical and/or mental inability, whether temporary or permanent, of an
individual to make rational, reasonable decisions, or judgments regarding their own well-being or
welfare. States of incapacitation include, but are not limited to, unconsciousness, sleep, and
intoxication. Incapacitation may result from the voluntary or involuntary consumption of alcohol
and/or other drugs. Where alcohol or other substances are involved, incapacitation is determined
by how the substance impacts a person's decision-making capacity, awareness of consequences,
and ability to make informed judgments. A person is not incapacitated merely because the person
has been drinking or using drugs. The question of incapacitation is determined on a case-by-case
basis using both objective and subjective standards. In evaluating whether a person was
incapacitated for purposes of evaluating consent, the University will consider: (1) whether the
person initiating the sexual activity knew that their partner was incapacitated; and if not (2) whether
a reasonable person in the same situation would have known that their partner was incapacitated;
and (3) whether the person initiating the sexual activity played a role in creating the circumstances
of incapacity
3. "Incident database" means the electronic database used to track an incident and the response
taken.
4. "Instructor" means any faculty member, teaching assistant, graduate assistant, or any other
person authorized by the University to provide educational services and who have the professional
responsibility and authority to maintain control and order in instructional settings, which include but
are not limited to classrooms, libraries, group meetings, tutorials, lab sessions, office hours, field
work, and off-campus venues. This extends to the virtual classroom of email, chat rooms,
telephony, and web activities associated with courses.
5. "Interim Administrative Action" means an immediate restriction taken against a student or
Student Organization prior to resolution of an alleged violation.
6. "Intrusion of Privacy" is photographing, videotaping, filming, digitally recording, or by any other
means secretly viewing, with or without a device, another person without that person's consent in
any location where the person has a reasonable expectation of privacy, or in a manner that violates
a reasonable expectation of privacy. Unauthorized storing, sharing, and/or distribution of such
recorded material is also prohibited. This does not apply to lawful security or surveillance filming or
recording that is authorized by law enforcement or authorized University officials. These provisions
may not be utilized to impinge upon the lawful exercise of constitutionally protected rights of
freedom of speech or assembly.
7. "May" is used in the permissive sense.
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8. "Member of the University Community" includes any person who is a student, instructor, or
University employee; any person who works directly or indirectly (e.g., a vendor), resides, or
receives University services on University premises or in connection with its programs or activities;
and may include visitors to University premises. A person's status in a particular situation shall be
determined by the Office of the Dean of Students or their designee.
9. "The Office of the Dean of Students" refers to the professionals in Student Affairs, designated by
the Vice Chancellor, to be responsible for the overall coordination of the University student conduct
system, including the development of policies, procedures, and education and training programs.
The members of the Dean of Students Office may serve as Conduct Officers, Administrative
Review Officers, and/or an appellate body.
10. "Official Form of Communication" A student's University email address serves as the official
form of communication with the University and students.
11. "Policy" is defined as any written policy, procedure, standard, regulation, rule or expectation
adopted by the University, as the same may be amended, modified or replaced from time to time.
12. "Preponderance of the Evidence" The standard of proof used to determine the outcome of a
complaint is a preponderance of the evidence, which means that it is more likely than not based on
the evidence gathered and reasonable inferences from the evidence, that a policy or the Code was
violated
13. "Rape" is any penetration of any orifice, no matter how slight, by any object, including any body
part without consent. Rape may be committed by force, threat, intimidation, coercion, or through
exploitation of another's mental or physical condition (such as incapacitation) of which the
Respondent knew or reasonably should have known.
14. "Respondent" means a student who, or Student Organization which, may be charged for violating
the Code or policy.
15. "Responsible Employee" is an employee (a) who, because of his/her position, must report known
or possible incidents of sexual violence or any other sexual misconduct by students or employees,
including the known details of the incident and the name(s) of alleged victim(s) and Respondent(s),
to the Title IX Coordinator(s) or other appropriate school designee; or (b) who has the authority to
take action to redress sexual harassment/misconduct; or (c) whom a student reasonably believes
has this authority or duty.
16. "Retaliation" is the interference through intimidation, including threats, coercion, or unlawful
discrimination, with an individual's right or privilege secured under the law (Title IX of the Education
Amendments of 1972, Title VII of the Civil Rights Act of 1964, the Violence Against Women Act of
1994, the Massachusetts Anti- Discrimination laws, or other laws) or interfering with an individual's
right to make a complaint, testify, assist, or participate in any manner in an investigation,
proceeding or hearing, or to intervene to prevent a violation of this policy.
17. "Sanction" means a requirement a student or Student Organization must abide by or complete
when found responsible for violating the Code.
18. "Sexual Assault" is any sexual activity that is forced, coerced, or unwanted.
19. "Sexual Exploitation" is taking sexual advantage of another person without his or her consent.
Sexual exploitation includes, without limitation: causing or attempting to cause the incapacitation of
another person in order to gain a sexual advantage over such other person; causing the prostitution
of another person; recording, photographing, or transmitting identifiable images of private sexual
activity and/or the intimate parts of another person; allowing third parties to observe private sexual
acts; and engaging in voyeurism.
20. "Sexual Misconduct (Sexual harassment)"
1
is unwelcome verbal, non-verbal, and/or physical
conduct of a sexual nature when:
1. submission to such conduct is made either explicitly or implicitly a term or condition of an
individual's employment or education; and/or
2. submission to, or rejection of, such conduct by an individual is used as a basis for
academic or employment decisions affecting that individual; and/or
34
3. such conduct has the purpose or effect of substantially interfering with an individual's
academic or professional performance or creating a sexually intimidating, hostile, or
offensive employment, educational, or living environment.
21. "Sexual Violence" is any physical sexual act or activity engaged in without the consent of the
other individual, including when the other individual is unable to consent to the act or activity. (See
also definition for Consent.)
22. "Shall" and "Will" are used in the imperative sense.
23. "Stalking" is any course of conduct (more than one act) directed at a specific person (directly,
indirectly, through a third party or other means) that places that person in reasonable fear for his or
her safety or the safety of others.
24. "Student" means any person who has been admitted to, registered or enrolled in, or attends,
attended, or attending the University, any University course, or University conducted program.
25. "Student Organization" means an association or group of persons, including, but not limited to,
any Student Organization, team, or club, that has complied with the formal requirements for
University recognition or is recognized by the University.
26. "Student Organization Representative" means the president or designee chosen by the Student
Organization to participate in the Student Conduct Process on behalf of the Student Organization.
27. "Supportive Measures" means non-disciplinary, non-punitive individualized services offered as
appropriate, as reasonably available, and without fee or charge to Complainants or Respondents.
Supportive measures may be offered by the Title IX Coordinator, by the Office of the Dean of
Students in consultation with the Title IX Coordinator, or by a Confidential Resource Provider.
Supportive Measures are discussed further in Part V.
28. "Undesignated Employee" is an employee who is not designated as a Responsible Employee, a
Confidential Employee, or a Confidential Resource Provider. Undesignated employees are
encouraged to practice bystander awareness and to report any incidents of abuse or sexual
misconduct to the Title IX coordinator(s).
29. "University" means the University of Massachusetts Boston.
30. "University official" includes any person authorized by the University to perform administrative,
instructional, or professional duties.
31. "University premises" includes all land, buildings, facilities, and other property in the possession
of or owned, used, or controlled by the University, either solely or in conjunction with another entity
or person.
32. "Witness" means any person with knowledge pertaining to an alleged violation of the Code.
1
In May of 2020, the U.S. Department of Education issued new regulations for colleges and universities that
address sexual harassment, including sexual assault, dating violence, domestic violence, and stalking.
Those regulations define sexual harassment, including sexual assault, dating violence, domestic violence,
and stalking, for the purposes of Title IX. To comply with those regulations, UMass Boston's Title IX
Grievance Procedures shall apply to sexual harassment as defined by federal regulations when such
harassment is alleged to occur within the jurisdiction set out by the Title IX Grievance Procedure. Sexually
harassing conduct, including sexual assault, dating violence, domestic violence, and stalking, that falls
outside of the definitions and jurisdiction of the Title IX Grievance Procedure may be addressed pursuant to
this Code of Conduct.
Part III: Proscribed Conduct
The Code applies to students and Student Organizations.
1. Jurisdiction of the University
1. Each student shall be responsible for his/her conduct from the time of admission and/or
registration through the actual awarding of a degree, even though conduct may occur
before classes begin or after classes end, as well as during the academic year and during
periods between terms of actual enrollment (and even if his/her conduct is not discovered
until after a degree is awarded). The Code shall apply to a student's conduct even if the
35
student withdraws from the University while a student conduct matter is pending.
2. Generally, University jurisdiction shall be limited to conduct that occurs on or about
University premises or in connection with University-sponsored, University-supervised or
University-affiliated events, programs, and activities (including students involved with off-
campus internships, study abroad programs, and the virtual classroom of email, chat
rooms, conferences, telephony, and web activities associated with courses). This
jurisdiction also extends to unrecognized Student Organizations. However, the University
reserves the right to apply the Code to students whose misconduct has a direct and
distinct adverse impact on the University community, its members, and/or the pursuit of its
objectives regardless of where such conduct may incur. Should the Office of the Dean of
Students reasonably determine that a particular alleged act of off- campus misconduct
falls within the jurisdiction of the University, the case will be referred to the University
student conduct system. The Office of the Dean of Students will provide a report to the
Faculty Counsel each Academic Year regarding the frequency of these situations.
3. University student conduct proceedings may be instituted against any student charged
with conduct that potentially violates the Code. A student's alleged conduct may also
result in criminal prosecution or civil liability. Any person that files a complaint for
misconduct pursuant to the Code may also notify campus, local, or state police or other
Revised: August 2, 2021 enforcement agencies external to the University at any time
during the University proceedings. However, the University shall not require any person to
report misconduct to law enforcement or an external enforcement agency. In cases where
there are criminal or other external proceedings, the Code may be carried out prior to or
simultaneously with civil or criminal proceedings at the discretion of the Office of the Dean
of Students. The University cooperates with law enforcement, or other agencies, in the
enforcement of laws on campus and in regard to its students. This includes providing
information requested by subpoena or as otherwise permitted by law.
Determinations made or sanctions imposed under the Code shall not be subject to change
because criminal charges arising out of the same facts giving rise to violation of University
rules were dismissed, reduced, or resolved in favor of or against the criminal law
defendant.
Sexual misconduct, including but not limited to, sexual assault, dating violence, domestic
violence, stalking, and related retaliation are prohibited by the Code. However, UMass
Boston's Title IX Grievance Procedure shall supersede the Code and apply to sexual
harassment as defined by federal regulations when such harassment is alleged to occur
within the jurisdiction set out by the Title IX Grievance Procedure. Other sexual
misconduct, including sexual assault, dating violence, domestic violence, and stalking,
that falls outside of the definitions and jurisdiction of the Title IX Grievance Procedure may
be addressed pursuant to the Code. When sexual harassment is alleged, the Title IX
Coordinator will determine which procedures apply
4. Discrimination and discriminatory harassment are prohibited by the University of
Massachusetts Non-Discrimination Policy. (available at:
https://www.umb.edu/crtix/policies_forms)
5. Generally, the influence of drugs and/or alcohol on a student's judgment or behavior will
not be accepted as a mitigating factor with respect to the resolution of an act of
misconduct.
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6. Students are responsible for the consequences of their actions even when the conduct
may have been influenced by their physical or emotional state (irrespective of any medical
or clinical diagnoses).
7. Students are responsible for the contents of their residence hall rooms, cars, lockers, club
spaces, or person if they are aware of their contents, regardless of claims of personal
ownership. Students may also be held responsible for shared common areas. Students
need not be present or notified when an authorized inspection (including a warrant, or the
Residence Life Agreement) is conducted.
8. Students and Student Organizations are responsible for the conduct of their guests and
should be with guests at all times when on campus or at University-sponsored events.
9. If an incident report involves more than one charged student, or if there is more than one
incident involving the same student, the Office of the Dean of Students, or designee, in
his/her discretion, may determine whether an Administrative Conference and/or
Investigation concerning each incident may be conducted either separately or Revised:
August 2, 2021 jointly.
10. Student Organizations.
1. Student Organizations may be held accountable under the Code for the Student
Organization's misconduct and/or for the misconduct of any one or more of its
leaders, members, guests, or other representatives, when on campus, or at a
University-sponsored event. This includes hosting a non-student who commits a
violation.
2. The Student Organization must designate one Student Organization
Representative by written notice to the Office of the Dean of Students, or
designee, within three (3) days of being sent notice of alleged violations of the
Code. The Student Organization Representative will represent the Student
Organization during the Student Conduct process.
3. Review of allegations of misconduct of individual student members will be
determined under the Code prior to determination of Student Organization
alleged violations.
4. Student Organizations are prohibited from conducting their own disciplinary
proceedings prior to resolution of alleged violations of the Code.
5. Nothing in the Code shall preclude holding students who are members of a
Student Organization responsible for their individual violations of the Code
committed in the context of or in association with the Student Organization's
alleged violation of the Code. Both the Student Organization and individual
students may be found responsible for violations of the Code in connection with
the same behavior.
6. The Student Organization Representative is required to notify the Student
Organization's advisor of any alleged violations of the Code and any sanctions
imposed.
2. Conduct Rules and Regulations
Students and Student Organizations must uphold the Code and obey University policies, rules, and
37
procedures as well as federal, state, and local laws. The Office of the Dean of Students, or
designee, shall make the final determination on what constitutes a potential violation of the Code
and shall establish the specific behavioral allegations(s) as appropriate.
Good Samaritan Procedures
The University of Massachusetts Boston considers the safety and personal well-being of members
of the University community a priority. The University recognizes that there maybe alcohol or drug-
related medical emergencies or other safety emergencies in which the potential for disciplinary
action could act as a deterrent to students who want to seek assistance for themselves or others.
To promote reporting of such instances, the University has created A Good Samaritan Procedure.
For more information, please see Appendix A.
Amnesty for Students Involved in allegations of Sexual Harassment, Sexual Violence, Dating
Violence, Domestic Violence, and Stalking
The University has a special concern for incidents which involve sexual harassment, gender-based
harassment, sexual violence, dating violence, domestic violence, stalking or retaliation. Such
incidents damage not only individuals, but also the free and open academic environment of the
University.
Additionally, there is an awareness that students might not report such incidents out of concern that
they, or witnesses, might be charged with violations of the Universities' policies. While the
University does not condone such behavior, it places a priority on the need to address sexual
violence and harassment. Accordingly, a student who, as a Complainant or witness, causes an
investigation of an incident of sexual harassment, gender-based harassment, sexual violence,
dating violence, domestic violence, sexual assault, stalking, or related retaliation, will not be subject
to a disciplinary sanction for a violation of the Code related to that incident unless the University
determines that the student's participation in the matter was not in good faith or that the violation of
the Code was egregious. An egregious violation includes, but is not limited to, conduct that places
the health and safety of person(s) at risk.
Prohibited Conduct
The following list of behaviors is intended to represent the types of acts that constitute violations of
the Code. Although the list is extensive, it should not be regarded as all- inclusive. All students are
responsible for knowing and observing all policies.
1. Acts of dishonesty including, but not limited to: furnishing false information; forgery,
alteration, or misuse of any document, record, or instrument of identification; or
misrepresenting oneself as another. This may also include Academic Integrity Violations
for more information on the Academic Integrity Policy, please see Appendix B.
2. Disruptive behavior which is defined as participating in or inciting others to participate in
the disruption or obstruction of any University activity, including, but not limited to:
teaching, research, events, administration, student conduct proceedings, the
living/learning environment, or other University activities, on or off campus. See
Instructional Setting Conduct Policy here https://www.umb.edu/faculty-staff/
3. Harming behavior, which includes, but is not limited to: the threat of or actual physical
assault or abuse, and also includes harassment. For the purposes of The Student Code,
bullying is considered a form of harassment.
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4. Harassment is conduct by another person or persons against another person or persons
based upon their legally protected class that adversely has the effect of:
a. Unreasonably interfering with a person or person's employment, educational benefits,
academic grades or opportunities, or participation in the University programs or activities;
or
b. Unreasonably interfering with a person or person's work or academic performance; or
c. Creating an intimidating, hostile, or offensive working or academic environment.
Examples of harassment include, but are not limited to, the repeated use of written, oral
or electronic communication, or a physical act or gesture by one or more individuals,
repeatedly directed at another individual that: (i) causes physical or emotional harm or
damage to property, (ii) places the target of such behavior in reasonable fear of harm to
self, or of damage to property, (iii) creates a hostile environment or otherwise infringes on
the rights of such individual or (iv) substantially disrupts the education process.
Harassment may also include, but not be limited to, a written, oral or electronic
communication or physical act or gesture based on any actual or perceived differentiating
characteristic, such as race, color, religion, ancestry, national origin, gender, sexual
orientation, gender identity or expression, socioeconomic status, academic status,
physical appearance, or mental, physical, or by association with an individual or group
who has or is perceived to have one or more of such characteristics.
In determining whether an act constitutes harassment, The Office of the Dean of Students
will consider the full context of any given incident, giving due consideration to the
protection of the members of the University community, and the individual rights, freedom
of speech, academic freedom, and advocacy required by law. Please note that not every
act that might be offensive to an individual or a group necessarily will be considered a
violation of The Code.
5. Discriminatory behavior. For further information regarding this policy, please see the
University's Non-Discrimination and Harassment Policy, available at
https://www.umb.edu/crtix/policies_forms
6. Retaliation is defined in Part II of this Code, and is also prohibited by the University's Non-
Discrimination and Harassment Policy and the Title IX Grievance Procedure.
7. Sexual Violence is any physical sexual act or activity engaged in without the consent of
the other individual, including when the other individual is unable to consent to the act or
activity (see also, consent). The following are forms of Sexual Violence and violations of
The Code of Conduct:
1. Rape as defined in Part II of this Code;
2. Sexual Assault as defined in Part II of this Code;
3. Sexual Exploitation as defined in Part II of this Code;
4. Incest, defined as sexual intercourse between persons who are related to each
other and whose marriage would be prohibited by law. Attempts to commit incest
are also prohibited.
5. Statutory Rape, defined as sexual intercourse with a person who is under the
statutory age of consent, which is 16 in Massachusetts. Attempts to commit
Revised: August 2, 2021 statutory rape are also prohibited
6. Aiding in the commission of Sexual Violence is prohibited. Examples, include but
are not limited to:
▪ Videotaping another person having sex with a person who has passed
out at a party;
▪ Helping a friend to drug another person's drink; and
39
▪ Encouraging students to engage in sexual activity when one knows
those students to be incapacitated by drugs or alcohol.
8. Endangering behavior which includes, but is not limited to, conduct that poses a
substantial threat of harm or endangers the health or safety of any person including one's
self, or is severely disputative to others.
9. Hazing is any conduct or method of initiation, admission into, or as a condition of
membership into any group, organization, or Student Organization as defined under this
Code, or maintaining membership in a group, organization, or Student Organization, which
willfully or recklessly endangers the physical or mental health or safety of any student or
other person. Consent to hazing will not be a defense under this Code. Examples of such
behavior include but are not limited to sexual or gender humiliation, any other brutal
treatment or forced physical activity which is likely to adversely affect the physical health
of any such student or other person, or which subjects such student or other person to
extreme mental stress, including extended deprivation of sleep or rest or extended
isolation or forced violation of the law or University policy.
10. Failure to abide by the Alcohol Policy. Notwithstanding the Alcohol Policies, specific
violations include:
1. Being a student, under the age of 21, not engaged in an employment or other
permissive activity, in the presence of an alcohol container on campus, excluding
University-sponsored events.
2. Possession, or use, of alcohol by a student under the age of 21.
3. Serving, distributing, or obtaining alcohol for, or allowing consumption by, any
individual who is under 21 years of age.
4. Possession, use, sale, or distribution of a false identification card, or other false
age or identity verification form.
5. Alcohol is not permitted in the Residence Halls, or on campus without prior
written approval.
6. Commercial delivery of alcoholic beverages to the campus is prohibited.
7. Any alcohol stronger than 80 proof, outside of a research facility, is not permitted
on campus.
8. Drinking games are prohibited. Paraphernalia used to administer drinking games
or assist the user in ingesting alcohol at a fast rate are a violation of the Code.
This includes, but is not limited to, funnels and beer pong. Such paraphernalia
may not be maintained on University property and will be confiscated if
discovered.
9. Common source containers containing alcohol are prohibited. This includes, but
is not limited to kegs, beer balls, and/or punch bowls being used to serve alcohol.
10. Public intoxication is prohibited.
11. Public consumption of alcoholic beverages or possession of an open container of
alcohol in an area not authorized by University Officials, is prohibited in public.
40
12. Operation of a motor vehicle which contains alcohol by a student under the age
of 21, regardless of the age of any passenger, is prohibited.
13. Use of alcoholic beverages to render another person physically or emotionally
incapacitated is prohibited.
14. Operation of a vehicle under the influence of alcohol on campus or off campus is
prohibited.
11. Failure to abide by the Drug Free Policy. Notwithstanding the Drug Free Policies, specific
violations include:
1. The possession, use, cultivation, manufacture, or distribution, of illegal drugs,
narcotics, or controlled substances, or attempts to commit the same, is
prohibited. This includes the use or possession of legally prescribed drugs which
fall outside the parameters of the medical prescription.
2. Being under the influence of illegal drugs, narcotics, or controlled substances is
prohibited.
3. Being a student knowingly in the presence of illegal drugs, narcotics, or
controlled substances is prohibited.
4. The use of drugs to render another person incapacitated is strictly prohibited.
5. The possession, use, sale, or distribution of drug paraphernalia is strictly
prohibited.
6. Operating a vehicle while under the influence of drugs on campus or off campus
is prohibited (exception: the use of medication prescribed by a doctor in Revised:
August 2, 2021 accordance with such prescription).
While Massachusetts state law permits the use of medical and recreational
cannabis, federal law prohibits cannabis
2
use, possession, distribution,
and/or cultivation at educational institutions. Therefore, the use,
possession, distribution, or cultivation of cannabis for medical or
recreational purposes is not allowed in any University of Massachusetts
Boston residence hall or on any other premises; nor is it allowed at any
University-sponsored event or activity off campus or any Student
Organization event or activity. Anyone who possesses or uses cannabis at
any University premises may be subject to civil citation, state or federal
prosecution, and University discipline.
In addition, no accommodations will be made for any student in
possession of a medical cannabis registration card (i.e. medical marijuana
card) except that University of Massachusetts Boston may release students
from their occupancy license if approved as a reasonable accommodation
for a documented disability requiring use or possession of cannabis for
medical purposes.
12. Failure to abide by the Tobacco Free Policy (https://www.umb.edu/campus-life/current-
students/policies/tobaccofree/)
13. Possession, storing, carrying, or use of any weapon, ammunition, or explosive, as defined
by Massachusetts General Laws, c. 269, § 10, et. seq. by any person is prohibited on all
University premises except by authorized law enforcement officers and other persons
41
specifically authorized by the University. Examples include, but are not limited to: firearms,
BB guns, air soft guns, any knife with a locking blade, any knife having a double-edged
blade, any knife having an automatic spring-released device by which the blade is
released from the handle, a blade of over one and one-half inches, a nunchaku, etc.
14. Uncooperative behavior which includes, but is not limited to: failure to comply with the
directions of, providing false information, and/or failure to identify oneself to University
officials or law enforcement officers acting in the performance of their duties. This includes
failing to provide student identification when asked by University Officials.
15. Creating a fire hazard or a situation that endangers others such as arson; the
unauthorized or improper possession, use, removal, or disabling of fire safety equipment
and warning devices; failure to follow fire safety procedures or instructions; or interference
with firefighting equipment or personnel.
16. False reporting of fire, bombs, or other emergency situations.
17. Assisting another person or a Student Organization in the commission, or attempted
commission, of a violation of the Code. This includes hosting a non-student who commits
a violation.
18. Conduct that is lewd or indecent such as public urination, public defecation, streaking,
stripping, or solicitation of a stripper.
19. Violation of published University policies, rules, or regulations.
20. Violation of the Resident Handbook and or License Agreement
21. Theft, which includes, but is not limited to, attempted or actual theft or unauthorized use or
possession of property, resources, or services.
22. Forcible entry or unauthorized entry and/or presence in buildings or property, or attempts
to commit the same. Reasonable notice of authority, or lack thereof, shall be given.
23. Damage or misuse of property which includes, but is not limited to, attempted or actual
damage to or misuse of University property or other personal or public property as well as
actions which obstruct, disrupt, or physically interfere with the use of University equipment
(including safety and security equipment) or premises.
24. Unauthorized possession, duplication, or misuse of University property or other personal
or public property, including but not limited to records, electronic files, telecommunications
systems, forms of identification, and keys.
25. Violation of federal, state, or local law or conduct that would violate the legal rights of
others.
26. Failure to abide by the Responsible Use of Information Technology Policy.
(https://www.umb.edu/it/software-systems/email/student-acceptable-use-policy/)
27. Failure to maintain a hygienic living and learning environment which has a significant
impact on the community.
28. Unauthorized use of the University name, logo, mascot, or other symbol.
42
29. Abuse of the University Student Conduct system, including, but not limited to:
1. Disruption or interference with the orderly conduct of a Student Conduct
proceeding.
2. Falsification, distortion, or misrepresentation of information to a conduct officer or
Administrative Review Committee.
3. Influencing or attempting to influence another person to commit an abuse of the
Student Conduct system.
4. Attempting to discourage an individual's proper participation in, or use of, the
Student Conduct system.
5. Attempting to intimidate or retaliate against a member of a review body, a
Complainant, Respondent, or witness, prior to, during, and/or after a Student
Conduct proceeding.
6. Institution of a Student Conduct proceeding in bad faith.
7. Failure to comply with the sanction(s) imposed under The Code.
30. Intrusion of Privacy, meaning the attempted use or actual use of electronic devices that
invade a person's privacy. This includes but is not limited to: photographing, videotaping,
filming, digitally recording, or by any other means secretly viewing, with or without a
device, another person without that person's consent in any location where the person has
a reasonable expectation of privacy, or in a manner that violates a reasonable expectation
of privacy. Unauthorized storing, sharing, and/or distribution is also prohibited. This does
not apply to lawful security or surveillance filming or recording that is authorized by law
enforcement or authorized university officials. These provisions may not be utilized to
impinge upon the lawful exercise of constitutionally protected rights of freedom of speech
or assembly.
Additionally, Massachusetts Law, prohibits private citizens from secretly recording others,
or possessing a device with the intent to secretly record, or disclosing the contents of a
secret recording. Please be aware that academic settings, including, but not limited to,
the classroom, labs, office hours, and instructional space, are deemed a place in which
there is an expectation of privacy, unless previously agreed upon.
31. Continued participation in any Student Organization activities, including but not limited to,
meetings or acceptance of new members, during any period that a Student Organization
is subject to a Loss of Recognition, is not recognized by the University or other conduct in
violation of a sanction imposed on a Student Organization
2
The term "cannabis" includes marijuana and its derivatives.
Part IV: Student Conduct Procedures The following procedures are the procedures followed to adjudicate
all violations of The Code.
Conduct Officers may involve or seek input from other University Officials in any or all parts of the student
conduct procedures as they deem appropriate, such as University Officials from the Office of Student
Involvement & Leadership or the Department of Athletics and Recreation with respect to Student
Organization Respondents.
Incidences Involving allegations of Sexual Harassment, Sexual Violence, Dating Violence, Domestic
Violence, and Stalking: The Title IX Grievance Procedure applies to complaints of sexual harassment,
43
including sexual assault, dating violence, domestic violence, and stalking as those terms are defined in the
Procedure, which occur within its jurisdiction. If the Title IX Grievance Procedure applies, it supersedes the
Student Code of Conduct with regard to the adjudication of such allegations. When sexual harassment is
alleged, the Title IX Coordinator will determine which procedures apply. For more information, including
reporting options, confidential resources, and supportive measures, please consult the Title IX Grievance
Procedure and/or the Office for Civil Rights and Title IX (umb.edu/crtix).
1. Allegations
1. Any person may file a report regarding any student or Student Organization alleging
misconduct. To initiate the Student Conduct Process, reports shall be prepared in writing
and directed to the Office of the Dean of Students or to a designee. A report should be
submitted as soon as possible after the alleged misconduct takes place.
2. The Office of the Dean of Students, or designee, shall determine if a complaint alleges or
addresses a potential violation of the Code and will notify the Respondent within five (5)
business days after receiving information regarding such allegations. The decision to
continue a complaint through the Student Conduct Process is the decision of the Office of
the Dean of Students, or designee.
3
3. Generally, the Office of the Dean of Students, or designee, will assign a Conduct
Officer(s) to the case who will investigate, and/or schedule a conference with the
Respondent(s) and other individuals as deemed necessary and appropriate.
4. The Office of the Dean of Students, or designee, will determine what testimony,
witnesses, or other information is relevant and may exclude information or witnesses that
are deemed immaterial and/or irrelevant.
5. The Office of the Dean of Students, or designee, may consult with the Office of Student
Involvement and Leadership, the Department of Athletics and other relevant University
Officials regarding allegations regarding Student Organizations or that imply Student
Organization involvement.
3
If the complaint alleges sexual harassment, the Title IX Coordinator may determine
whether the Title IX Grievance Procedures apply, as provided in that Procedure.
2. Informal Resolution/Educational Conference
1. The Office of the Dean of Students, or designee, reserves the right to schedule an
informal resolution/educational conference to discuss the behavior of students and its
impact on the mission of the University. Conferences may result in an action plan agreed
on by all parties to address the behavior. If the action plan is not honored, the University
reserves the right to initiate a formal review under the Code.
2. Examples of incidents that may be adjudicated by an Educational Conference include, but
are not limited to: minor disruptions and/or educational or behavioral concerns.
3. Educational conferences are typically scheduled within ten (10) business days upon
receipt of a report of a potential violation of the Code.
3. Adjudication by Letter
1. The Office of the Dean of Students, or designee, shall determine the appropriateness of
adjudicating an incident by letter. In such cases, a student shall receive an emailed letter
from the Conduct Officer outlining the violations, findings of responsibility, and sanctions
44
within five (5) business days from receipt of notification of alleged violation.
2. The student(s) will have the opportunity to appeal said findings and sanctions within three
(3) business days. Appeal form can be found
here: https://cm.maxient.com/reportingform.php?UMassBoston&layout_id=8
3. If the student(s) choose not to appeal the decision communicated by letter, the findings
and sanctions will be considered final.
4. Examples of incidents that may be adjudicated by letter include, but are not limited to: off-
campus incidents, violations of the Residence Hall Agreement, and minor alcohol/drug
offenses.
4. Administrative Conference
1. The Administrative Conference is a meeting between a Respondent and a Conduct Officer
to review a complaint/incident, explain the Student Conduct Process, and possible options
for resolving the matter.
2. Typically, students will be notified of an Administrative Conference within five (5) business
days upon receipt of report of alleged violation.
3. After reviewing the incident with the Respondent, the Conduct Officer will determine
appropriate allegation(s) and/or violation(s), if any, and whether or not the situation may
be resolved by way of an Administrative Conference Agreement or by an
Investigation/Administrative Review. Respondents can also request an
Investigation/Administrative Review. Requests for an Investigation/Administrative Review
will typically be granted.
4. If the Respondent does not schedule or attend a conference by the date specified, or if the
Respondent schedules a conference, but does not attend or attends but does not
participate, the incident may be referred to an Investigation/Administrative Review.
5. If the Conduct Officer and Respondent are able to resolve the incident regarding the
allegation(s) and/or violation(s), but not the sanctions, the matter shall be referred to an
Investigation/Administrative Review for Sanctions.
6. A Respondent who agrees to resolve any allegation(s) and/or violation(s), and/or
sanctions at an Administrative Conference shall have no right to appeal.
5. Investigation/Administrative Review for Allegations and/or Violations:
1. If a situation cannot be resolved in an Administrative Conference, an investigation will be
conducted by the Conduct Officer.
2. If the Respondent does not schedule or attend a conference by the date specified, or if the
Respondent schedules a conference, but does not attend or attends but does not
participate, the Conduct Officer may complete the investigation based on the information
obtained. This includes the use of police investigation reports.
3. The Complainant, any alleged victim, and the Respondent shall each have the right to:
1. Be notified of all alleged allegation(s) and/or violation(s). This will be performed
through the University email system. Notifications of Student Organization
Respondents will be done through the University email system to the president of
the Student Organization (for notice of allegations) and the Student Organization
Representative thereafter. Students and Student Organization leaders and
45
Representatives are responsible for checking their University email and following
the instructions contained within the email.
2. Review any written complaint(s) submitted in support of the allegation(s) and/or
violation(s).
3. Be informed about the Student Conduct Process and/or any other process.
4. Submit a written account or present a personal statement regarding the incident.
The decision to not present information is not an admission of responsibility and
will not be considered as such. A Student Organization Representative may
submit one statement regarding the incident on behalf of the Student
Organization.
5. Present relevant information, including names of witnesses, questions for
witnesses (including the individual reporting the misconduct), and other
documentation regarding the incident.
6. Be accompanied by one advisor during any conduct meeting in which the student
or Student Organization is participating. A student or Student Organization
should select an advisor of their choice whose schedule allows attendance at the
scheduled date and time for the meeting(s) because delays will not be allowed
due to the scheduling conflicts of an advisor.
7. Receive upon written request, at the conclusion of the investigation and
appropriate review, a copy of the Conduct Officer's report, to the extent permitted
by law.
8. Present a personal and/or community impact statement regarding potential
sanctioning to the Administrative Review Officer(s). A Student Organization
Representative may submit one statement on behalf of the Student Organization.
9. Under certain circumstance, appeal the decision
10. For cases involving sexual or gender-based harassment, sexual violence
including sexual assault, dating violence, domestic violence, stalking, and related
retaliation, the Investigators, Administrative Review Officers, Title IX
Coordinators, and other employees involved in the disciplinary process will
participate annually in training related to sexual harassment, sexual misconduct,
gender-based discrimination and harassment, and Title IX.
11. For cases involving sexual or gender-based harassment, sexual violence
including sexual assault, dating violence, domestic violence, stalking, and related
retaliation, the Complainant and Respondent have the additional rights provided
below.
Complainants alleging sexual or gender-based harassment, sexual violence,
dating violence, domestic violence, sexual assault, stalking and/or related
retaliation have the following rights in matter adjudicated pursuant to the Code:
1. to an explanation of the options available;
2. to referrals to confidential assistance and support services from both on-
and off-campus resources, including 24-hour services and confidential
resource providers;
46
3. to reasonably available supportive measures as discussed in Part V;
4. to make a complaint that starts the University's investigation and
resolution processes;
5. to a prompt, thorough, impartial, and equitable investigation and
resolution of a complaint by a trained investigator;
6. to an advisor or support person of their choice who may be present at
any time during the investigation proceedings and with whom they may
consult, but who may not participate in or otherwise provide
representation in any way throughout the process;
7. to reasonable accommodations for a documented disability during the
process;
8. not to have irrelevant sexual history discussed;
9. to meet with the investigator and review relevant documents, witness
accounts, and other information;
10. to speak and present information on their own behalf;
11. to submit questions for the Investigator and/or the Administrative
Review Committee to ask witnesses and/or the Respondent;
12. to know the status of the case at any point during the process;
13. to be informed of the outcome of the process in a timely manner;
14. to an appeal from the outcome of the process;
15. that the University will maintain confidentiality, including the identity of
the parties, to the extent possible while complying with the requirements
of University policies and applicable laws;
16. to choose whether or not to initiate a formal investigation of the
complaint, unless the University deems it necessary to investigate to
protect the safety of the community or in compliance with applicable
law;
17. to file no complaint with the University, but receive support services
from the University;
18. to file a police report and/or take legal action separate from and/or in
addition to the University discipline process;
19. to seek and enforce a no-contact, restraining or similar court order;
20. to be assisted by the University in seeking assistance from or filing a
complaint with local law enforcement, and/or in seeking and enforcing a
no-contact, restraining or similar court order;
21. to not file a complaint or seek assistance from local law enforcement,
but receive support services from the University;
22. to be free from any behavior that may be construed by the University to
be intimidating, harassing or retaliatory; and
23. to have the matter handled in accordance with University policy and
procedure, and to be provided with applicable policies and procedures.
Respondents to claims of sexual violence, sexual harassment, gender-
based harassment, domestic violence, dating violence, stalking and/or
retaliation have the following rights:
a. to an explanation of the allegations against them, including the date,
time and location, if known, of the conduct that is the subject of the
investigation, and a specific statement of which policies were allegedly
violated and by what actions;
b. to receive a copy of the complaint filed against them;
c. to referrals to confidential assistance and support services from both
on- and off-campus resources, including 24-hour services;
47
d. to reasonably available supportive measures as discussed in Part V;
e. to be presumed not responsible for the alleged conduct until a
determination of responsibility is made through the complaint
investigation process;
f. to a prompt, thorough, impartial and equitable investigation and
resolution of a complaint by a trained investigator;
g. to an advisor or support person of their choice who may be present at
any time during the investigation proceedings and with whom they may
consult, but who may not participate in or otherwise provide
representation in any way throughout the process;
h. to reasonable accommodations for a documented disability during the
process;
i. not to have irrelevant sexual history discussed;
j. to meet with the investigator and review relevant documents, witness
accounts, and other information;
k. to speak and present information on their own behalf;
l. to submit questions for the Investigator and/or the Administrative
Review Committee to ask witnesses and/or the Complainant;
m. to know the status of the case at any point during the investigation
and resolution process;
n. to be informed of the outcome of the process in a timely manner;
o. to an appeal from the outcome of the process;
p. that the University will maintain confidentiality, including the identity of
the parties, to the extent possible while complying with the requirements
of University policies and applicable laws;
q. to be free from any behavior that may be construed by the University
to be intimidating, harassing or retaliatory; and
r. to have the matter handled in accordance with University policy and
procedure, and to be provided with applicable policies and procedures.
4. Upon completion of the investigation, the Conduct Officer will attempt to meet with the
Respondent to review the findings of the investigation, including a report containing the
factual findings based on a preponderance of evidence standard, a determination of
responsibility, and relevant communications and meeting notes. If there is a finding of
"responsible," the Conduct Officer will also review the recommended sanctions. The
student will then have five (5) business days to respond to the findings and recommended
sanctions contained in the Findings Report. The student will also be encouraged to submit
a Community Impact Statement. The Conduct Officer will also review the findings of the
investigation with the Complainant. The Complainant will have five (5) business days to
respond, including submission of a Community Impact Statement. A Student Organization
Representative may submit one statement on behalf of the Student Organization.
5. Upon the conclusion of five (5) business days, the Conduct Officer will submit to the Office
of the Dean of Students, or designee, the findings report as well as the response from the
Respondent and Complainant.
6. Within ten (10) business days, an Administrative Review Committee, comprised of one or
two Administrative Review Officers will be assigned to review the report and the parties'
written responses to its findings, minus the recommendation regarding any disciplinary
action and issue a formal decision regarding findings of responsibility. In cases where the
sanction may include suspension or expulsion, including cases involving allegations of
sexual or gender-based harassment, sexual violence, dating violence, domestic violence,
and stalking, the Administrative Review Committee will hold a hearing at which it may ask
questions of either or both parties, and any witnesses. In addition, questions may be
48
presented to the Administrative Review Committee by the Complainant and Respondent
for the Administrative Review Committee to ask witnesses, Complainant, or Respondent.
Whether or not the questions presented by the Complainant or Respondent are asked by
the Administrative Review Committee shall be at the discretion of the Administrative
Review Committee. The Administrative Review Committee may adopt the Conduct
Officer's report, consult with the Conduct Officer, request that further investigation be done
by the same or another Conduct Officer (including questioning of the parties), or request
that the investigation be conducted again by another Conduct Officer. The Administrative
Review Committee may not, however, conduct its own investigation.
7. If there is a finding that the Respondent has violated the Code, the Administrative Review
Committee will review the Respondent's academic transcript and conduct history, the
recommendations regarding any disciplinary action, and any submitted personal and/or
community impact statements.
8. Once the Administrative Review Committee has completed its review on findings and
sanctions, the Conduct Officer shall send the final report to the Office of the Dean of
Students, or designee within three (3) business days. The Respondent will be notified in
an emailed letter of the findings and imposed sanctions within three (3) business days.
The Complainant will be notified in writing of any sanction that has a direct impact on
him/her if permitted or required by law within three (3) business days. Upon written
request, a copy of this report shall be made available to the Respondent, alleged victim,
and Complainant if permitted or required by law. In addition to disciplinary sanctions the
Respondent, the alleged victim, and the Complainant will be simultaneously notified of the
factual finding(s) in writing if permitted or required by law.
6. Administrative Review for Sanctions:
1. If the Conduct Officer and Respondent are able to resolve the incident regarding the
allegation(s) and/or violation(s), but not the sanctions, the Conduct Officer's report and the
Investigation/Administrative Review shall focus on the sanctions.
2. The Complainant, any alleged victim, and the Respondent shall each have the right to:
1. Be informed about the Student Conduct Process.
2. Receive upon written request, at the conclusion of the investigation and
appropriate review, a copy of the investigator's report, to the extent permitted by
law.
3. Present a personal and/or community impact statement regarding potential
sanctioning to the review officer(s). A Student Organization Representative may
submit one statement on behalf of the Student Organization.
3. Upon completion of the Conduct Officer's report, the Conduct Officer will submit to the
Office of the Dean of Students, or designee, a report containing factual findings based on
a preponderance of evidence standard, a determination of responsibility (typically, a
signed agreement where the Respondent has taken responsibility for the allegation(s)
and/or violation(s)), and a recommendation regarding any disciplinary action that may be
appropriate.
4. Within ten (10) business days, one or two Administrative Review Officers will be assigned
to review the report and issue a formal decision regarding sanctioning. The Administrative
Review Officers will review the Respondent's academic transcript and conduct history, if
one exists, and any submitted personal and/or community impact statements. The
Respondent will be notified in writing of the findings and imposed sanctions. The
49
Complainant will be notified in writing of any sanction that has a direct impact on him/her
as permitted or required by law.
5. Once the Administrative Review Committee has completed its review on findings and
sanctions, the Conduct Officer shall send the final report to the Office of the Dean of
Students, or designee within three (3) business days. The Respondent will be notified in
an emailed letter of the findings and imposed sanctions within three (3) business
days. The Complainant will be notified in writing of any sanction that has a direct impact
on him/her if permitted or required by law within three (3) business days. Upon written
request, a copy of this report shall be made available to the Respondent, alleged victim,
and Complainant if permitted or required by law. The Respondent, the alleged victim, and
the Complainant will be simultaneously notified of the factual finding(s) in writing if
permitted or required by law.
7. Determination of Facts Relative to an Alleged Violation
1. The standard used in determining whether or not the Respondent violated The Code, is a
preponderance of the evidence (whether it is more likely than not that a violation
occurred).
8. Sanctions
1. If the Respondent is found responsible for violating The Code, appropriate sanctions will
be imposed. Sanctions are determined by considering the nature of the misconduct,
precedent regarding such misconduct, the Respondent's conduct history, Respondent's
present demeanor, the community impact statements, and/or mitigating or aggravating
factors. With respect to Respondents that are Student Organizations, Student Conduct
Officers will obtain recommendations of, and other applicable University departments and
offices and may also include a review of, the conduct history of the Student Organization,
including individual members of the Student Organization.
2. Sanctions for students found responsible for violations involving sexual harassment,
sexual violence, domestic violence, dating violence, or stalking, include, but are not limited
to: warning, disciplinary probation, loss of privileges, relocation of residence, restriction
from facilities or activities, temporary or permanent residence hall suspension, fines and/or
restitution, disciplinary hold, assessment, educational program or project, revocation of
admission or degree, withholding of degree, probation, suspension, expulsion,
3. The University has a special concern for incidents in which persons are mistreated
because of race, gender, disability, age, marital status, religion, color, national origin,
sexual orientation, gender identity, gender expression, veteran status, genetic information,
or other personal characteristic. Such incidents damage not only individuals, but also the
free and open academic environment of the University.
4. Some University policies specify sanctions for violations. See individual policies for
sanctions required, if any.
5. A campus department, separate from the Office of the Dean of Students, may place a
restriction on a student or Student Organization found responsible for violating The Code.
6. In addition to other mitigating and aggravating factors considered in connection with
imposing sanctions, additional factors may be considered with respect to Student
Organizations including, but not limited to:
1. The role of leaders and the seniority of the members of the Student Organization
involved in the behavior supporting the violation;
2. Whether leaders had knowledge of the misconduct before or while it occurred
and failed to take corrective action;
50
3. The number of members of the Student Organization involved in the behavior
supporting the violation and the extent to which members acted in concert in
connection with such behavior;
4. Whether the leaders of the Student Organization self-reported the behavior
underlying the violation;
5. The extent to which the Student Organization leaders and members cooperated,
responded honestly to questions, and accepted responsibility for the behavior
underlying the violation;
6. The misconduct involves a violation of the University's Hazing Policy, Alcohol
Policy, Drug Free Policy, or violation of law.
7. The following sanctions may be imposed, individually or in various combinations, on any
student found to have violated The Code. In the interest of creating a clear and
transparent policy, the following list establishes the potential sanctions that the University
may impose to address first-time violations of specific behavior. Please See Appendix C.
Sanctions will be determined based on the nature, severity, and impact of the violations,
and they will be imposed in progressive levels. Please note that this is not an exhaustive
list of sanctions:
1. Expulsion: Permanent separation of the student from the University. A student
who has been expelled is prohibited from participating in any University activity or
program. The individual may not be in or on any University premises. Students
found in violation of this restriction, including attempts to enter lands or buildings
of the University, will be subject to immediate arrest for trespassing under
Massachusetts General Law (M.G.L.) M.G.L. c. 266, s. 120. Please be aware
that the student's academic record may be updated to reflect an expulsion,
including any grade change which might be assigned.
2. Suspension: University Suspension is a separation from the University for a
designated period of time. Students who are suspended from the University are
restricted from all University premises and activities, including but not limited to,
course registration, class attendance, participation in co-curricular activities, and
University housing. Students found in violation of this restriction, including
attempts to enter lands or buildings of the University, will be subject to immediate
arrest for trespassing under M.G.L. c. 266, s. 120. Please be aware that the
student's academic record may be updated to reflect a suspension, including any
grade change which might be assigned. Students who have been separated
from the University for a period of time must apply for re-admission to the
University and also meet with the Office of the Dean of Students, or designee,
two weeks prior or earlier to the next registration period for which the student is
eligible to review any outstanding sanctions and the readmission process.
3. Probation: Probation is a set period of time during which the Respondent is
given the opportunity to modify unacceptable behavior, to complete specific
assignments, and to demonstrate a positive contribution to the University
community in an effort to regain student privileges within the University
community. Please be aware there is the possibility of University Suspension or
University Expulsion if the student is found responsible for a subsequent violation
or Loss of Recognition with respect to a Student Organization found responsible
for a subsequent violation. Additionally, as students and organizations which are
on probation are not considered to be in good disciplinary standing with the
University, this may impact their ability to participate in intercollegiate athletics,
represent the University, student leadership positions, study abroad
51
opportunities, extracurricular, and/or residence life activities.
4. Warning: A written notice that the Respondent has violated University policy or
The Code and a warning that another violation will likely result in more severe
sanctions which could include University Probation, Temporary or Permanent
Residence Hall Suspension, University Suspension, or University Expulsion, or
Loss of Recognition with respect to a Student Organization.
5. Permanent Residence Hall Suspension: Permanent separation of the student
from the residence halls.
6. Temporary Residence Hall Suspension: Temporary separation of the student
from the residence halls for a specific period of time, after which the student may
reapply for housing. Reapplication for housing does not guarantee immediate
placement. Conditions for returning to the residence halls may be specified.
7. Deferred Residence Hall Suspension: A period of time in with the Respondent
will be subject to removal from the residence hall for any additional
documentation. A Respondent on Deferred Residence Hall Suspension will not
be eligible to apply for housing.
8. Housing Probation: A period of time during which the Respondent may be
subject to removal from the residence halls if there is an additional
documentation.
9. Relocation of Residence: Required assignment to another residence area.
10. Loss of Privileges: Denial of specified privileges for a designated period of time.
11. Restriction: Denial of access to any campus facility, activity, class, or program.
This includes No Contact Orders.
12. Fines: Financial sanction.
13. Disciplinary Hold: A hold may be placed on a student's account. This may
impact the student's ability to register for classes, obtain certain academic
records, or register for housing.
14. Restitution: Compensation for loss, damage, or injury. This may take the form of
appropriate service or monetary or material replacement.
15. Community Restitution Project: Assignment of an appropriate service project
that will benefit the University community, responsible student, or others.
16. Assessment: A student may be referred to an appropriate office or local agency
for consultation or assessment. These may include Alcohol and Other Drug
(AOD) Assessments and Anger Assessments.
17. Educational Program/Project: Participation in a health or safety program (the
student may be required to pay a fee), seminar, and other assignments as
warranted.
52
18. Revocation of Admission or Degree: Admission to the University or revocation
of a degree awarded from the University may be revoked for fraud,
misrepresentation, or another violation of The Code in obtaining the degree or for
other serious violations committed by a student after admission or prior to
graduation.
19. Withholding Degree: The University may withhold awarding a degree otherwise
earned until the completion of the disciplinary process set forth in The Code,
including the completion of all sanctions imposed, if any.
8. The following sanctions may be imposed upon any Student Organizations found to have
violated The Code. Please note that this is not an exhaustive list of sanctions:
1. Those sanctions listed above.
2. Loss of Recognition: Loss of all University privileges for a designated period of
time. Loss of recognition for more than two consecutive semesters requires a
Student Organization to reapply for University recognition. Conditions for future
recognition may be specified. Students may not continue to participate or
associate in a Student Organization or accept further members during any Loss
of Recognition.
3. Disciplinary Hold. A hold may be placed on the Student Organization's ability to
use all or specified University privileges.
9. Appeals
1. A decision reached through an Administrative Conference cannot be appealed.
2. In regard to violations of Sexual Harassment, Sexual Violence, Dating Violence, Domestic
Violence and Stalking, both the complainant and the respondent have the right to file an
appeal.
3. A decision reached through the Administrative Review Committee may be appealed by
the Respondent(s) or Complainant(s) or victim(s), when legally appropriate, to an
appellate body board within five (5) business days of the decision. Only the Student
Organization Representative may submit an appeal on behalf of a Student Organization
Respondent.
4. All appeals shall be submitted through the online form found
here: https://cm.maxient.com/reportingform.php?UMassBoston&layout_id=8
5. The appeal form must state the reasons for the appeal and provide information as to the
basis of the appeal.
6. Except as required to explain the basis of new information, an appeal shall be limited to a
review of the investigation report and review findings. The review shall be for one or more
of the following purposes:
1. If the student can demonstrate new and significant evidence that would
substantially alter the findings of fact, not previously known to the appellant that
has been discovered, and is newly available during the appeals process. The
new evidence could not have been discovered through the exercise of
reasonable diligence, and the absence of which was sufficient to materially affect
the outcome.
2. If the student can demonstrate that significant procedural errors of The Code
process occurred that were substantial enough to effectively and detrimentally
affect the outcome.
7. If an appeal is upheld by the appellate body, the matter shall either be referred to the
original Administrative Review Committee to allow reconsideration of the original
determination or the appellate body will determine any change. If an appeal is not upheld,
53
the matter shall be considered final and binding upon all involved.
8. All parties to an appeal will promptly receive simultaneous written notice of the outcome of
the appeal.
10. Accommodations for Students with Disabilities
1. Students with disabilities must be afforded an equal opportunity to participate in, and
benefit from, all postsecondary education programs and activities. This includes any
course of study, or activity offered. Rules or polices which would limit students with
disabilities from participating fully in a program or activity may not be imposed. Academic
standards should not be compromised, but accommodations must be provided, on a case-
by-case basis, to afford qualified students with disabilities an equal education
opportunity. Faculty members should not provide academic accommodations without
approval from the Ross Center for Disability Services. Instead, faculty members should
refer those students seeking accommodations to the Ross Center. Faulty handbooks
containing detailed information on faculty responsibilities and rights are available at the
Ross Center. One may contact the Ross Center at 617-287-7430.
2. A student with a disability who desires an accommodation regarding an Educational
Conference, Administrative Conference, Administrative Review, or Appeal Meeting must
request an accommodation by following the procedure for requesting an accommodation
through the Ross Center. The Ross Center will make a determination regarding the
request and notify the appropriate parties. A student will not be considered to have a
disability unless and until the student registers with the Disabilities Resources
Office. Please contact the Ross Center to obtain for further information.
Part V: Interim Administrative Action and Supportive Measures
1. The Vice Chancellor for Student Affairs, or designee, may impose an interim "University
Suspension," an interim "Removal from Housing," an interim "Loss of Recognition," and/or other
necessary restrictions on a Respondent prior to or during an Administrative Review of the
Respondent's alleged violation. Such action may be taken when, based on the information provided
and in the professional judgment of a University official, a threat of harm to persons or property
exists, or to protect the safety of any person.
2. Interim administrative action is not a sanction. It is taken in an effort to protect the safety and well-
being of the Complainant, Respondent, other members of the University Community, the
University, or property. Interim administrative action is preliminary in nature; it is in effect only until
an Administrative Review has been completed. However, violations of interim administrative action
may result in additional violations and sanctions including University Suspension, University
Expulsion, or Loss of Recognition. If interim administrative action is taken pursuant to sexual
harassment or related retaliation as defined by the Title IX Grievance Procedure, it shall be
conducted pursuant to that Procedure.
3. When the Office of the Dean of Students or Director of the Office of Civil Rights and Title IX is
made aware of allegations of gender-based discrimination or harassment, sexual harassment,
sexual violence including sexual assault, dating violence, domestic violence, stalking, or other
sexual misconduct or related retaliation, the Office of the Dean of Students or Office of Civil Rights
and Title IX or a designee will consult with the Title IX Coordinator and discuss supportive
measures with the Complainant. An individual need not have filed a formal complaint to receive
supportive measures, and supportive measures are available regardless of whether the alleged
discrimination, misconduct, harassment, or retaliation occurred on or off campus, or within a
University program or activity. To the extent the Respondent is known, the Office of the Dean of
Students and/or Office of Civil Rights and Title IX may provide the Respondent with supportive
measures, in consultation with the Title IX Coordinator. These measures are non-disciplinary, non-
54
punitive individualized services offered as appropriate, as reasonably available, and without fee or
charge to the Complainant or the Respondent.
Supportive measures shall be designed to restore or preserve equal access to the University's
education program or activity without unreasonably burdening the other party, including measures
designed to protect the safety of all parties or the University's educational environment, or deter
harassment, discrimination, and/or misconduct. Supportive measures may include, but are not
limited to:
o Counseling
o Course-related adjustments, including extensions of deadlines or section transfers
o Modifications of work or class schedules
o Mutual restrictions on contact or communication
o Changes in work or housing locations
o Changes in transportation arrangements
o Leaves of absences
o Assistance notifying law enforcement of alleged sexual harassment
o Assistance in seeking a court-issued protective order
In addition to providing supportive measures, the Office of the Dean of Students and/or
Office Civil Rights and Title IX will discuss the Non-Discrimination and Harassment Policy,
the Title IX Grievance Procedure, this Procedure and/or other policies and procedures
with the parties as appropriate.
The University will maintain as confidential any supportive measures provided to the
Complainant or Respondent, to the extent that maintaining such confidentiality would not
impair the ability of the University to provide the supportive measures. The University will
maintain records of supportive measures for seven years from their implementation.
Violations of the supportive measures and/or related directives will constitute related
violations that may lead to additional disciplinary action. Supportive measures imposed
may become permanent depending upon the results of adjudications as determined by the
University.
Part VI: Maintenance and Review of Conduct Files
1. Student conduct files are deemed educational records and are maintained separately from any
other academic or official file at the University by the Dean of Students or designee. Generally,
information from the files is not released without the written consent of the student. However,
certain information may be provided without a student's prior consent to individuals within the
University who have a legitimate legal or educational interest in obtaining it, and to individuals
outside the University under certain circumstances. (Please refer to the Family Educational Rights
and Privacy Act section of the Student Handbook for further information)
2. In the discretion of the University, sanctions of "Suspension" and "Expulsion" may be noted on the
student's official transcript. A suspension may be noted until graduation or seven (7) years following
the end of the period of suspension, whichever occurs first. An expulsion may be noted
permanently.
3. A student conduct file is maintained chronologically by incident date and then by Respondent. A
student may have more than one file. Generally, a Conduct File, including related documents, will
be kept seven (7) years from the date of the incident. The student conduct file of an expelled
student shall be retained indefinitely. Information contained in the incident database is maintained
55
for seven (7) years from the date of the incident.
4. In situations involving both a respondent and student who believes he/she was victim of a student's
misconduct, the records of the process, if any, will be considered to be the educational records of
both the charged student and the student who believes himself/herself to be the victim because the
educational career and chances of success in the academic community of each may be impacted.
5. Records of student conduct actions are maintained in the Office of the Dean of Students in
compliance with the Family Educational Rights and Privacy Act ("FERPA"). See below
link https://www.umb.edu/campus-life/current-students/policies/student-right-to-review-university-
records/
Part VII: Interpretation and Revision
1. Any questions of interpretation regarding The Code shall be referred to the Office of the Dean of
Students, or designee, for determination. The Dean of Students', or designee's, determination is
final.
2. The Code shall be reviewed at least every three (3) years under the direction of the Vice
Chancellor for Student Affairs. Substantive revisions shall be approved by the processes
established by the University.
3. Questions, comments, and suggestions should be forwarded to the Office of the Dean of Students.
The Code may be reviewed annually by the Office of the Dean of Students.
Appendix A: University Massachusetts Boston Good Samaritan Procedures
The University of Massachusetts Boston (UMB) is dedicated to maintaining a safe and healthy community
for our students. As such, The Code of Conduct reflects these priorities by prohibiting the use of substances
in manner that is dangerous and/or unlawful.
The Good Samaritan Procedures serve as a supplement to The Code of Conduct and UMB's Alcohol and
Drug Policies, and is designed to encourage good Samaritans and help-seeking behavior for individuals
requiring medical assistance. This policy may provide amnesty from consequences through Student Code of
Conduct, but does not preclude hospitalization, protective custody, interim suspension, or other actions
deemed relevant for student safety. Students are strongly encouraged to call 911 or Public Safety's
Emergency Line at 617.287.1212 to request medical assistance when they or others may be:
1. dangerously intoxicated/ under the influence of alcohol/drugs; or,
2. experiencing any medical emergency.
This policy applies to students seeking medical assistance for themselves or for another person, and who
act in accordance with the expectations set forth in this policy. It also applies to any student for whom
medical assistance was sought. Under this policy:
1. When students contact the Department of Public Safety or another appropriate staff member (e.g.
Faculty, Security Desk Attendant (SDA), Community Ambassador, Resident Assistant on Duty,
etc.) seeking medical attention, neither the reporting student nor the student for whom medical
assistance was sought will be subject to a Student Conduct complaint for possession, consumption
or intoxication under the University's alcohol or drug policies.
2. In order to qualify for "medical amnesty" under this procedure, students who seek assistance for
another person must remain with that individual (assuming the student is present at the scene) until
University Police or other designated first responder (e.g., ambulance, Fire Department) arrives on
scene. It is expected that individuals involved in this process cooperate fully with first responders.
3. This procedure does not apply to individuals requiring medical assistance for alcohol- or drug-
related issues who do not seek assistance, for whom no assistance was sought, or who have
already been brought to the attention of University staff or emergency responders. For example,
56
this procedure would not apply to an intoxicated individual whom the police discover creating a
disturbance on campus.
4. When it is the opinion of the Dean of Students or designee that the continued presence of a student
constitutes a danger to the student, or to others, the imposition of interim suspension or other
temporary restrictions deemed necessary shall not be precluded under this procedure.
5. In order to qualify, the student(s) will be required to:
1. attend a meeting scheduled by the Dean of Students or designee;
2. attend a meeting with a counselor at the University Counseling Center and/or a staff
member at Wellness Education if required by the Dean of Students or designee; and,
3. act in accordance with all student expectations outlined in this procedure.
4. This procedure applies to UMB alcohol and drug policy violations related to possession,
consumption, and intoxication. It does not prevent a complaint being filed against a
student for other Student Conduct Code Regulations (e.g., assault, distribution of illegal
substances, etc.…), nor does it prevent police/criminal action.
5. Repeated incidents resulting in the application of this procedure would be of great concern
to the UMB. In such cases, the UMB reserves the right to take disciplinary action on a
case-by-case basis and decline to grant amnesty.
Appendix B: Academic Honesty
It is the expressed policy of the University of Massachusetts Boston that every aspect of academic life—
including formal coursework situations as well as all relationships and interactions connected to the
educational process—shall be conducted in an absolutely and uncompromisingly honest manner. The
university presupposes that any work submitted by a student for academic credit indicates that the work is
the student's own and complies with university policies. In cases where academic dishonesty is discovered
after completion of a course or degree program, sanctions may be imposed retroactively up to and including
revocation of the degree. Any student who reasonably believes another student has committed an act of
academic dishonesty should inform the course instructor of the alleged violation.
Section I: Academic Honesty Violations
The university defines violations to include but not be limited to the following:
1. Submitting an author's published or unpublished work (e.g., material from a journal, Internet site,
newspaper, or encyclopedia) as one's own in whole, in part, or in paraphrase without fully and
properly crediting the author.
2. Submitting materials or work obtained from another student, individual, or agency as one's own
without full and proper attribution.
3. Submitting material produced through unacknowledged or unauthorized collaboration with others
as one's own.
4. Submitting substantially the same work to more than one course without prior approval from all
instructors involved: i.e., dual or multiple submission.
5. Using any unauthorized material during an examination, such as notes, tests, calculators, cell
phones, PDAs, or other electronic or mechanical communication devices. Abuse of cellular devices
with photographic capabilities and use of devices for purposes of photographing test questions or
other notes and materials are also prohibited.
6. Obtaining answers to examination questions from another person with or without that person's
knowledge, furnishing answers to examination questions to another student, or using or distributing
unauthorized copies of an examination or notes from an examination.
57
7. Submitting an examination taken by another person as one's own or taking an examination in
another person's place.
8. Gaining or seeking to gain unauthorized access to or altering or destroying the paper or electronic
files of a student, faculty member, or staff member for the purpose of gaining better academic
standing and success.
9. Failing to adhere to professional standards or ethics of a discipline and/or violating the rules of an
agency in the course of completing fieldwork, internship, practicum, student teaching, or clinical
placement.
10. Interfering with an instructor's ability to evaluate accurately a student's competence or
performance; misleading any person in connection with one's academic work.
Section II: Academic Dishonesty Procedures
1. Before reporting a suspicion of academic dishonesty, the faculty member may discuss the matter
with the student and/or the faculty member's chair (in cases involving undergraduate students) or
graduate program director (in cases involving graduate students), or otherwise investigate the
circumstances of the alleged violation. If the faculty member determines after such consultation and
investigation that academic dishonesty did not in fact occur, no formal charge of academic
dishonesty will be made.
2. To initiate formal proceedings, a faculty member who suspects a student of academic dishonesty
must inform the student in writing of that fact within ten (10) business days of the discovery of the
alleged violation. Such written notice should inform the student of the factual basis for the charge
and the specific sanctions the faculty member proposes to impose and any university sanctions
he/she may recommend to the Associate Vice Provost of Undergraduate Studies (AVP) or the
Dean of Graduate Studies (Dean), as appropriate. The letter should also inform the student that
s/he may be subject to university sanctions imposed directly by the AVP/Dean beyond those
recommended by the faculty member. The faculty member shall offer to meet with the student and
the faculty member's chair (in cases involving undergraduate students) or graduate program
director (in cases involving graduate students) to discuss the case. No more than ten (10) business
days after meeting (or offering to meet) with the student, the faculty member may impose penalties
within his/her purview and so inform the AVP/Dean. If the faculty member, after meeting with the
student, determines that the student did not commit academic dishonesty, s/he will so inform the
student and AVP/Dean in writing. If no penalty has been imposed within the specified timeframe,
the charges shall be considered dropped.
3. All correspondence concerning an allegation of academic dishonesty should be copied to the
faculty member's department chair (for undergraduates) or the faculty member's graduate program
director (for graduate students), the faculty member's college dean, the Associate Vice Provost of
Undergraduate Studies (for undergraduate students) or the Dean of Graduate Studies (for graduate
students), and the Office of the Vice Chancellor for Student Affairs. The chair/graduate program
director and/or relevant college dean(s) may, at their option, consult with the faculty member and/or
student, review the case, and make separate recommendations to the AVP/Dean regarding
university sanctions.
4. Academic dishonesty by graduate students lies primarily within the purview of the Dean of
Graduate Studies, who will determine whether to apply university sanctions in a particular case.
The Dean's decision will be informed by any recommendations made by the student's graduate
program director and/or college dean. Academic dishonesty by undergraduate students lies
primarily within the purview of the college deans. For the purposes of these procedures, the college
deans delegate responsibility for determining whether to apply university sanctions in a particular
58
case to the AVP. The AVP's decision will be informed by any recommendation made by the faculty
member's chair and will be made in consultation with the college dean(s) involved; it is further
subject to review and revision by the faculty member's college dean. Within (10) ten business days
of the notification of the faculty member's imposition of sanctions, the AVP/Dean will review the
case. In doing so, s/he may choose to interview or question the parties involved or otherwise
investigate the case. The purpose of this review is to consider the imposition of university
sanctions. At the end of this review, the AVP/Dean may impose additional university sanctions,
including but not limited to those listed in Part IV. F. 8 and 9 of the Student Code of Conduct.
University sanctions will normally be imposed for violations of an especially serious nature or in
cases of repeat offense.
5. The student may submit an appeal in writing to the Provost/Vice Chancellor for Academic Affairs,
copying the Office of the Vice Chancellor of Student Affairs, within (10) ten business days of the
AVP/Dean's imposition of university sanctions or (10) ten business days of the expiration of the
period of time available to the AVP/Dean to impose such sanctions, whichever comes first. The
Provost/Vice Chancellor of Academic Affairs will convene an Appeal Panel, consisting of 3 to 4
faculty members and 2 students from the standing membership of the Joint Discipline and
Grievance Committee, and instruct the panel to review the case by convening a hearing. At this
hearing the panel will, at minimum, interview and question the student and faculty member. The
Provost/Vice Chancellor of Academic Affairs will appoint a member of the panel to serve as the
Chair.
6. Within (10) ten business days after completion of its hearing and review, the panel will make a
report of its findings and recommendations to the Provost/Vice Chancellor for Academic Affairs.
Within (5) five business days of receiving this report, the Provost/Vice Chancellor for Academic
Affairs will uphold, reverse, or modify the faculty member's and AVP/Dean's decisions.
Modifications may include any of the sanctions listed in Part IV. F. 8 and 9 of the Student Code of
Conduct. The decision of the Provost/Vice Chancellor for Academic Affairs is the final university
disposition of the matter and is not subject to further appeal except in cases of expulsion. Students
may appeal an expulsion to the Chancellor within 10 business days of the Provost/Vice Chancellor
for Academic Affairs' decision to expel.
Section III. Academic Dishonesty Sanctions
1. Faculty members may impose one or more of the following sanctions:
o A failing grade in the assignment in which the infraction occurred.
o Forced withdrawal: the student is required to withdraw from the course. A grade of W will
appear on the transcript and there will be no refunds of tuition, fees, or other charges.
o A failing grade in the course or competency in which the infraction occurred.
o Recommendation of additional sanctions: The faculty member, in cases of an especially
serious nature, may recommend to the AVP/Dean the imposition of additional penalties,
including those listed in this Code for misconduct.
2. Sanctions to be imposed by the Associate Vice Provost of Undergraduate Studies and/or the Dean
of Graduate Studies are university sanctions and are described in detail in Part IV. F. 8 and 9 of the
Student Code of Conduct.
Appendix C: Sanction Chart
In the interest of creating a clear and transparent policy, the following list establishes the potential sanctions
that the University may impose to address first-time violations of specific behavior. Please note that this list
is not exhaustive. Sanctions will be determined based on the nature, severity, and impact of the violations,
and they will be imposed in progressive levels.
59
Violation
Potential Sanction for First Offenses
Open container of alcohol
• Written Warning
• Parental notification for students under the
age of 21
Underage possession or consumption of alcohol
• Written Warning
• Parental notification for students under the
age of 21
Excessive noise/Neighbor complaint
• Written Warning
Drug Paraphernalia
• Written Warning
• Educational program and/or Reflection essay
Violation of smoking policy
• Written Warning
Failure to leave building during fire alarm
• Written Warning
• Educational program and/or Reflection essay
Failure to comply with a University official/Disorderly
conduct
• Written Warning
• Education program and/or Reflection essay
• 16 Academic Weeks Disciplinary Probation
False Identification
• Written Warning
• Educational program and/or Reflection essay
• 16 Academic Weeks Disciplinary Probation
Trespassing/Unauthorized access to campus
buildings
• Written Warning
• Educational program and/or Reflection essay
• 16 Academic Weeks Disciplinary Probation
Public Intoxication/Alcohol Abuse
• Written Warning
• Educational program and/or Reflection
• 16 Academic Weeks Disciplinary Probation
• Parental notification for students under the
age of 21
Cannabis use/possession (under [1] ounce)
• Written Warning
• Educational program and/or Reflection essay
• 16 Academic Weeks Disciplinary Probation
• Parental notification for students under the
age of 21
• $100 (In accordance with Massachusetts
State Law)
Public Urination
• Written Warning
• Education Program and/or Reflection essay
• 16 Academic Weeks Disciplinary Probation
• Financial Restitution (If applicable)
Furnishing alcohol and/or a location for consumption
to minors
• 32-Week Disciplinary Probation upon return
to the University
• Parental notification for students under the
age of 2
• $100 (Massachusetts State Law has a $2000
Maximum fine)
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Violation
Potential Sanction for First Offenses
Theft
• 32 Week Disciplinary Probation upon return
to the University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Destruction of University or private property/
Vandalism
• 32 Week Disciplinary Probation
• Financial restitution
Physical Assault
• Suspension or Expulsion
• 32 Week Disciplinary Probation upon return
to the University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Hazing
• Suspension or Expulsion
• 32 Week Disciplinary Probation upon return
to the University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Dangerous weapons possession
• Suspension or Expulsion
• 32 Week Disciplinary Probation upon to the
University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Hate Crime
• Suspension Expulsion
• 32 Week Probation upon return to the
University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Endangering Behavior
• 32 Week Disciplinary Probation
Altering/falsifying University Documents
• Suspension or Expulsion
• 32 Week Disciplinary Probation upon return
to the University
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
Cannabis (over [1] ounce)
• Suspension or Expulsion
• Parental notification for students under the
age of 21
• Conditions may be set to assist in the
student's success upon return to the
University community after suspension
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Violation
Potential Sanction for First Offenses
• 32 Week Disciplinary Probation upon return
to the community
Illegal drug use and/or possession (other than
cannabis)
• Suspension or Expulsion
• Parental notification for students under 21
• Conditions may be set to assist in the
student's success upon return to the
community after suspension
• 32 Week Disciplinary Probation upon return
to the University
Operating a motor vehicle under the influence of
alcohol (OUI, DUI, DWI)
• Suspension or Expulsion
• Loss of driving/parking privileges on
University premises for not less than one (1)
academic year
• 32 Week Disciplinary Probation upon return
to the University
Manufacture, distribution, sale, offer for sale of
illegal/controlled substances
• Suspension or Expulsion
• Parental notification for students under the
age of 21
• 32 Week Disciplinary Probation upon return
to the University
Sexual Offense, including Sexual Harassment,
Sexual Violence, Dating Violence, Domestic
Violence or Stalking
• Probation, Suspension or Expulsion
• 32 Week Disciplinary Probation upon return
to the University
Appendix D: Sources of Assistance, Counseling, and Support
Support services are available to University community members who have experienced discrimination,
harassment, sexual harassment (including sexual violence, dating violence, domestic violence, stalking, and
related retaliation), or other sexual misconduct, regardless of whether they report the incident or file a
complaint with the University. Support services are also available to community members who are
Respondents to allegations of discrimination, harassment, sexual harassment, or sexual misconduct, and to
community members who serve as witnesses in investigations. Below are on-campus and off-campus
resources which may be available to respond, assist, and/or provide support. Inclusion in this list is not an
endorsement. This information is subject to change.
FOR IMMEDIATE EMERGENCY ASSISTANCE, DIAL 911.
On-campus emergency assistance is also available from the University of Massachusetts Boston Police
Department at 617-287-1212. Upon request, the University of Massachusetts Boston Police Department
may assist students or employees in filing such a complaint or seeking a court protective order.
If a member of the University community is granted a court protective order from any court in the country,
that individual is encouraged to provide the order to the University of Massachusetts Boston Police
Department and the Title IX Coordinator, so that they may enforce the order as required. The community
member may then meet with an officer from the University of Massachusetts Boston Police Department to
develop a Safety Action Plan, which is a plan for University Police and the victim to reduce risk of harm while
on campus or coming and going from campus. This plan may include, but is not limited to the supportive
measures listed in this document.
62
In cases of sexual assault, the Massachusetts Sexual Assault Nurse Examiner (SANE) Program provides
trauma-informed, expert forensic nursing care. For assaults that occurred within the past 5 days, SANE
nurses may provide a medical forensic examination and forensic evidence collection kit. SANE services are
available at the following healthcare providers in Boston:
Beth Israel Deaconess Medical Center
330 Brookline Avenue
Boston, MA 02215
(617) 667-7000
Boston Medical Center
One Boston Medical Center Place
Boston, MA 02118
(617) 638-6800
Cambridge Hospital
(Operating 24 hrs/day, 7 days a week)
1493 Cambridge Street
Cambridge, MA 02139
(617) 665-2300
Children's Hospital – Boston
300 Longwood Avenue
Boston, MA 02115
(617) 355-6000
Massachusetts General Hospital
55 Fruit Street
Boston, MA 02114
(877) 424-5678
Newton Wellesley Hospital
2014 Washington Street
Newton, MA 02462
(617) 243-6000
Boston Area Rape Crisis Center (BARCC)
99 Bishop Allen Drive
Cambridge, MA 02139
24/7 Hotline: (800) 841-8371
TTY: (617) 492-6434
Office: (617) 492-8306
Additional information about the SANE program, including state-wide SANE sites, and recommendations
about the preservation of evidence, can be found here: https://www.mass.gov/ma-sexual-assault-nurse-
examiner-sane-program.
ON-CAMPUS CONFIDENTIAL RESOURCES:
For students:
63
Type of
Resource
Name of
Resource
Contact Information
Location and Hours
Counseling
Counseling
Center at
University
Health
Services
Phone: 617-287-5690
Website:
https://www.umb.edu/healthservices/counseling_center
University Health
Services
Quinn Administration
Building, 2nd Floor.
100 Morrissey
Boulevard
Boston, MA 02125
**Medical and
counseling support
are available by phone
after hours and on
weekends.
Health
University
Health
Services
Phone: 617-287-5660
Website: https://www.umb.edu/health-services/
General medicine
hours of operation are
Monday - Friday, 8:30
a.m. – 5:00 p.m.
Counseling
appointments are
available Monday-
Wednesday, 8:30 a.m.
– 7:00 p.m., and
Thursday – Friday,
8:30 a.m. – 5:00 p.m.
For employees:
Counseling
ComPsych
GuidanceResources
Employee Assistance
Program
Phone: 844-393-4983
Website:
https://www.guidanceresources.com/groWeb/login/login.xhtml
(Web ID: UMASS)
24
hours
a day,
every
day
For all community members:
Pastoral
counseling
Interfaith Campus
Ministries
Phone: 617-287-5838
Email:[email protected]
McCormack Hall, 3rd Floor,
Ryan Lounge
9:30 a.m. – 7:30 p.m.
ON-CAMPUS NON-CONFIDENTIAL RESOURCES
64
Type of
Campus
Resource
Resource
Address/
Location
Contact Information
Office of Civil
Rights and
Title IX
Brigid
Harrington,
Director, Office
of Civil Rights
and Title IX
Quinn
Admin
Building,
Room
03/023
Phone: 617-287-4818
Email: [email protected]
Website: https://www.umb.edu/crtix
Deputy Title
IX
Coordinator,
Students
Ashlee Carter,
PhD, Interim
Associate
Dean of
Students and
Deputy Title IX
Coordinator
Campus
Center,
4th Floor
Phone: 617-287-5800
Email: [email protected]
Website: https://www.umb.edu/life_on_campus/dean_of_students
Deputy Title
IX
Coordinator,
Athletics
Megan
Cullinane,
Associate
Director of
Athletics
Phone: 617-287-5280
Email: [email protected]
Office for
Diversity,
Equity and
Inclusion
Georgianna
Melendez,
Assistant
Chancellor for
Diversity,
Equity, and
Inclusion
Quinn
Admin
Building,
Room
03/022
Phone: 617-287-4827
Email: [email protected]
Website: https://www.umb.edu/odei
University
Police
Department
UMass Boston
Police
Department
Quinn
Admin
Building,
Room
100
Emergency: 911
Cell phone emergency: 617-287-1212
Non-emergency: 617-287-7799
Website: https://www.umb.edu/police
OFF CAMPUS RESOURCES
Type of
Resource
Resource
Address/
Location
Contact Information
Medical,
Counseling,
and
Advocacy
Center for
Violence
Prevention and
Recovery at
Beth Israel
Deaconess
Medical Center
330 Brookline
Avenue,
Boston, MA
Phone: 617-667-8141
Website: https://www.bidmc.org/centers-and-
departments/social-work/
65
Type of
Resource
Resource
Address/
Location
Contact Information
Medical,
Counseling,
and
Advocacy
Domestic
Violence
Program at
Boston Medical
Center
One Boston
Medical
Center Place,
Boston, MA
02118
Phone: 617-414-5457
Website: https://www.bmc.org/programs/domestic-
violence-program
Medical,
Counseling,
and
Advocacy
Brigham and
Women's
C.A.R.E. Clinic
75 Francis St.,
Boston, MA
02115
Phone: 617-525-9684
Website: https://www.brighamandwomens.org/womens-
health/connors-center/care-clinic/contact-care-clinic
Counseling
and
Advocacy
Boston Area
Rape Crisis
Center
(BARCC)
99 Bishop
Allen Dr.,
Cambridge,
MA 02139
24-7 Hotline: 800-841-8371
Phone: 617-492-8306
Website: https://barcc.org/
Counseling
Safelink
Domestic
Violence Hotline
Phone: 877-785-2020
Counseling
National Sexual
Assault Hotline
Phone: 800-656-4673
Counseling
National Suicide
Prevention
Lifeline
Phone: 800-273-8255
Legal
Services
Victims Rights
Law Center
115 Broad St.,
3rd Floor,
Boston, MA
02110
Phone: 617-399-6720
Legal
Services
Justice Bridge
Phone: 617-860-3414
Website: https://www.umb.edu/campus-life/current-
students/u-access/justice-bridge/
Instructional Setting Conduct Policy
Our Commitment to Academic Freedom
UMass Boston strives to create an environment of academic freedom that fosters the personal and
intellectual development of all community members. As such, the University protects the rights of all
students, faculty and staff to explore new ideas and to express their views. For true academic freedom to
exist, acceptance of the spirit of inquiry and respect for diverse ideas and perspectives must exist in both the
66
overall university community and in instructional settings. While the principle of academic freedom protects
the expression and exploration of new ideas, it does not protect disruptive or unlawful conduct.
Expectations for Conduct in Instructional Settings
Differences of opinions or concerns related to the class should be welcomed. The challenging of viewpoints
is part of the academic experience, but should occur in a manner that does not threaten any member of the
learning community or the opportunity for others to learn from the instructor.
Each Instructor, meaning anyone given the authority to teach a course or grade a student, including
university/site supervisors and clinical preceptors or supervisors, is responsible for managing the
instructional environment, which includes creating a setting for the open exchange of ideas by all students.
Each student is responsible for ensuring that his or her own behavior promotes these goals.
Learning and the associated exchange of ideas may take place in many settings, including but also beyond
the formal classroom. Instructional settings include but are not limited to classrooms, libraries, group
meetings, tutorials, lab sessions, office hours, and off-campus venues. Instructional settings may also be
virtual, for example, email or telephone-based instruction, chat rooms, and web activities associated with
courses. Disruption of the learning process will not be tolerated and may lead to disenrollment or disciplinary
action.
Disruptive Behavior in Instructional Settings
Disruptive behavior in instructional settings may be defined as, but not limited to, behavior that interferes
with, disrupts or obstructs the learning environment, including teaching, research, administrative activities, or
other authorized functions. Disruptive behavior also includes inciting others to do any of the above.
Instructors have discretion as to what constitutes disruption and are encouraged to address their concerns
with the student and also speak with their Chairs about such matters. If student behavior deemed disruptive
persists to the point where an instructor restricts a student from class, the case must be reported to the
Office of the Dean of Students to ensure due process.
Student behavior or speech that disrupts the instructional setting or flow of instruction or prevents
concentration on the subject taught will not be tolerated. Although repeated or persistent rude or uncivil
conduct may become disruptive, it is important to differentiate disruptive behavior from that which is merely
rude, uncivil, intellectually challenging, or provides a different viewpoint.
Disruptive conduct includes, but is not limited to:
1. The student who becomes belligerent when confronted or is physically or verbally abusive;
2. The student who loudly and frequently interrupts the flow of instruction with outbursts or
interjections.
These incidents must always be reported to the Office of the Dean of Students by submitting the Student
Conduct Referral Form found here.
In certain circumstances, the following may constitute disruptive or inappropriate conduct, dependent upon
degree and context:
1. The student who fails to participate when participation is expected;
2. The student who sleeps in class;
3. The student who uses or activates mobile technology which is not conducive to the learning
environment, including emitting a disruptive noise or light;
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4. The student who without proper approval, persistently arrives late, takes unauthorized breaks or
leaves during class or leaves early;
5. The student who continues to exhibit behaviors that the instructor has addressed and asked to
cease.
These incidents may be reported to the Office of the Dean of Students by submitting the "Student Conduct
Referral Form" form found here.
Recordings in Instructional Settings
Massachusetts Law, prohibits private citizens from secretly recording others, or possessing a device with the
intent to secretly record, or disclosing the contents of a secret recording.
Additionally, the Student Code of Conduct defines intrusion of privacy, as "the attempted use or actual use
of electronic devices that invade a person's privacy. This includes but is not limited to: photographing,
videotaping, filming, digitally recording, or by any other means secretly viewing, with or without a device,
another person without that person's consent in any location where the person has a reasonable expectation
of privacy, or in a manner that violates a reasonable expectation of privacy. Unauthorized storing, sharing,
and/or distribution is also prohibited. This does not apply to lawful security or surveillance filming or
recording that is authorized by law enforcement or authorized university officials. These provisions may not
be utilized to impinge upon the lawful exercise of constitutionally protected rights of freedom of speech or
assembly."
Academic settings are deemed places in which there is an expectation of privacy, unless previously agreed
upon. These include, but are not limited to, the classroom, labs, office hours, and instructional space.
Instructor Responsibility
Instructors at UMass Boston are responsible for maintaining an environment conducive to learning in the
instructional setting. To assure the best presentation of the course material, faculty/course instructors shall
determine the manner and times during which students may ask questions, request clarification or express
opinions or points of view in the instructional setting.
Each instructor is responsible for developing and distributing a syllabus that defines what it means to take
and pass a particular course. Instructors are also responsible for assessing performance and conferring
grades in relation to the stated grading policy. Disruptive behavior may affect a student's grade when that
behavior conflicts with stated course policies and processes as the following two examples illustrate. In a
course with a lateness policy, students who are repeatedly late may see their grades affected. In a course
that teaches the constructive peer reviewing of each other's work, students who persist in taking
unconstructive approaches may see their grades affected.
Process
For students who exhibit behavior that immediately endangers or seriously disrupts the establishment or
maintenance of an appropriate learning environment in the physical classroom, Instructors must call the
Department of Public Safety (7-1212). Additionally, students who are witnesses are also encouraged to call
DPS. Disruptive students may be immediately removed from the classroom or from participation in another
instructional setting, and their continued attendance or participation is subject to review before the next class
meeting, or if that is not possible, within three business days.
68
The Instructor serves as a role model for the conduct they expect from students. In the event that disruptive
conduct is occurring, the Instructor may offer general words of caution (e.g. "We have too many discussions
at the moment"; "Let's all focus as a class.") Instructors should communicate with the student privately in a
respectful and firm manner. A student who persists in disrupting an instructional setting may be directed to
leave the leave the classroom or other setting immediately.
One of the responsibilities of the Department Chair is to serve as an administrative leader for instructors and
students who are enrolled in courses taught within the department. Instructors should inform their Chairs of
students who are disruptive when the student is not responsive to the instructor's directives or the instructor
is unsure how to address the student's issues. In addition to informing the Chair, disruptive behavior must be
reported to The Office of the Dean of Students as described above. After reviewing the report, the Dean of
Students Office will discuss the behaviors with the instructor and Chair to determine the context of the
behavior as it relates to the Code of Conduct and to determine the appropriate procedures to follow. The
Dean of Students will meet with the accused students formally or informally to address the behaviors.
Instructors are advised to keep careful written records (or complete an incident report) regarding any
incident of disruptive behavior, including dates, times, names of those present, and details of the incident. It
is important to document and report disruptive conduct promptly as described above.
Academic & Administrative Policies
All students should be familiar with the regulations and procedures described below. Please note that none
of these regulations or procedures shall preclude the development of more restrictive regulations and
procedures by any individual graduate program.
• General Academic Regulations
o Academic Honesty Policy
o Administrative Withdrawal and Reinstatement
o Course Changes and Withdrawals
o Full-Time and Part-Time Status
o Graduate Course Numbering System
o Graduate Degrees and Certificates
o Graduate Grading Policy
o Leave of Absence Policy
o Maximum Credit Load
o Readmission
o Registration Procedures
o Retaking Courses
o Satisfactory or Reasonable Progress, Academic Probation, and Academic Dismissal
o Statute of Limitations Policy
o Transfer Credit
• Degree Requirements
o Applying for Graduation
o Foreign Language Requirements
o Master's Degree Requirements
o Doctoral Degree Requirements
o Requirements for the Certificate of Advanced Graduate Study (CAGS)
General Academic Regulations
Graduate Course Numbering System
69
Course Levels
500-599: These are graduate courses equivalent in workload and standards to 600-level courses. 500-level
numbers are assigned (a) to graduate courses offered by departments that do not grant a graduate degree;
examples are 500-level courses in Mathematics and Spanish that count toward the Teacher Education
Track with Professional Licensure; or (b) as a signal to the Registrar that a course given by a graduate
degree-granting unit does not normally count toward that degree. 500-level courses are most
characteristically found in interdisciplinary programs and certificate programs. The transferability of these
courses into a particular degree program, if not indicated in that program's section of this catalog, should be
checked with the program director.
600-699: Master's or doctoral graduate courses within degree programs.
700-899: Doctoral graduate courses within degree programs.
900-999: Post-terminal degree courses.
Fixed Numbers
691-694, 791-794, 891-894: Seminars, variable titles
695-696, 795-796, 895-896: Independent Study
697, 797, 897: Special Topics, variable titles
698: Practicum
699: Master's thesis
899: Doctoral dissertation
Graduate Degrees and Certificates
The University of Massachusetts Boston offers graduate degree programs at the master's and doctoral
levels, certificates of advanced graduate study, and graduate certificates.
• A degree program is a coherent course of study of at least 30 credit hours leading to the master's
degree or at least 60 credit hours leading to the doctoral degree. A track is a coherent course of
study within a degree program; the track curriculum will consist of at least 30 credit hours for a
master's degree or 60 for a doctoral degree, a core portion of which is normally shared by other
tracks in the same program. A course of study leading to a degree may further include one or more
concentrations of at least nine credits each. Such concentrations are open only to students
matriculated in the program.
• A separate course of study of at least 30 credits beyond the master's level may lead to a certificate
of advanced graduate study (CAGS).
• A coherent course of study of at least 12 hours, but fewer than 30, leads to a graduate certificate at
either the post-bachelor's or the post-master's level. Graduate certificate programs may be either
independent or connected to a degree program.
All students wishing to enroll for graduate degrees, tracks within degrees, certificates of advanced graduate
study, or graduate certificates must file applications for admission to those programs through the Office of
Graduate Admissions. In some cases, students already matriculated in a graduate program may be admitted
70
to an additional certificate program without filing a formal admissions application through Graduate
Admissions.
Academic Honesty Policy
It is the express policy of the university that every aspect of graduate academic life, related in whatever
fashion to the university, shall be conducted in an absolutely and uncompromisingly honest manner by
graduate students. For complete information on university policy in this area, see Code of Student Conduct.
Graduate Grading Policy
For graduate students, the university has used a system of letter grades that are equivalent to numerical
"quality points," according to the following table:
Letter Grade
Quality Point Equivalent
A
4.00
A-
3.70
B+
3.30
B
3.00
B-
2.70
C+
2.30
C
2.00
F
0.00
The quality points for each grade are multiplied by the number of credits for the course, and the totals for all
courses are added; this result is the student's cumulative quality point figure. The cumulative quality point
figure is divided by the number of cumulative credit hours carried; this result is the student's cumulative
quality point average. Graduate students may also be given grades of "NA" (Not Attending), "Inc"
(Incomplete), "Y" (In Progress), "SAT" (Satisfactory), "AUD" (Audit). Explanations of these grades appear
below.
The lowest passing grade for a graduate student is a "C." Grades lower than "C" which are submitted by
faculty will automatically be recorded as "F." This graduate grading policy also applies to graduate students
enrolled in undergraduate courses.
The instructor of a class has full responsibility for grading and is the best judge of student performance;
there may, however, be instances in which a graduate student believes that a grade has been assigned
unfairly. In such cases, the student should discuss the grade with the instructor. If they are unable to resolve
the issue between them, the student should make a written request to the graduate program director asking
for a formal meeting among the three parties to explain, discuss, and/or reconsider the grade. Although the
71
graduate program director serves as mediator in this meeting, the faculty member remains the final authority
for any grading decision.
Not Attending (NA)
The Not Attending (NA) grade signifies that, although a student registered for a course and appeared on the
class roster, the student never attended the class. The NA grade is not a substitute for dropping or
withdrawing from a course. A student is still responsible for all tuition and fee charges for courses
designated NA on their record. The NA grade has no effect on the student's cumulative grade point average.
The NA grade designation may be replaced on a student's record by a "W" (withdrawal), provided that the
student submits a withdrawal form to the Office of the Registrar before the withdrawal deadline.
Incomplete (INC)
The grade incomplete (INC) is reported only where a portion of the assigned or required class work, or the
final examination, has not been completed because of serious illness, extreme personal circumstances, or
scholarly reasons at the request of the instructor. If your record is such that you would fail the course
regardless of your missing work, you will fail. Permission of the instructor must be obtained and the
Incomplete Grade Contract must be completed. If you are receiving the grade of incomplete (INC), you are
allowed up to one year in which to complete the course. The new grade must be submitted to the Registrar
by the grading deadline for that semester depending on the grading deadline set by faculty member. The
grade for any course not completed by this deadline will be converted to the grade of 'IF'.
"Y" and "SAT" Grades for Practicum (698), Thesis (699),
Dissertation (899), and Capstone Credits
The required number of practicum, thesis, dissertation, and capstone credits varies by program. While in
progress, these credits will be graded Y (in progress) for thesis and dissertation credits and, at the discretion
of the program, for practicum and capstone credits. Normal tuition rates will apply. Upon satisfactory
completion of these projects, these credits will be converted to SAT (satisfactory).
Audits
A graduate student may audit any class on a space-available basis, but may not use an audited course to
complete any degree requirement. Registration for audits is not permitted during pre-registration.
To register as an auditor, a student must complete the regular registration or add/drop form (including
written permission from the instructor to audit the course), write "AUD" in the course credit column, and
submit the form to the One Stop Student Service Center by the end of the add-drop period. Once the course
is designated "AUD," the student cannot receive a grade for it. Students are assessed full tuition and fees
(including lab fees) for an audited course. Conditions for the audit are negotiated by the student and the
instructor.
Undergraduate Courses
72
In some graduate programs, graduate students may take a maximum of three upper-level (300-400)
undergraduate courses from UMass Boston toward their graduate degree, with the prior permission of their
graduate program director. These courses must include additional work in order for graduate students to
receive graduate credit. Lower-level (100-200) courses may be taken as prerequisite or preparatory courses
but do not count toward the graduate degree. Please note that individual programs may set more stringent
requirements regarding undergraduate courses. For information about such requirements, please refer to
individual program descriptions in this publication or the program's handbook.
Academic Average for Graduate Degrees and
Certificates
A student must maintain a cumulative average of at least 3.0 during their studies. The computation of the
grade point average will include all graduate and upper-level undergraduate courses (taken as a
matriculated student) that are eligible to count toward the student's graduate degree or certificate program.
Grades for any courses taken at UMass Boston as a non-matriculated student but later transferred into the
program are also included in the calculation of the GPA; grades for courses transferred into the program
from other institutions are not calculated into the GPA. Graduate students with a cumulative GPA lower than
3.0 will not be eligible to graduate until they raise their GPA to a 3.0.
Satisfactory or Reasonable Progress, Academic
Probation, and Academic Dismissal
A student must make satisfactory or reasonable progress toward completion of a degree program within the
university's policy on time limits for that degree. A student who is not making satisfactory or reasonable
progress is subject to probation and dismissal upon the recommendation of the graduate program director to
the Dean of Graduate Studies.
Graduate probation and dismissal decisions are based on the criteria stated below. Individual graduate
programs may establish more stringent quality standards, which are stated in the program section of the
Graduate Catalog and enforced for all students in that particular program.
1. Graduate students whose cumulative grade point average falls below 3.0 will automatically be
placed on academic probation and are not considered to be in good standing academically. Both
the student and their graduate program director will be notified of this probationary status.
2. A student who in any two semesters, consecutive or otherwise, has semester grade point averages
of below 2.8 is subject to academic dismissal for failure to make satisfactory progress, upon
recommendation by the program director to the Dean of Graduate Studies.
3. Any graduate student who has accumulated four (4) or more INC or IF grades will be considered
not to be making satisfactory progress toward the degree, will be placed on probation, and will
normally be barred from registering for additional classes until the INC/IF grades are cleared.
4. Students may also be placed on probation for failure to meet program requirements upon the
request of the graduate program director.
While on academic probation, a student shall be ineligible to hold office in any recognized
student organization or recognized professional association, or to represent the university in any sense on or
off campus. Students on probation will normally not be allowed to hold a graduate assistantship. Students
will be removed from academic probation either when their cumulative grade point average meets or
exceeds 3.0 or upon approval of a formal request by the relevant graduate program director to the Dean of
Graduate Studies.
73
A student who has been placed on academic probation in any two semesters, consecutive or otherwise, will
automatically be dismissed from the program and the University. The dismissal decisions will be initiated by
the Office of Graduate Studies, in collaboration with the Registrar's Office, after reviewing transcripts of
graduate students who, based on approved program criteria, are subject to dismissal. The Office of
Graduate Studies will then refer cases for dismissal to the appropriate Graduate Program Director for review
and recommendations. A recommendation for dismissal can be waived by the Graduate Program Director
upon request to the Dean of Graduate Studies. A request for a waiver should include the basis for the
recommendation and the terms for successful continuation in the program. Final dismissal decisions will be
made by and communicated to the affected graduate student, the Graduate Program Director, and the
Office of the Registrar by the Dean of Graduate Studies.
Graduate students may appeal dismissal decisions in writing to the relevant Graduate Program Director.
Program directors in consultation with their dean who support reinstatement for the student will forward a
written recommendation, stipulating the terms for successful continuation in the program, to the Dean of
Graduate Studies who makes a final determination as to whether to rescind the dismissal. In addition, the
Dean of Graduate Studies may add further stipulations to the reinstatement. All students for whom the
dismissal is rescinded automatically remain on academic probation. Failure to meet any terms identified
within the probationary letter will result in automatic dismissal without recourse to appeal.
Statute of Limitations Policy
Achievement of a master's or doctoral degree or a certificate of advanced graduate study signifies mastery
of one's chosen discipline. Rather than being merely a collection of courses, a graduate degree requires
intense commitment to scholarship and practice within a specific period of time. Such focus and coherence
is lost if the degree is not completed within a reasonable time period. Therefore, each program requires that
students complete their course of study within designated time limits.
Each program has established its own time limit, approved by faculty governance. A student who fails to
complete a program within that established time limit is subject to dismissal. Specific information about time
limits is available from each program office.
In exceptional cases, an extension of the time limit may be granted by the Dean of Graduate Studies. In
such cases, the student must submit a request to the graduate program director with a letter of explanation
accompanied by a detailed schedule for completion. A letter from the student's graduate program director
concurring with the request must be submitted to the Dean of Graduate Studies with the student's request.
Continuous Registration
Each degree-seeking graduate student must maintain continuous registration until the degree sought by the
student has been formally awarded. If in any semester, for any reason, the student does not register for
course, thesis, or dissertation credits, they may maintain continuous registration by paying a program fee.
For further information, see under "Program Fee" in the "Tuition and Fees" section of this publication.
Leave of Absence Policy
A student who has been accepted into a graduate program is expected to remain in continuous enrollment
until graduation, either full-time or part-time. However, if circumstances arise that cause an interruption in
graduate study, a student may apply for a leave of absence (LOA). Leaves of absence are generally granted
only in cases of substantiated illness or disability of the student or family member, military service, or one
semester maternity or paternity leave. A student should document the basis for the leave.* A leave of
74
absence must be approved by the graduate program director and the Dean of Graduate Studies using the
form available here.
• Leaves of absence are granted in yearly increments, and students may not be granted more than
three years total LOA.
• Time spent on leave approved by OGS does not count toward the Statute of Limitations (SOL). The
"SOL clock" is stopped for the period of the leave.
• Students on LOA will not be covered by the health insurance plan until they return to registration
• Students on LOA do not pay the program fee while on leave and a leave of absence does not make
a student eligible for student loan deferments.
* If a student is providing medical information on another person as the basis for a medical leave of
absence, the student must have the permission of that person to release the information.
Transfer Credit
Transfer of Courses and Credits
Applicants who have completed graduate course work at other accredited institutions may transfer towards
the completion of a UMass Boston graduate degree up to the equivalent of 6 credits from courses in which
the applicant received a grade of B or higher, provided these are courses that
• have not been used to fulfill requirements for another degree, and
• were earned no more than seven years before matriculation in the program into which the student
wishes to transfer credit.
Transfer of UMass Boston courses and credits taken
over and above credits earned for a bachelor's degree
A University of Massachusetts Boston undergraduate student who will earn more credits than needed for the
bachelor's degree may register concurrently for graduate credits at the University of Massachusetts Boston.
A maximum of six credits earned in this way will be accepted, provided that the student received a grade of
"B" or better (Pass/Sat credits may not be transferred). After securing the permission of the graduate
program director and of the graduate course instructor, the graduate program director must submit a transfer
credit approval form to the Office of the Registrar before the bachelor's degree is conferred to certify that the
course(s) will not be used to fulfill requirements for the bachelor's degree and to update the undergraduate &
graduate records.
For intercampus programs (Biology, Biomedical Engineering and Biotechnology, Marine Sciences and
Technology PhD, Nursing PhD and DNP, and Professional Science Master's™), courses taken at other
UMass campuses will not be subject to the 6-credit or 12-credit limit, but will require the approval of the
graduate program director for transfer.
Transfer credit is subject to the final approval of the graduate program director and the Dean of
Graduate Studies.
Registration Procedures
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Both newly accepted and currently enrolled students must begin the course registration process by
conferring with their graduate program directors. New student registration is scheduled by each individual
graduate program. Currently enrolled degree-seeking (matriculated) students register, using WISER, during
the advanced registration periods beginning in April (for the fall semester) and November (for the spring
semester). An "add/drop" period, usually five days in length, is provided at the beginning of each semester
for students wishing to make changes in their schedules. All changes must be approved by the appropriate
faculty member and graduate program director.
Full-Time and Part-Time Status
For most purposes, full-time graduate study is defined as nine or more credits, part-time as eight or fewer
credits, and half-time as six credits. Doctoral candidates engaged in dissertation research may be
considered full-time students for some purposes regardless of the number of dissertation credits for which
they register, provided their graduate program director certifies that they are working full time on dissertation
research. Students seeking financial aid should be certain to obtain detailed information about full-time and
part-time status requirements from the Office of Financial Aid Services.
Maximum Credit Load
A graduate student may register for up to 12 credits during the fall and spring semesters and nine credits
during the summer. Any student who wishes to register for more than the maximum credit load must secure
written permission from the graduate program director.
Retaking Courses
A student may repeat any course, provided the student has not taken and passed a more advanced course
for which it is a prerequisite. The course may be repeated regardless of the grade received, but there may
be only one such repetition per course. If a student repeats a course, both grades will appear on the
student's transcript, but only the second grade will be computed in the student's cumulative average.
Course Changes and Withdrawals
Adding or Dropping Courses
During the "add/drop period"—usually five days at the beginning of each semester—a student may add,
drop, or change courses without penalty; that is, no entry will be made on the student's permanent record.
No courses may be added after this period. Please note: a student enrolled in only one course and wishing
to drop that course must either pay the program fee to remain active in the program, or withdraw from the
program.
Withdrawing from Courses
After the add/drop period, a student may withdraw from a course by completing a course withdrawal form
before the withdrawal deadline noted for each term in the academic calendar. Withdrawal forms are
available from the Graduate Registrar and must be submitted to that office by the published deadline. A
grade of W will appear on the student's transcript for a course the student has withdrawn from.
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Withdrawing from the University
The effective date of withdrawal from the university is that on which all forms are completed, signed, and
returned to the One Stop Student Service Center. The last day students may withdraw is the last day of
classes of the semester. Students withdrawing receive a W for each course in which they are enrolled.
Failure to complete a withdrawal form will result in the recording of the grade of F (failure) for all courses at
the end of the term. To withdraw from the university, a student must do the following:
1. Consult with the graduate program director.
2. Receive clearance from any university office in which financial charges have been incurred.
Refunds and Reductions
Please note: Students receive a full tuition refund for each course dropped during the add/drop period. No
refunds are given for course withdrawals after the add/drop period. Students withdrawing from the university
may receive partial refunds depending on when the withdrawal takes place. For complete information,
please see the university's graduate bulletin.
Readmission
Graduate degree candidates must maintain continuous registration, either by enrolling for course, thesis,
capstone or dissertation credits; or by paying a program fee. Any student who has failed to maintain
continuous registration and who wishes to resume their pursuit of the degree must apply for readmission,
and will be subject to the policies and requirements in effect at the time of readmission. The applicant must
complete a readmission application form and pay readmission and all back program fees before the
application will be considered. Before the applicant can be readmitted, the application must be approved by
the appropriate program director and the Dean of Graduate Studies. The deadline for readmission
applications is one month before the beginning of the semester for which application is being made.
Readmitted students must meet the program requirements that pertain at the time of their readmission.
Courses older than seven years at the time of rematriculation cannot be used toward the degree, except
with the prior written permission of the graduate program director at the time of readmission. In addition, it is
within the program director's discretion to disallow any previously taken courses from counting toward the
readmitted student's degree program.
Any student wishing readmission should contact their Graduate Program Director and the Graduate
Registrar for further information. Eligibility for readmission is limited to students who were in good standing
at the time of their withdrawal, and who are still in compliance with the statute of limitations policy governing
the completion of the degree. The Graduate Readmission Application can be found here.
Administrative Withdrawal and Reinstatement
See policy in Student Rights & Responsibilities.
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Degree Requirements
Applying for Graduation
In order for a student to graduate, an application must be completed by following the procedures outlined by
the Office of the Registrar.
The format requirements for master's theses and doctoral dissertations are published in a booklet available
here.
Foreign Language Requirements
Each academic program may establish foreign language requirements for its own advanced-degree
candidates. The program determines both the number of foreign languages and the level of competence
required. A foreign language is defined for this requirement as a language other than the candidate's native
tongue, in which there is a significant body of literature relevant to their academic discipline. The term
"foreign language" does not include computer languages.
Master's Degree Requirements
Please consult individual program descriptions for complete requirements.
For programs that include a master's thesis, it shall be the responsibility of the thesis committee to approve
the thesis project, to supervise its execution, and to arrange for the final examination of the student,
including public notice. This final examination, which will be at least partly oral, will be conducted by the
thesis committee and will be primarily concerned with, but not necessarily limited to, the candidate's thesis.
This examination shall be scheduled when all thesis committee members agree that the thesis is sufficiently
complete to undergo defense; approval of the thesis, passing the defense, and/or recommending the
degree, however, are not implied by scheduling this examination. Most programs require the student to
deliver a public lecture on their research, usually on the day the final oral examination takes place. The final
oral examination itself is attended by the candidate, the committee, and any invited guests. Only the
committee members may vote. If all committee members cast positive votes, the student shall be deemed to
have passed the final oral examination. If there is one negative vote, the degree will be held up pending
satisfactory resolution by the student of the objections of the dissenting member of the committee; final
program approval is represented by the signature of the graduate program director. If two or more members
cast negative votes, the candidate will be informed that they have failed the examination.
Doctoral Degree Requirements
After completion of their course work and other program requirements, doctoral students are required to
pass a preliminary comprehensive or qualifying examination conducted by the program, or successfully
complete a qualifying paper. Any student who fails the comprehensive examination may, at the discretion of
the examining committee, be permitted a second and final examination. On successful completion of the
preliminary examination the student will be admitted to candidacy.
Doctoral Candidacy and Dissertation Requirements
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As soon as possible after the student has been admitted to candidacy, the graduate program director of the
candidate's program shall recommend a dissertation committee to the Dean of Graduate Studies. The
dissertation committee shall consist of at least three members. At least two members of the committee shall
be faculty members in the candidate's program. Ordinarily, the dissertation committee shall also include a
member who is external to the candidate's program. The external member may come either from within the
university or outside of the university. When there is uncertainty about whether a nominee is sufficiently
independent of the candidate's program to serve as the external member, the Dean of Graduate Studies
shall determine the nominee's eligibility. The graduate program director will be responsible for any additional
nominations that may be necessary. On a case-by-case basis, graduate program directors may appeal to
the Dean of Graduate Studies to approve a dissertation committee consisting of three faculty members in
the candidate's program. Additional resource guides for the formation of dissertation committees and
formatting of dissertations are available online.
The Dean of Graduate Studies is asked to provide the Graduate Studies Committee with a report annually
on both the number of cases in which an exception is made to permit dissertation committees to be made up
entirely of faculty in the candidate's own program and, more generally, on how well the dissertation
committee system is functioning.
Policy on Qualifications of Chairs and Members of
Dissertation Committees
Qualifications of faculty to chair dissertation committees:
1. To qualify to chair a dissertation committee, a faculty member must be a full-time faculty member
and must have:
1. A doctoral degree (typically a PhD or EdD, but in some instances a degree such as a JD,
MD, or DBS may be appropriate); and
2. A record of scholarly publications and/or professional achievement within a period of five
years prior to the formation of any dissertation committee that the faculty member chairs.
2. Individual programs may establish additional criteria for eligibility of faculty to chair dissertation
committees.
3. Individual programs are to provide graduate students each year with the names of faculty who are
qualified to chair dissertation committees.
Qualifications of faculty and/or outside professionals serving as members of dissertation committees:
1. Members of dissertation committees must have an appropriate terminal degree (typically a PhD or
EdD, but in some instances a degree such as a JD, MD, or DBS may be appropriate).
2. A record of scholarly publications and/or professional achievement within a period of five years
prior to the formation of the dissertation committee.
3. Individual programs may establish additional criteria for eligibility of faculty to serve on dissertation
committees.
4. Students establish dissertation committees with the advice and approval of their Graduate Program
Director and Dissertation Chairperson.
It shall be the responsibility of the working dissertation committee to approve the dissertation project, to
supervise its execution, and to arrange for the final examination of the student, including public notice. This
final examination, which must be at least partly oral, will be conducted by the dissertation committee and will
be primarily concerned with, but not necessarily limited to, the candidate's dissertation. This examination
shall be scheduled when all dissertation committee members agree that the dissertation is sufficiently
complete to undergo defense; approval of the dissertation, passing the defense, and/or recommending the
degree, however, are not implied by scheduling this examination. Most programs require the student to
deliver a public lecture on their research, usually on the day the final oral examination takes place. The final
oral examination itself is attended by the candidate, the committee, and any invited guests. Only the
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committee members may vote. If all committee members cast positive votes, the student shall be deemed to
have passed the final oral examination. If there is one negative vote, the degree will be held up pending
satisfactory resolution by the student of the objections of the dissenting member of the committee; final
program approval is represented by the signature of the graduate program director. If two or more members
cast negative votes, the candidate will be informed that they have failed the examination.
The graduate program director will supply documentation to the Office of Graduate Studies of each of the
following stages in a doctoral student's progression. Those marked with an asterisk must be approved in
writing by the Dean of Graduate Studies or their delegate:
1. acceptance to candidacy
2. formation of dissertation committee*
3. acceptance of dissertation proposal
4. declaration of intention to defend dissertation
5. successful defense
6. completion of the dissertation according to the university's guidelines for dissertation preparation*
Requirements for the Certificate of Advanced
Graduate Study (CAGS)
Please consult individual program descriptions for complete requirements.
Colleges, Schools, & Departments
University of Massachusetts Boston
University-Wide Programs and Curricula
College of Education and Human Development
Departments
• Counseling and School Psychology
• Curriculum and Instruction
• Leadership in Education
School for Global Inclusion and Social Development
Programs
• Global Inclusion and Social Development
• Human Rights
• Rehabilitation Counseling
• Transition Leadership in Special Education
• Vision Studies
College of Liberal Arts
Departments
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• Africana Studies
• American Studies
• Anthropology
• Applied Linguistics
• Art and Art History
• Asian Studies
• Classics and Religious Studies
• Communication
• Economics
• English
• History
• Latin American and Iberian Studies
• Modern Languages, Literatures, and Cultures
• Performing Arts
• Philosophy
• Political Science
• Psychology
• Sociology
• Women's, Gender, and Sexuality Studies
Programs
• Human Services
• Critical Ethnic and Community Studies
College of Management
Departments
• Accounting and Finance
• Management
• Management Science and Information Systems
• Marketing
Manning College of Nursing and Health Sciences
Departments
• Exercise and Health Sciences
• Gerontology
• Nursing
College of Science and Mathematics
Departments
• Biology
• Chemistry
• Computer Science
• Engineering
• Mathematics
• Physics
Interdisciplinary Programs
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• Biochemistry
• Computational Sciences
• Integrative Biosciences
McCormack Graduate School of Policy and Global Studies
Departments
• Conflict Resolution, Human Security, and Global Governance
• Public Policy and Public Affairs
School for the Environment
Programs
• Environmental Sciences
• Urban Planning and Community Development
Centers
• Center for Rebuilding Sustainable Communities after Disasters
Continuing and Professional Studies
Programs
• International Development
Graduate Programs
Master's
Accounting (MS)
Accounting and Finance Department | College of Management
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including seven required courses, two electives, and one capstone
course.
Prerequisite courses:
• MBA AF 601 - Economics for Managers
• MBA AF 610 - Accounting for Managers
• MBA AF 620 - Financial Management
• MBAMS 600 - Mathematical Analysis for Managers
Capstone: Completion of a research paper as part of MBA AF 691.
Statute of limitations: Five years.
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Course Requirements
Required Courses (24 Credits)
One course from below may be substituted with an approved three-credit graduate course.
• MBA AF 611 - Intermediate Accounting 3 Credit(s)
• MBA AF 612 - Cost Accounting 3 Credit(s)
• MBA AF 613 - Federal Tax Planning 3 Credit(s)
• MBA AF 614 - Financial and Managerial Auditing 3 Credit(s)
• MBA AF 618 - Accounting Information Systems 3 Credit(s)
• MBA AF 640 - Accounting Data Analytics 3 Credit(s)
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
• MBAMGT 664 - The Legal Environment of Business 3 Credit(s)
Electives (3 Credits)
Complete two from below.
• MBA AF 615 - International Accounting 3 Credit(s)
• MBA AF 616 - Financial Statement Analysis/Advanced Accounting 3 Credit(s)
• MBA AF 623 - Financial Modeling 3 Credit(s)
• MBA AF 631 - Sustainable Finance and Impact Investing 3 Credit(s)
• MBA AF 636 - Applied Econometric Analysis of Business Data 3 Credit(s)
• MBA AF 637 - Financial Reporting Fraud Examination 3 Credit(s)
• MBA AF 690 - Master's Thesis Option Research Colloquium 3 Credit(s)
• MBA AF 699 - Master's Thesis 3 Credit(s)
Capstone Course (3 Credits)
• MBA AF 691 - Financial Accounting Theory & Analysis 3 Credit(s)
American Studies (MA)
American Studies Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including six core courses, three electives, and one final project
course.
Capstone: Completion of a final project based on original research. Students may choose to do a
curriculum unit, which entails doing research culminating in the presentation of a relevant and useful
pedagogical document for secondary school teachers.
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Statute of limitations: Five years.
Course Requirements
Core Courses (18 Credits)
• AMST 601 - Intro Amer Studies 3 Credit(s)
• AMST 602L - American Society and Political Culture: 1600-1865 3 Credit(s)
• AMST 603 - Modern Political, Social, and Cultural History 3 Credit(s)
• AMST 604 - Gender and Sexuality in US History and Culture 3 Credit(s)
• AMST 605 - Ethnicity, Race, and Nationality 3 Credit(s)
• AMST 606 - Studies in Popular Culture & Technology 3 Credit(s)
Electives (9 Credits)
Complete three graduate-level courses drawn from American studies, anthropology,
English, women's studies, Africana studies, politics, history, and public policy, with
approval from the graduate program director.
Final Project Course (3 Credits)
• AMST 688 - Final Project 3-6 Credit(s)
Applied Economics (MA)
Economics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 32 credits from ten courses including six required courses, three electives, and a research
capstone or thesis.
Capstone: Completion of a research paper and oral presentation.
Statute of limitations: Five years.
Course Requirements
Required Courses (18 Credits)
• ECON 601 - Applied Microeconomics 3 Credit(s)
• ECON 602 - Applied Macroeconomics 3 Credit(s)
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• ECON 610 - Political Economy 3 Credit(s)
• ECON 650 - Applied Economic Research Practicum 1 Credit(s)
• ECON 651 - Quantitative Research Methods I 4 Credit(s)
• ECON 652 - Quantitative Research Methods II 4 Credit(s)
Electives (9 Credits)
Complete at least three courses from below.
At least six credits must be from the approved economic electives list. At least three credits must be from the
approved quantitative methods list.
Approved Economics Electives:
• Any 600-level ECON courses not already required for the program
• PUBADM 602 - The New England Economic Environment 3 Credit(s)
• PPOL-G 602 - Political Economy of Class, Race and Gender 3 Credit(s)
• INTREL 614 - International Political Economy 3 Credit(s)
Approved Quantitative Methods Electives:
• ENVSCI 623L - Introduction to Geographic Information Systems 4 Credit(s)
• GERON GR 760 - Policy Analysis Techniques 3 Credit(s)
• MSIS 680 - Advanced Data Mining 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)
• SOCIOL 661 - Designing and Evaluating Survey Questions 3 Credit(s)
• SOCIOL 662 - Applied Survey Sampling - Design and Analysis 3 Credit(s)
Research Capstone or Thesis (5 Credits)
Candidates may substitute some or all of the five required credits with independent study credits that result
in a capstone or thesis.
• ECON 698 - Mentored Research Project 1-5 Credit(s)
Applied Linguistics (MA)
Applied Linguistics Department | College of Liberal Arts
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including five core courses, three concentration courses, and two
electives.
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Concentration: Students must choose a concentration in ESL and bilingual studies or foreign language
pedagogy.
Capstone: Successful completion of a four-hour written comprehensive exam after completion of all
required coursework. By invitation of faculty, students may complete a thesis for their capstone.
Practicum and field experience: Complete either a field experience or practicum.
Students in either concentration may earn their degree online through the Continuing and Professional
Studies.
Residency: No more than twelve credits may be transferred in and applied toward the program electives;
six credits from non-degree graduate study at UMass Boston and six credits of graduate course work from
another institution. All transfer courses must be earned within seven years of program matriculation, have a
grade of B or higher, be approved by the graduate program director and Graduate Studies, and not have
been used to fulfill requirements for another degree.
Statute of limitations: Four years.
Course Requirements
Core Courses (15 Credits)
• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
Concentration Courses (9 Credits)
Take three courses from one of the concentrations below.
ESL and Bilingual Studies Concentration
Foreign Language Pedagogy Concentration
Electives (6 Credits)
Complete two additional APLING courses.
Students also have the option to take two courses as electives in related disciplines that complement their
specialization.
Practicum and Field Experience
Students working to obtain solely MA degree are required to complete a Field Experience (APLING 690).
The MA field experience requirement may be satisfied through teaching language in university
undergraduate ESL classes, in a public school system, or at a community agency. The field experience
requirement may be waived for students with significant onsite teaching experience (paid teaching,
supervised student teaching, supervised teaching in an adult social or educational agency), and substituted
with another elective course.
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The student-teaching practicum (APLING 698) is required of MA students pursuing Massachusetts
Department of Elementary and Secondary Education (DESE) PK-12 ESL licensure in addition to their MA
degree. The ESL licensure student-teaching practicum cannot be waived. Students working to obtain MA
state licensure must student-teach in a PK-12 public school ESL/Sheltered English setting for one full
semester.
Licensure in French as a Foreign Language from the Department of
Elementary and Secondary Education
Students wishing to pursue licensure from the Department of Elementary and Secondary Education in
French as a foreign language should choose a concentration in Foreign Language Pedagogy and
complete the following courses when selecting electives. Students will complete six additional credits of
coursework beyond the requirements for the degree.
• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s) Topic: French Applied Linguistics
• APLING 698 - Practicum/Field Experience 3-6 Credit(s)
Three of the following:
• FRENCH 464 - Roman Du 20e Siecle 3 Credit(s)
or
• FRENCH 465 - 20th Century French Theater 3 Credit(s)
or
• FRENCH 305 - 20th/21st Century French and Francophone Literature 3 Credit(s)
or
• FRENCH 490 - Special Topics 3 Credit(s) Topic: France/Maghreb
• FRENCH 307 - French and Francophone Popular Culture 3 Credit(s)
or
• FRENCH 480 - Images of Otherness in French and Francophone Literature 3 Credit(s)
or
• FRENCH 304 - French Conversation 3 Credit(s)
or
• FRENCH 306L - Introduction to French Cinema (in French) 3 Credit(s)
• FRENCH 301 - Composition et stylistique 3 Credit(s)
or
• FRENCH 411 - Theme et version 3 Credit(s)
Applied Physics (MS)
Physics Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
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Complete 34 credits from eight courses including three laboratory/applied courses, three theoretical courses,
one elective, and one thesis or internship course.
Capstone: Completion of a master's thesis or internship.
Statute of limitations: Six years.
Course Requirements
Laboratory/Applied Courses (12 Credits)
Complete three from below.
• PHYSIC 600 - Electronic Instrumentation I: Analog 4 Credit(s)
• PHYSIC 601 - Electronic Instrumentation II: Digital 4 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s) (with approval of the graduate
program director)
Theory Courses (12 Credits)
Complete three from below.
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 612 - Electromagnetic Theory 4 Credit(s)
• PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics 4 Credit(s)
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s) (with approval of the graduate
program director)
Elective (4 Credits)
Complete one additional laboratory/applied or theory course from above.
Thesis or Internship Course (6 Credits)
In exceptional cases, with prior approval of the program, a student may graduate
with nine courses (substituting two additional courses for the internship or thesis
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requirement). These courses must be chosen as a coherent subject of specialization
in an applied area of special interest to the student.
• PHYSIC 694 - Master's Internship 3-6 Credit(s)
or
• PHYSIC 699 - Master's Thesis Research 1-6 Credit(s)
Applied Sociology (MA)
Sociology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 37 credits from at least ten courses including five core courses, one field work or internship
course, one capstone course, and three to five electives.
Capstone: Completion of a master's paper or thesis or a comprehensive examination.
Residency: No more than six credits from courses outside the Sociology Department may be applied
toward the program with permission of the graduate program director.
Statute of limitations: Five years.
Course Requirements
Core Courses (13 Credits)
• SOCIOL 600 - Foundations of Applied Sociology 3 Credit(s)
• SOCIOL 604 - Classical Sociological Theory 3 Credit(s)
• SOCIOL 650 - Meth Of Research I 3 Credit(s)
• SOCIOL 651 - Quantitative Methods 3 Credit(s)
• SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology 1 Credit(s)
Fieldwork or Internship Course (3 to 6 Credits)
• SOCIOL 610 - Teaching Sociology: Theory & Practice 3 Credit(s)
or
• SOCIOL 698 - Field Work 3-6 Credit(s)
Capstone Course (6 Credits)
• SOCIOL 694 - Master's Research Seminar 6 Credit(s)
Electives (12 to 15 Credits)
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Complete 12 to 15 credits of electives in graduate SOCIOL or other courses chosen in consultation with the
graduate program director.
Biology (MS)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from at least eight courses including one required course, one research course, and 17
to 21 credits of electives.
Capstone: Completion of a master's thesis or library research project. Passage of a general oral
examination after submission of the thesis or research project.
Statute of limitations: Six years.
Course Requirements
Required Course (3 Credits)
• BIOL 650 - Scientific Communication 3 Credit(s)
Research Course (6 to 10 Credits)
• BIOL 698 - Projects in Biology 1-6 Credit(s)
or
• BIOL 699 - Thesis Research 1-10 Credit(s)
Electives (17 to 21 Credits)
Complete 17 to 21 credits of graduate courses chosen in consultation with the academic advisory
committee.
Biotechnology and Biomedical Sciences (MS)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
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Complete 30 credits from at least ten courses including three core courses, four required electives and three
additional electives.
Capstone: Students may choose either an internship option or a thesis option. Each student prepares a
written report on his or her research work and must also take an oral examination, which will not necessarily
be limited to the topic of the report. The student must submit an outline of the report to his or her advising
committee before taking the oral examination.
Statute of limitations: Six years.
Course Requirements
Core Courses (9 Credits)
• BIOL 650 - Scientific Communication 3 Credit(s)
• BIOL 694 - Research Experimentation in Biology 3 Credit(s) - complete two semesters
Required Electives (12 Credits)
Complete four from below.
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
Additional Electives (9 Credits)
Complete at least nine credits from below.
At least two must be BIOL courses.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 653 - Current Literature in Biology 1 Credit(s)
• BIOL 672 - Directed Readings in Biology 1-3 Credit(s)
• BIOL 673 - Directed Readings 1-3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 699 - Thesis Research 1-10 Credit(s) - take for four credits
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
Business Administration (MBA)
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College of Management
About the Program
Admission Requirements
Program Requirements
Complete 36 or 42 credits from 12 to 14 courses including ten required business courses and two to four
electives.
Specialization: Students may choose to specialize one of 15 areas; accounting, business analytics, digital
marketing, entrepreneurship, environmental management, finance, health care management, health care
informatics, human resource management, information systems, leadership and organizational change,
marketing, nonprofit management, or supply chain and service management. Students who choose to
specialize must complete three to four electives.
Capstone: Completion of a written paper as part of MBAMGT 689.
Statute of limitations: Five years
Course Requirements
Required Business Courses (30 Credits)
• MBA AF 601 - Economics for Managers 3 Credit(s)
• MBA AF 610 - Accounting for Managers 3 Credit(s)
• MBA AF 620 - Financial Management 3 Credit(s)
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
• MBAMGT 660 - Business and Its Environment 3 Credit(s)
• MBAMGT 689 - Strategic Management 3 Credit(s)
• MBAMKT 670 - Marketing Management 3 Credit(s)
• MBAMS 630 - Statistical Analysis for Managers 3 Credit(s)
• MBAMS 635 - Operations Mgt 3 Credit(s)
• MBAMS 640 - Computer & Info Syst 3 Credit(s)
Electives (6 to 12 Credits)
Complete at least two additional business courses.
Students who wish to specialize must complete three to four electives.
Specialization Options
Accounting Specialization
Business Analytics Specialization
Digital Marketing Specialization
Entrepreneurship Specialization
Environmental Management and Sustainability Specialization
Finance Specialization
Healthcare Management Specialization
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Healthcare Informatics Specialization
Human Resource Management Specialization
Information Systems Specialization
International Management Specialization
Leadership and Organizational Change Specialization
Marketing Specialization
Nonprofit Management Specialization
Supply Chain and Service Management Specialization
Business Analytics (MS)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from 10 courses including four core courses, five track courses, and one capstone
course.
Capstone: Completion of a written paper.
Track requirement: Candidates must select a track in big data analytics or supply chain analytics.
Prerequisite: Candidates must have completed a statistics course, either MSIS 111 or MBAMS 630, or an
equivalent course within the last five years. Students who have not met this requirement are required to take
MBAMS 630 as part of their first semester in addition to the 10 courses required for the program.
Statute of limitations: Eight years.
Course Requirements
Core Courses (12 Credits)
• MSIS 642 - Multivariate Statistics and Regression Analysis 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
• MBAMS 638 - Management Decision Models 3 Credit(s)
Track Courses
Big Data Analytics Track
Supply Chain Analytics Track
Capstone Course (3 Credits)
• MSIS 630 - Project & Change Management 3 Credit(s)
Students may also choose MSIS 690/699 Master's Thesis Option, MSIS 697
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Special Topics and MBAMGT 698 Practicum (students must have relevant
internship).
Chemistry (MS)
Chemistry Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 33 credits from nine courses including one core course, five additional graduate-
level courses, four seminar courses, and one thesis course.
Students must pass a literature seminar in the first year of study.
Capstone: Complete and defend a master's thesis based on original research.
Statute of limitations: Seven years.
Course Requirements
Core Course (4 Credits)
• CHEM 631 - Chemical Toxicology 4 Credit(s)
or
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
Additional Graduate-Level Courses (17 to 20 Credits)
Complete at least five courses from below.
At least three must be CHEM courses.
It is recommended that students take the core courses for the PhD track that aligns with their research
specialization.
Up to two courses may be from other departments with approval of the student's research advisor and the
graduate program director.
Green Chemistry
• CHEM 631 - Chemical Toxicology 4 Credit(s)
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
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Biological Chemistry
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• CHEM 681 - Medical Biochemistry 4 Credit(s)
Chemistry Education Research
• CHEM 641 - Chemistry and Biochemistry Education Research on Learning, Learning
Environments, and Teaching 4 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
or
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
or
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)
or
• SOCIOL 609L - Qualitative Methods and Field Research 3 Credit(s)
• PSYDBS 623 - Cognitive Neuroscience 3 Credit(s)
or
• PSYDBS 762 - Knowledge Acquisition 3 Credit(s)
Organic Chemistry
• CHEM 621 - Organic Synthesis & Mechanisms 4 Credit(s)
• CHEM 622 - Physical Organic Chemistry 4 Credit(s)
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• CHEM 689 - Topics in Organic Chemistry 3 Credit(s)
Inorganic Chemistry
• CHEM 611 - Organometallic Catalysis 4 Credit(s)
• CHEM 612 - Physical Inorganic Chemistry 4 Credit(s)
Physical/Analytical Chemistry
• CHEM 601 - Thermodynamics & Kinetics 4 Credit(s)
• CHEM 602 - Quantum Mechanics & Spectroscopy 4 Credit(s)
• CHEM 661 - Analytical Instrumentation 4 Credit(s)
Graduate Seminar (4 Credits)
Take one from below each semester.
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• CHEM 691 - Seminar I 1 Credit(s) (Fall)
• CHEM 692 - Seminar II 1 Credit(s) (Spring)
Thesis Course (8 Credits)
• CHEM 699 - Master's Thesis 1-10 Credit(s)
Literature Seminar
During the second semester of enrollment, students are expected to fulfill their literature seminar
requirement. The literature seminar requires students to deliver a talk presenting current research on a topic
of interest.
Students work closely with their advisor and the seminar instructor to obtain approval for their topic and to
prepare for the presentation.
Computer Science (MS)
Computer Science Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 30 credits from at least ten courses including two object-oriented software
development courses, two theoretical electives, and at least six applied electives.
Capstone: Complete a software engineering project as part of CS 681 and 682 or a master's thesis which
requires a minimum GPA of 3.5 and approval of the graduate program director.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program. A student may not
choose to take an additional course in lieu of a course in which he or she has earned a low grade.
Minimum grade: No courses with a grade below C may be applied toward the program. No more than two
courses with a grade below B- may be applied toward the program.
Course level: At least 24 credits for the program must be from courses at the 600-level or higher. With the
exception of CS 485, all 400-level computer science courses are considered graduate-level courses.
Statute of limitations: Seven years.
Course Requirements
Object-Oriented Software Development (6 Credits)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
Theoretical Electives (6 Credits)
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Take two from below.
• CS 620 - Theory of Computation 3 Credit(s)
• CS 622 - Theory of Formal Languages 3 Credit(s)
• CS 624 - Analysis of Algorithms 3 Credit(s)
• CS 720 - Logical Foundations of Computer Science 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 420 Introduction to the Theory of Computation
• MATH 470 Mathematical Logic
Applied Electives (18 Credits)
Take six from below.
Student approved for a master's thesis may take three credits of CS 699 - Research for MS Thesis.
• CS 613 - Applied Cryptography 3 Credit(s)
• CS 615 - User Interface Design 3 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
• CS 646 - Computer Communications Networks 3 Credit(s)
• CS 648 - Wireless Networks and Mobile Computing 3 Credit(s)
• CS 651 - Compiler 3 Credit(s)
• CS 670 - Artificial Intelligence 3 Credit(s)
• CS 672 - Neural Networks 3 Credit(s)
• CS 675 - Computer Vision 3 Credit(s)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 410 Introduction to Software Engineering
• CS 411 Competitive Programming
• CS 444 Operating Systems
• CS 446 Introduction to Internetworking
• CS 450 Structure of Higher Level Languages
• CS 445 Real-Time Systems
• CS 460 Graphics
Conflict Resolution (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
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Complete 36 credits from ten to twelve courses including three required courses, one internship course, five
to seven electives, and a capstone requirement.
Capstone: Students must complete a master's thesis, master's project, or participate in an intensive
integrative seminar.
Statute of limitations: Five years
Course Requirements
Required Courses (9 Credits)
• CONRES 621 - Negotiation (M) 3 Credit(s)
• CONRES 623 - Introductory Theory 3 Credit(s)
• CONRES 635 - Research Methods in Dispute Resolution 3 Credit(s)
Internship (3 to 6 Credits)
• CONRES 627 - Inter-Group Dialogue & Facilitation 6 Credit(s)
or
• CONRES 690 - Court Internship 6 Credit(s)
or
• CONRES 692 - Internship 3-6 Credit(s)
Electives (15 to 21 Credits)
Complete five to seven electives (depending on number of credits needed to meet the 36 required credits for
the program) from any graduate courses in the Department of Conflict Resolution, Human Security, and
Global Governance. Courses from other departments and institutions may be accepted with approval of the
graduate program director.
Capstone (3 to 6 Credits)
Complete one of the options below.
Integrative Paper Option
• CONRES 693 - Capstone Seminar 3-6 Credit(s)
Master's Project Option
Complete six credits.
• CONRES 693 - Capstone Seminar 3-6 Credit(s) - take for three credits
• CONRES 689 - Master's Project in Conflict Resolution 3 Credit(s)
Master's Thesis Option
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• CONRES 693 - Capstone Seminar 3-6 Credit(s) - take for three credits
• CONRES 699 - Master's Thesis in Conflict Resolution 3 Credit(s)
Counseling (MEd)
Department of Counseling and School Psychology | College of Education and Human Development
Counseling (MEd)
Counseling (MEd) - Adjustment Counseling Concentration
Creative Writing (MFA)
English Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from twelve courses including four writing workshops, three literature courses, three
electives, and two semesters of thesis workshops.
Capstone: Completion of an MFA thesis of 48 to 64 pages of poetry or 100 to 200 pages of fiction written
under the supervision of a thesis advisor, reviewed by a thesis committee, and subject to a public defense.
Statute of limitations: Five years.
Course Requirements
Writing Workshops (24 Credits)
Complete one from below four times.
• CW 601 - MFA Poetry Workshop 6 Credit(s)
or
• CW 602 - MFA Fiction Workshop 6 Credit(s)
Literature Courses (9 Credits)
Complete three graduate literature courses.
Electives (9 Credits)
Complete three from below.
• CW 605 - Memoir Workshop 3 Credit(s)
• CW 606 - Literary Editing and Publishing 3 Credit(s)
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• CW 614 - The Teaching of Creative Writing 3 Credit(s)
• CW 675 - Creative Writing Internship 3 Credit(s)
• CW 697 - Special Topics in Creative Writing 1-6 Credit(s)
Students may elect courses offered by other graduate programs with approval from the graduate
program director.
• ENGL 459 Seminar for Tutors may be taken for graduate credit (see Undergraduate Catalog).
• ENGL 675 - Reading and Writing Poetry 3 Credit(s)
• ENGL 676 - Reading and Writing Fiction 3 Credit(s)
• ENGL 681 - Advanced Workshop in Poetry 3 Credit(s)
• ENGL 682 - Advanced Workshop in Fiction 3 Credit(s)
Thesis Courses (6 Credits)
Complete the course below both semesters of the third year.
• CW 699 - MFA Thesis 3 Credit(s)
Critical and Creative Thinking (MA)
Department of Curriculum and Instruction | College of Education and Human Development
Critical and Creative Thinking (MA)
Critical and Creative Thinking (MA) - Science in a Changing World Track
Critical Ethnic and Community Studies (MS)
Critical Ethnic and Community Studies | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 37 credits from 13 courses including six core courses, five electives, and one
capstone course.
Students may transfer in completed certificates in Gender, Leadership and Public Policy, Conflict
Resolution or Critical and Creative Thinking to partially or wholly fulfill their elective credits requirements.
Capstone: Completion of a project, internship, or research paper as part of CECS 698. The capstone
includes a public presentation of the student's work.
Grading basis: No courses taken satisfactory/unsatisfactory or for no grade may be applied toward the
program.
Residency: Before enrollment in the program, students should consult with the graduate program director
regarding transfer credits or UMass Boston undergraduate credits if these are intended to satisfy degree
requirements. The program does not accept transfer credit for any of its required core courses; transfer
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courses may be applied to the program's electives.
Independent study: No more than one independent study course (three credits) may be applied toward the
program.
Statute of limitations: Five years.
Course Requirements
Core Courses (16 Credits)
• CECS 600 - CECS Professional Seminar A 1 Credit(s)
• CECS 610 - Foundations of Critical Ethnic and Community Studies 3 Credit(s)
• CECS 611 - Migration and Diaspora 3 Credit(s)
• CECS 612 - Community Formation and Development 3 Credit(s)
• CECS 622 - Transdisciplinary Research in Practice B 3 Credit(s)
• CECS 623 - Transdisciplinary Research Methods 3 Credit(s)
Electives (15 Credits)
Complete five additional courses chosen in consultation with the faculty advisor.
Electives for CECS include graduate courses from within Critical Ethnic and Community Studies as well as
courses from other graduate disciplines or programs, such as Global Inclusion and Social Development,
Public Administration, Creative Writing, Conflict Resolution, American Studies, Environmental Sciences,
Gerontology, Urban Planning and Community Development, or Applied Sociology.
Alternatively, CECS offers the unique opportunity of fulfilling the elective sequence through the completion of
a graduate certificate (at least 15 credits) in one of various areas, including:
• Human Rights
• Conflict Resolution
• Survey Research
• Gender, Leadership, and Public Policy
• Critical and Creative Thinking
Capstone Course (6 Credits)
• CECS 698 - CECS Master's Capstone 3 Credit(s)
Education (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
Education (MEd) - Initial Licensure in Early Childhood Education Track
Education (MEd) - Teach Next Year Early Childhood Initial Licensure
Education (MEd) - Initial Licensure in Elementary Education Track
Education (MEd) - Teach Next Year Elementary Initial Licensure
Education (MEd) - Initial Licensure in Middle/Secondary Education Track
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Education (MEd) - Teach Next Year Middle/Secondary Initial Licensure
Education (MEd) - Non-Licensure in Early Childhood Education Track
Educational Administration (MEd)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve required courses.
Capstone: Passage of a comprehensive portfolio examination synthesizing a significant portion of their
course work. The portfolio offers students an opportunity to collect and reflect systematically upon the
various components of their own learning, drawing on readings, course work, and pre-practicum and
practicum experiences.
Practicum or internship: A 500-hour, two-year-long practicum or internship in educational administration is
required for aspiring principals/assistant principals and special education directors. Students normally begin
their practicum in the first semester and continue adding hours over the next two years (although this
schedule may vary with different districts).
Licensure: Applicants seeking licensure as principal, supervisor/director, or administrator of special
education must pass the communication and literacy portion of the Massachusetts Test for Educator
Licensure to be recommended for licensure. For complete information on this requirement, see
the Massachusetts DESE website on Educator Services. Applicants seeking licensure as principal/assistant
principal must also pass the Massachusetts Performance Assessment for Leaders (PAL). We will assist you
with the assessment tasks as part of your regular coursework.
In addition to the MEd in Educational Administration, students will receive the Sheltered English Instruction
(SEI) endorsement for administrators upon graduation.
Statute of limitations: Five years.
Course Requirements
Required Courses (36 Credits)
• ADM G 610 - Research Design 3 Credit(s)
• ADM G 613 - Personnel: Administration, Supervision and Evaluation 3 Credit(s)
• ADM G 621 - Curriculum: Theories, Development, and Evaluation 3 Credit(s)
• ADM G 622 - Curriculum: Status, Issues, and Trends 3 Credit(s)
• ADM G 627 - Legal Issues In Educ 3 Credit(s)
• ADM G 632 - Facility Design and Fiscal Management 3 Credit(s)
• ADM G 646 - Leadership Development 3 Credit(s)
• ADM G 655 - Advanced Seminar in Supervision 3 Credit(s)
• ADM G 686 - Internship I Ed Adm 1.5-3 Credit(s)
• ADM G 687 - Practicum II in Educational Administration 1.5-3 Credit(s)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
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English (MA)
English Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 30 credits ten courses in one of four concentrations.
Students must complete a self-assessment narrative earning 15 credits.
Concentrations: Students must pick a concentration in literature, composition, creative writing, or
pedagogy.
Capstone: Students must complete an analytical essay, written exam, or thesis.
Statute of limitations: Five years.
Course Requirements
Concentration Courses
Complete the requirements for one of the concentrations below.
Literature Concentration
Composition Concentration
Creative Writing Concentration
Pedagogy Concentration
Initial Licensure
English MA Students who wish to teach English at the middle (grades 5-8) or secondary (grades 8-12)
school level may earn an initial teacher license through the program of study below.
Initial Teacher Licensure for Middle or Secondary School
Environmental Sciences (MS)
Environmental Sciences | School for the Environment
Environmental Sciences (MS) - Thesis Track
Environmental Sciences (MS) - Non-Thesis Track
Environmental Sciences (MS) - Professional Science Track
Exercise and Health Sciences (MS)
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Department of Exercise and Health Sciences | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 30 to 33 credits from ten to eleven courses including four core courses and six to seven courses
in one of the options below.
Thesis option - three option courses, two concentration courses, and one elective.
Non-thesis option - three option courses, two concentration courses, and two electives.
Concentration: Select a concentration in applied exercise physiology or physical activity and health
promotion.
Capstone: Completion of a thesis or a practicum project.
Statute of limitations: Five years.
Course Requirements
Core Courses (12 Credits)
• EHS 630 - Advanced Health Fitness and Nutrition Assessment 3 Credit(s)
• EHS 655 - Advanced Physical Activity and Health 3 Credit(s)
• EHS 685 - Applied Exercise Physiology 3 Credit(s)
• NURSNG 760 - Introduction to Biostatistics: Biostatistics I 3 Credit(s)
Thesis or Non-Thesis Option
Thesis Option
Non-Thesis Option
Concentration
Applied Exercise Physiology Concentration
Physical Activity and Health Promotion Concentration
Finance (MS)
College of Management
Finance (MS) - General Finance Track
Finance (MS) - Investment Management and Quantitative Finance Track
Gerontology (MS)
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Department of Gerontology | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
Gerontology (MS) - Research/Policy Track
Gerontology (MS) - Management of Aging Services Track
Global Governance and Human Security (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from eleven to twelve courses including six core courses, four electives, and one to two
capstone courses.
Capstone: Complete a capstone paper or thesis.
Exam: A comprehensive examination is required if completing the GGHS 780 and methods course
capstone.
Statute of limitations: Five years.
Course Requirements
Core Courses (18 Credits)
Complete six courses from below.
• GGHS 710 - Human Security 3 Credit(s)
• GGHS 711 - Global Governance 3 Credit(s)
or
• INTREL 638L - Global Governance 3 Credit(s)
• GGHS 713 - International Relations Theory 3 Credit(s)
or
• INTREL 611 - Theories of International Relations 3 Credit(s)
• GGHS 715 - International Organization 3 Credit(s)
Two of the following:
• GGHS 712 - Gender and Human Security 3 Credit(s)
• CONRES 623 - Introductory Theory 3 Credit(s)
• INTREL 613 - International Relations Research Methods 3 Credit(s)
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Electives (12 Credits)
Complete four courses chosen in collaboration with your faculty advisor.
Capstone (6 Credits)
Complete one of the following options:
• GGHS 780 - Doctoral Research Design and one additional methods course
• INTREL 691 - Capstone in International Relations
• Six credit Master's thesis (see department for course information)
Global Inclusion and Social Development (MA)
Global Inclusion and Social Development Program | School for Global Inclusion and Social Development |
College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including four required core courses, three core electives, and five
concentration courses.
Concentration: Students must choose a concentration from disability studies; gerontology; human rights;
non-profit management; transnational, cultural, and community studies; or individual plan of study.
Capstone: Completion of a master's project consisting of a 7,000 to 8,000 word writing project (research
paper, policy analysis project, program development project, grant application, or self-directed paper) and a
public oral or poster presentation of the writing project.
Minimum grade: No course with a grade below B may be applied toward the core courses for the program.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: No more than six credits of graduate coursework from another institution may be applied toward
the program. Transfer courses must have a grade of B or higher and be approved by the graduate program
director.
Statute of limitations: Five years.
Course Requirements
Core Required Courses (12 Credits)
• GISD 601 - Current and Historical Perspectives on Global Inclusion and Social Development 3
Credit(s)
• GISD 605 - International Responses to Social Inclusion 3 Credit(s)
• GISD 606 - Research and Evaluation in Diverse Settings: Methods and Implications 3 Credit(s)
• GISD 801 - Innovations Seminar 3 Credit(s)
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or
• GISD 802 - Social Innovations in Domestic Settings Seminar 3 Credit(s)
Core Electives (9 Credits)
Complete three from below.
• GISD 608 - Ethics and Professionalism in Global Inclusion and Social Development 3 Credit(s)
• GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and Innovation 3 Credit(s)
• GISD 610 - Strategies for Systemic Change 3 Credit(s)
• GISD 611 - Managing Change: Supporting Communities and Embracing Cultures 3 Credit(s)
• GISD 615 - State, Sovereignty and Governance for Inclusion and Social Development 3 Credit(s)
• GISD 616 - Population Needs and Global Practice 3 Credit(s)
Concentration Courses (15 Credits)
Complete five courses from one of the concentrations below.
Disability Studies Concentration
Gerontology Concentration
Human Rights Concentration
Nonprofit Management Concentration
Transnational, Cultural, and Community Studies Concentration
Individualized Plan of Study Concentration
Historical Archaeology (MA)
Anthropology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from ten courses including three required courses, one fieldwork course, five electives,
and one thesis course.
Capstone: Completion and defense of a thesis based on original research.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Six years.
Course Requirements
Required Courses (9 Credits)
• ANTH 625 - Graduate Seminar in Historical Archaeology 3 Credit(s)
• ANTH 640 - Archaeological Methods and Analysis 3 Credit(s)
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• ANTH 665 - Graduate Seminar in Archaeology 3 Credit(s)
Fieldwork Course (6 Credits)
Students who can demonstrate sufficient field training and receive approval from the graduate program
director may waive this requirement and complete six credits of additional elective courses.
• ANTH 685 - Summer Field School in Historical Archaeology 6-10 Credit(s)
Electives (15 Credits)
Complete five courses from below.
• ANTH 615 - Public Archaeology 3 Credit(s)
• ANTH 635 - Material Life in New England 3 Credit(s)
• ANTH 643 - Reconstruction the African Diaspora 3 Credit(s)
• ANTH 645 - Topics in Environmental Archaeology 3 Credit(s)
• ANTH 650 - Materials in Ancient Societies 5 Credit(s)
• ANTH 655 - Historical Landscapes and Geographic Information Systems 3 Credit(s)
• ANTH 672 - Culture Contact and Colonialism in the Americas 3 Credit(s)
• ANTH 696 - Independent Study 1-6 Credit(s)
• ANTH 697 - Special Topics in Archaeology 1-6 Credit(s)
• ANTH 698 - Practicum in Archaeology 1-10 Credit(s)
• AMST 604 - Gender and Sexuality in US History and Culture 3 Credit(s)
• AMST 605 - Ethnicity, Race, and Nationality 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 685 - Topics in Atlantic History 3 Credit(s)
• HIST 688 - Oral History 3 Credit(s)
Thesis Course (6 Credits)
• ANTH 699 - Thesis Research Projects in Historical Archaeology 6-10 Credit(s)
History (MA)
History Department | College of Liberal Arts
Online (History Track): Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from at least nine courses including two core courses and six to nine courses in the
chosen track of study.
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Capstone: Completion of a master's thesis or capstone project.
Track: Students may select a track in history, public history, or archives.
Minimum grade: No course with a grade below C may be applied toward the program. No more than one
course with a grade below B- may be applied toward the program.
Residency: With approval of the graduate program director, no more than six credits from another institution
may be applied toward the elective requirements for the online History, MA degree.
Statute of limitations: Five years.
Course Requirements
Course Courses (6 Credits)
• HIST 600 - Research and Methods 3 Credit(s)
• HIST 605 - Introduction to Historiography 3 Credit(s)
Track Requirements
Students must select a track from below.
History Track
Archives Track
Public History Track
Information Technology (MS)
Management Science and Information Systems Department | College of Management
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including five required courses, four electives, and a capstone course.
Capstone: Completion of a written paper.
Pre-/corequisite courses: Four (4) pre-requisite courses must be satisfied or waived through prior relevant
coursework, based on a review of transcripts.
Course waivers: Students that complete equivalent coursework may be eligible to waive some of these
courses.
A minimum of 30 credits (10 courses) total are required to meet university degree completion criteria.
Waiving multiple courses may require completion of additional elective courses to meet the 30 credit
minimum requirement.
Statute of limitations: Eight years.
Pre-/Corequisite Courses
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These courses may be waived in accordance with the course waiver policy below.
• MBAMS 630 - Statistical Analysis for Managers 3 Credit(s)
• MBAMS 635 - Operations Mgt 3 Credit(s)
• MBAMS 640 - Computer & Info Syst 3 Credit(s)
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
Course Requirements
Required Courses (15 Credits)
Courses with an '*' may be waived in accordance with the course waiver policy. Students must replace each
waived course with an additional elective from below.
• * MSIS 614 - Business Data Communications & Computer Networks 3 Credit(s)
• * MSIS 615 - Business Programming 3 Credit(s)
• * MSIS 618 - Database Management 3 Credit(s)
• MSIS 619 - Systems Analysis and Design 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
Electives (12 Credits)
Complete four courses from below.
To pursue a specific career path, students will select four elective courses from that area.
Business Analytics Area
• MSIS 635 - Health Information Analytics 3 Credit(s)
• MSIS 656 - Information Storage Management 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Healthcare IT Area
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
• MSIS 635 - Health Information Analytics 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Cybersecurity Area
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 623 - Network and Mobile Forensics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
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IT Management Area
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 617 - Management of the Supply Chain 3 Credit(s)
• MSIS 631 - Operational Risk Management 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
Capstone (3 Credits)
• MSIS 630 - Project & Change Management 3 Credit(s)
Course Waiver Policy
Students with equivalent prior coursework may waive classes according to the policy below. A minimum of
10 courses is required to complete any master level degree.
Course waiver criteria: A grade of B or better in each specified equivalent course(s). Students requesting
reconsideration of course waiver decisions will be asked to provide syllabi and/or course descriptions for the
courses in question.
Business Core
Course
Equivalent Course(s) Completed
MBAMS 630
Business Statistics AND Managerial Decision Making
MBAMS 635
Operation Management course OR Enterprise Resource Planning (ERP) Professional
certification (e.g., SAP, Microsoft Dynamics, Oracle Siebel, Lean Six Sigma Certification
etc.) OR Enterprise Resource Planning (ERP) courses
MBAMS 640
Intro Information Systems course AND an upper-level information systems course
(programming courses not included)
MBAMGT 650
Undergraduate business degree with at least one course in organizational behavior, human
resource management, or people management, with a grade of B or better OR 2+ years
managerial experience OR IT management certifications such as Project Management
Professional Certification (PMPC), Program Management Certification (PgMP), Lean Six
Sigma Certification, Certified ScrumMaster (CSM), Certified Scrum Product Owner
(CSPO), Scaled Agile Framework (SAFe)
Required Core
Course
Equivalent Course(s) Completed
MSIS 614
One IT Network course AND Network Certification (e.g., CISCO CCNA Routing and
Switching, CISCO CCNP Routing and Switching, or CompTIA Network +)
MSIS 615
Two Programming courses
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Required Core
Course
Equivalent Course(s) Completed
MSIS 618
One Database course AND one Database related course (e.g., programming, database
programming, data warehouse, data integration)
The following courses are degree requirements and cannot be waived: MSIS 619, 630, and 670.
Instructional Design (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including eight required courses and four electives.
Capstone: Completion of a project or thesis.
Statute of limitations: Five years.
Course Requirements
Core Courses (24 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 602 - The Adult as Learner 3 Credit(s)
• INSDSG 604 - Communication Theory and Practice 3 Credit(s)
• INSDSG 607 - Using Primary Research for Evidence-Based Practice 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 642 - Assessment and Evaluation in Instructional Design 3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
• INSDSG 690 - Capstone Seminar 3 Credit(s)
Electives (12 Credits)
Complete four courses from below.
Independent study and internship courses can only be taken with advance permission of the graduate
program director.
Students may take up to two courses from other departments with advance permission of the graduate
program director.
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• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
• INSDSG 634 - Project Management in Instructional Design 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
• INSDSG 655 - Project in Multimedia 3 Credit(s)
• INSDSG 696 - Independent Study 1-6 Credit(s)
• INSDSG 697 - Special Topics in Instructional Design 1-6 Credit(s)
• INSDSG 698 - Internship 1-6 Credit(s)
International Relations (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from eleven courses including six required courses, four electives, and one capstone or
thesis course.
Capstone: Completion of a project or master's thesis.
Statute of limitations: Five years.
Course Requirements
Required Courses (18 Credits)
• INTREL 611 - Theories of International Relations 3 Credit(s)
• INTREL 612 - Issues in World Politics 3 Credit(s)
• INTREL 613 - International Relations Research Methods 3 Credit(s)
• INTREL 614 - International Political Economy 3 Credit(s)
• INTREL 621 - International Development 3 Credit(s)
• INTREL 638L - Global Governance 3 Credit(s)
Electives (12 Credits)
Complete four courses in any relevant UMass Boston subject of interest with approval of the graduate
program director.
Capstone or Thesis Course (6 Credits)
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• INTREL 691 - Capstone in International Relations 6 Credit(s)
or
• INTREL 699 - Master's Thesis in International Relations 6 Credit(s)
Latin and Classical Humanities (MA)
Classics and Religious Studies Department | College of Liberal Arts
Latin and Classical Humanities (MA) - Applied Linguistics Track
Latin and Classical Humanities (MA) - Greek/Latin Track
Latin and Classical Humanities (MA) - Initial Licensure Track
Marine Science and Technology (MS)
Environmental Sciences | School for the Environment
Marine Science and Technology (MS) - Thesis Track
Marine Science and Technology (MS) - Non-Thesis Track
Marine Science and Technology (MS) - Coastal & Ocean Administration, Science & Technology
Professional Science Track
Mental Health Counseling (MS)
Department of Counseling and Scholl Psychology | College of Education and Human Development
Mental Health Counseling (MS)
Mental Health Counseling (MS) - Adjustment Counseling Concentration
Mental Health Counseling (MS) - Forensic Services Concentration
Nursing (MS)
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from 13 to 15 courses including eight core courses and five to seven track courses.
Tracks: Students must choose a track in adult/gerontological acute care clinical nurse specialist,
adult/gerontological nurse practitioner, or family nurse practitioner.
Capstone: Students must complete a comprehensive paper, an evidenced based project, or a poster or
paper presentation. The capstone must be mutually agreed upon with the advisor.
Minimum grade: No courses with a grade below B may be applied toward the program.
Grading basis: No courses taken satisfactory/unsatisfactory or pass/fail may be applied toward the
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program.
Statute of limitations: Five years.
Course Requirements
Core Courses (27 Credits)
• NURSNG 601 - Introduction to Advanced Practice Nursing: Knowledge for Practice in the Global
Community 3 Credit(s)
• NURSNG 614 - Advanced Pathophysiology 3 Credit(s)
• NURSNG 615 - Advanced Health Assessment Practicum 3 Credit(s)
• NURSNG 616 - Evidence Based Practice I: Appraising the Strength and Significance of Evidence 3
Credit(s)
• NURSNG 618 - Introduction to Health Policy, Finance and Ethics 3 Credit(s)
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse 3 Credit(s)
• NURSNG 640 - Advanced Health Promotion and Disease Prevention Across the Lifespan 6
Credit(s)
• NURSNG 715 - Health Informatics 3 Credit(s)
Track Courses (21 Credits)
Complete five to seven courses from one of the tracks below.
Adult/Gerontology Acute Care Clinical Nurse Specialist Track
Adult/Gerontology Nurse Practitioner Track
Family Nurse Practitioner Track
Public Administration (MPA)
Department of Public Policy and Public Affairs | McCormack Graduate School of Policy and Global Studies
Public Administration (MPA) - General Track
Public Administration (MPA) - Gender, Leadership, and Public Policy Track
Rehabilitation Counseling (MS)
Rehabilitation Counseling Program | School for Global Inclusion and Social Development | College of
Education and Human Development
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from 19 courses including twelve core courses, four track courses, two fieldwork
courses, and one capstone course.
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Track: Students must select a track in clinical rehabilitation counseling or vocational rehabilitation
counseling.
Capstone: Completion of a portfolio as part of REHAB 611.
Summer intensive: Students must attend a two week session in late June and early July at UMass
Dartmouth where they take two clinically based courses.
Fieldwork: Students will be required to complete documented fieldwork experiences aligning with their
chosen track.
• The vocational rehabilitation counseling track requires 100 total practicum hours and 600 total
internship hours. The internship hours are split over two semesters (300 hours per semester).
• The clinical rehabilitation counseling track requires 100 total practicum hours and 600 total
internship hours and must receive supervision from a licensed mental health counselor. The
internship hours are split over two semesters (300 hours each semester).
Statute of limitations: Six years.
Course Requirements
Core Courses (36 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 616 - Group Counseling and Group Dynamics 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities 3 Credit(s)
• REHAB 603 - Foundations of Rehabilitation 3 Credit(s)
• REHAB 610 - Ethics, Case Management and Planning in Rehabilitation 3 Credit(s)
• REHAB 612 - Vocational Rehabilitation and Placement 3 Credit(s)
• REHAB 614 - Motivational Interviewing 3 Credit(s)
• REHAB 615 - Counseling Theories 3 Credit(s)
Track Courses (12 Credits)
Complete four courses from one of the tracks below.
Clinical Rehabilitation Track
Vocational Rehabilitation Track
Fieldwork Courses (11 Credits)
• REHAB 688 - Rehabilitation Practicum 3 Credit(s)
• REHAB 698 - Rehabilitation Internship 4 Credit(s) - take two semesters
Capstone Course (1 Credit)
• REHAB 611 - Rehabilitation Counseling Portfolio 1 Credit(s)
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School Psychology (MEd)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including ten required courses and two additional courses.
Prerequisites to full acceptance: Passing scores on the Massachusetts Test for Educator Literacy (MTEL)
and a minimum of five courses in psychology including one course in human development (if
needed, COUNSL 620 - Life Span Human Development is recommended) and one course in statistics (if
needed, PSYCH 270 Psychology Statistics is recommended).
Capstone: Successful completion of a written comprehensive exam after completing 36 credits of
coursework.
Statute of limitations: Seven years.
Course Requirements
Required Courses (30 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)
Additional Courses (6 Credits)
Complete two from below.
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 612 - Learning and the Curriculum 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)
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Special Education (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
Special Education (MEd) - Successive Licensure in Moderate Disabilities PreK-8 or 5-12 Track
Special Education (MEd) - Non-Licensure in Moderate Disabilities PreK-8 or 5-12 Track
Special Education (MEd) - Transition Leadership
Urban Planning and Community Development (MS)
Urban Planning and Community Development | School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete 49 credits from 15 courses including nine core courses, three concentration required courses, two
concentration electives, and one capstone course.
Concentration: Select a concentration in environmental land use and planning, housing and community
development planning, or community resiliency planning.
Capstone: Completion of UPCD 750.
Statute of limitations: Five years.
Course Requirements
Core Courses (28 Credits)
• ENVSCI 623L - Introduction to Geographic Information Systems 4 Credit(s)
• PUBADM 621 - Analytic Skills II: Research Methods 3 Credit(s)
• UPCD 600 - History and Theory of Urban Planning 3 Credit(s)
• UPCD 601L - Social Vulnerability to Disasters 3 Credit(s)
• UPCD 611 - The City in History 3 Credit(s)
• UPCD 620 - Analytic Methods for Urban Planning and Community Development 3 Credit(s)
• UPCD 630 - Urban Information and Institutional Systems 3 Credit(s)
• UPCD 631 - Land Use Controls 3 Credit(s)
• UPCD 632 - Law, Ethics, and Practice in Planning 3 Credit(s)
Concentration Required Courses (9 Credits)
Complete three courses from one of the concentrations below.
Community Resiliency Planning Concentration
Environmental and Land Use Planning Concentration
Housing and Community Development Concentration
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Concentration Electives (6 Credits)
Complete two additional courses approved by your advisor.
Capstone Course (6 Credits)
• UPCD 750 - Planning Studio I 3 Credit(s)
Vision Studies (MEd)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
Vision Studies (MEd) - Assistive Technology Track
Vision Studies (MEd) - Orientation and Mobility Track
Vision Studies (MEd) - Teacher of Students with Visual Impairment Track
Vision Studies (MEd) - Vision Rehabilitation Therapy Track
Doctorate
Applied Linguistics (PhD)
Applied Linguistics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 55 credits from 16 courses including three core courses, three seminars, one colloquium, three to
five research methods courses, one to three electives, two inquiry courses, and one dissertation research
course.
Students with a master's degree in a relevant field earned no more than seven years before matriculation
may be eligible for advanced standing awarding them up to twelve credits toward the degree.
Doctoral candidacy: Acceptance of a qualifying paper and dissertation proposal.
Dissertation: Compose and defend a dissertation based on original research.
Statute of limitations: Seven years.
Course Requirements
Core Courses (9 Credits)
• APLING 700 - Issues in Applied Linguistics 3 Credit(s)
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• APLING 701 - Issues in Second Language Acquisition 3 Credit(s)
• APLING 702 - Issues in Sociolinguistics 3 Credit(s)
Seminars (9 Credits)
• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)
• APLING 708 - Corpus Linguistics 3 Credit(s)
• APLING 709 - Language Policy 3 Credit(s)
Colloquium (1 Credit)
• APLING 890 - Graduate Colloquium in Applied Linguistics 1 Credit(s)
Research Methods Courses (9 to 15 Credits)
Complete at least three courses from below.
• APLING 703 - Applied Linguistics Research Methods 3 Credit(s)
and at least two chosen in consultation with your advisor from the following:
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
Electives (3 to 9 Credits)
Complete no more than three from below.
• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• APLING 612 - Integrating Culture into the Language Curriculum 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
• APLING 627 - Phonetics and Phonemics 3 Credit(s)
• APLING 629 - The Structure of the English Language 3 Credit(s)
• APLING 633 - Discourse Analysis in ESL 3 Credit(s)
• APLING 635 - Literacy & Culture 3 Credit(s)
• APLING 637 - Ethnography of Education: Culture, Language, & Literacy 3 Credit(s)
• APLING 670 - Testing in the Bilingual/ESL Classroom 3 Credit(s)
• APLING 673 - Reading in the Bilingual/English as a Second Language (ESL) Classroom 3 Credit(s)
• APLING 696 - Independent Study 1-6 Credit(s)
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• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s)
Inquiry Courses (6 Credits)
• APLING 891 - Qualifying Paper Seminar 3 Credit(s)
• APLING 892 - Dissertation Proposal Writing Seminar 3 Credit(s)
Dissertation Research Course (12 Credits)
• APLING 899 - Dissertation Research 1-12 Credit(s)
Applied Physics (PhD)
Physics Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 72 credits from 18 courses including four core courses, eight electives, and 24 credits of
dissertation courses.
Doctoral candidacy: Completion of the foundational and lab courses of the MS program and passage of
written comprehensive examinations and an oral candidacy examination.
Dissertation: Compose and defend a dissertation based on independent experimental or theoretical
research. For students who have already published at least one peer reviewed article in a high impact
journal, their published work may be used in place of a dissertation at the discretion of the committee and
graduate program director, though an oral defense is still required.
Statute of limitations: Eight years.
Course Requirements
Core Courses (16 Credits)
Complete the courses below if not already taken as part of the MS degree.
Courses may be waived if the student passes the corresponding examination section prior to enrolling in the
course.
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 612 - Electromagnetic Theory 4 Credit(s)
• PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics 4 Credit(s)
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
Electives (32 Credits)
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Complete eight from below.
Courses already completed for the MS may be applied toward this requirement.
• PHYSIC 600 - Electronic Instrumentation I: Analog 4 Credit(s)
• PHYSIC 601 - Electronic Instrumentation II: Digital 4 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
• PHYSIC 662 - Computational Science 4 Credit(s)
• PHYSIC 680 - Readings in Physics 3-6 Credit(s)
• PHYSIC 690 - Projects in Physics 3-6 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s)
Dissertation (24 Credits)
• PHYSIC 899 - Doctoral Dissertation Research 1-15 Credit(s)
Biology (PhD)
Biology Department | College of Science and Mathematics
Biology (PhD) - Environmental Biology Track
Biology (PhD) - Molecular, Cellular, and Organismal Biology Track
Biomedical Engineering and Biotechnology (PhD)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 63 credits from 12 courses including six core courses, four specialization courses, one
project/directed study course, one doctoral seminar, and 30 credits of research.
Doctoral candidacy: Students must pass written and oral qualifying examinations before undertaking
research at the doctoral level.
Dissertation: Candidates must compose and defend a dissertation based on original research.
Departmental presentation: Within two semesters after the advance to candidacy, the student will present
a seminar, based on his/her work in progress, to the entire department.
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Teaching: Students are required to participate in the teaching program as teaching assistants for at least
two semesters.
Minimum grade: No more than one course with a grade of C may be applied toward the program.
Statute of limitations: Eight years.
Course Requirements
Core Courses (16 Credits)
Complete six courses from below.
One course must be taken in each area.
Introduction to Biomedical Engineering and Biotechnology
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 697 - Special Topics in Biology 1-6 Credit(s)
Instrumentation and Laboratory Experience
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Applied Math for Life Sciences or Advanced Numerical Methods
• BIOL 384L Game Theory, Evolution and Ecology 3 Credit(s) (see undergraduate catalog)
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• MATH 303 Introduction to Mathematical Biology 3 Credit(s) (see undergraduate catalog)
• MATH 384L Game Theory, Evolution and Ecology 3 Credit(s) (see undergraduate catalog)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
Bioethics
• BIOL 650 - Scientific Communication 3 Credit(s) (1/3 of this course or 1 credit will apply to this
requirement; the remainder is applied to the doctoral seminar requirement below)
Advanced Cell and Molecular Biology
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
Specialization Courses (12 Credits)
Complete four courses chosen and approved by the dissertation committee.
Project/Directed Study (3 Credits)
The credits for this can be embedded in existing coursework, but the spirit of this requirement is
that students must be involved in some multi-investigator collaborative project and the student
should present this project at some national meetings or equivalent venue. Documentation of
this presentation must be presented to the GPD for this requirement to be fulfilled.
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• BIOL 672 - Directed Readings in Biology 1-3 Credit(s)
or
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Doctoral Seminar (2 Credits)
Doctoral students will present research in progress. The seminar will emphasize not only
research but also communication and writing.
• BIOL 650 - Scientific Communication 3 Credit(s) (2/3 of this course or 2 credits will apply to this
requirement; the remainder is applied to the Bioethics requirement above).
Research (30 Credits)
Complete at least 30 credits of doctoral research from below.
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Business Administration (PhD)
College of Management
Business Administration (PhD) - Finance Track
Business Administration (PhD) - Information Systems for Data Science Track
Business Administration (PhD) - Organizations and Social Change Track
Chemistry (PhD)
Chemistry Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 60 credits from at least 15 courses including one core course, five track courses, six
graduate seminars, and a minimum of 20 credits in dissertation courses.
Students must pass a literature seminar in the first year of study.
Track: Students must select a track from green chemistry, biological chemistry, chemistry education
research, organic chemistry, inorganic chemistry, or physical/analytical chemistry.
Doctoral candidacy: Pass four written qualifying exams (at least two of which are in the track), and an oral
qualifying exam.
Dissertation: Candidates must complete and defend a dissertation based on original research.
Statute of limitations: Seven years.
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Course Requirements
Core Course (4 Credits)
• CHEM 631 - Chemical Toxicology 4 Credit(s)
or
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
Track Courses (15 to 20 Credits)
Complete five courses required for one of the tracks below.
Green Chemistry Track
Biological Chemistry Track
Chemistry Education Research Track
Organic Chemistry Track
Inorganic Chemistry Track
Physical/Analytical Chemistry Track
Graduate Seminar (6 Credits)
Take one from below each semester.
• CHEM 691 - Seminar I 1 Credit(s) (Fall)
• CHEM 692 - Seminar II 1 Credit(s) (Spring)
Dissertation Course (20 Credits)
• CHEM 899 - Dissertation Research 1-10 Credit(s)
Literature Seminar
During the second semester of enrollment, students are expected to fulfill their literature seminar
requirement. The literature seminar requires students to deliver a talk presenting current research on a topic
of interest.
Students work closely with their advisor and the seminar instructor to obtain approval for their topic and to
prepare for the presentation.
Clinical Psychology (PhD)
Psychology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
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Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required
practicum courses, four elective practicum credits, two Master's research courses, one teaching seminar,
and four elective distribution courses.
Doctoral candidacy: Passage of a written qualifying exam.
Master's thesis: Complete an empirical master's thesis. May be waived if successfully completed at
another university.
Dissertation: Compose and defend an empirical dissertation.
Teaching experience: Students must teach in their fourth year of study.
Practica: Students must complete two year-long, part-time practica in their second and third year of study.
Internship: Students must complete a one-year, full-time APA accredited internship.
Statute of limitations: Eight years.
Course Requirements
Core Courses (33 Credits)
• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)
Required Practicum Courses (24 Credits)
• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III 6 Credit(s)
• PSYCLN 788 - Practicum IV 6 Credit(s)
Elective Practicum Courses and Training (4 or More Credits)
• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
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• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4
Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4
Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)
Master's Research Courses (6 Credits)
• PSYCLN 698 - Master's Research 3 Credit(s)
• PSYCLN 699 - Master's Research Seminar 3 Credit(s)
Teaching Seminar (3 Credits)
• PSYCLN 891 - Teaching Seminar 3 Credit(s)
Elective Distribution Courses (12 Credits)
Complete four courses.
One course from must be taken from each of the four groups below.
Students may also enroll in additional non-required courses offered through other UMass Boston
departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional
development.
Group 1: Therapy Approaches
• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
Group 2: Assessment
• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)
Group 3: Advanced Methods and Analysis
• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)
Group 4: Diversity
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)
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Computational Sciences (PhD)
Computational Sciences Program | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 64 to 70 credits from at least 15 courses including 40 credits of course work from four core
courses, five track courses, three electives, and four credits of research seminar; and 20 credits of
dissertation research.
Track: Students must choose a track in data analytics, bioinformatics, or computational physics.
Doctoral candidacy: Pass a comprehensive examination after completion of 30 credits of course work. This
examination consists of two parts; written and oral. Passing the written examination is a prerequisite to enter
the oral examination.
Dissertation: Compose and defend a dissertation based on original research.
Minimum grade: No course with a grade below B may be applied toward program requirements.
Statute of limitations: Seven years.
Course Requirements
Core Courses (16 Credits)
• MATH 625 - Numerical Analysis 4 Credit(s)
• MATH 626 - Numerical Linear Algebra 4 Credit(s)
• MATH 647 - Probability Models 4 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Track Courses (15 to 18 Credits)
Complete five courses. Three courses from your declared track and one course from each of the other two
tracks.
Data Analytics Courses:
• CS 624 - Analysis of Algorithms 3 Credit(s)
• CS 670 - Artificial Intelligence 3 Credit(s)
• CS 671 - Machine Learning 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Computational Physics Courses:
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
• BIOL 370 Molecular Biology (see Undergraduate Catalog)
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• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• CS 612 - Algorithms in Bioinformatics 3 Credit(s)
Electives (9 to 12 Credits)
Complete three courses from below. Additional track courses from above may be applied toward this
requirement with permission of the graduate program director.
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• CHEM 601 - Thermodynamics & Kinetics 4 Credit(s)
• CHEM 602 - Quantum Mechanics & Spectroscopy 4 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Research Seminars (4 Credits)
Consult with you advisor for course options.
Dissertation (20 Credits)
Complete 20 credits of dissertation research by registering for a science dissertation course to be approved
by your faculty advisor.
Computer Science (PhD)
Computer Science Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from seventeen courses including four object-oriented software development courses,
two theoretical electives, six applied electives, two additional theory courses, two additional electives and
fifteen credits of dissertation research. The first 30 credits of course work are subject to the requirements of
the Computer Science (MS) program.
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Doctoral candidacy: Successful completion of a written exam after completion of 30 credits and an oral
exam after completion of 48 credits. Both exams may be retaken once.
Dissertation: Compose and defend a dissertation based on original research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive the
MS degree en route to the PhD. To qualify, students must complete the requirements outlined in the
Computer Science (MS) program.
GPA: A minimum GPA of 3.5 must be maintained throughout the program.
Residency: At least one year in the program must be completed as a full-time student.
Statute of limitations: Eight years.
Course Requirements
Object-Oriented Software Development (12 Credits)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
Required Theoretical Courses (6 Credits)
• CS 720 - Logical Foundations of Computer Science 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Theoretical Electives (6 Credits)
Take two from below.
• CS 620 - Theory of Computation 3 Credit(s)
• CS 622 - Theory of Formal Languages 3 Credit(s)
• CS 624 - Analysis of Algorithms 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 420 Introduction to the Theory of Computation
• MATH 470 Mathematical Logic
Applied Electives (18 Credits)
Take six from below.
• CS 615 - User Interface Design 3 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
• CS 646 - Computer Communications Networks 3 Credit(s)
• CS 648 - Wireless Networks and Mobile Computing 3 Credit(s)
• CS 651 - Compiler 3 Credit(s)
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• CS 670 - Artificial Intelligence 3 Credit(s)
• CS 675 - Computer Vision 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 410 Introduction to Software Engineering
• CS 411 Competitive Programming
• CS 444 Operating Systems
• CS 446 Introduction to Internetworking
• CS 450 Structure of Higher Level Languages
• CS 445 Real-Time Systems
• CS 460 Graphics
Additional Electives (6 Credits)
Take two additional computer science courses.
Dissertation Research (15 Credits)
• CS 899 - PhD Dissertation Research 1-9 Credit(s)
Counseling and School Psychology (PhD)
Department of Counseling and School Psychology | College of Education and Human Development
Counseling and School Psychology (PhD) - Counseling Psychology Track
Counseling and School Psychology (PhD) - School Psychology Track
Developmental and Brain Sciences (PhD)
Psychology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from twelve courses including seven required core courses, one concentration core
course, two electives, one mentored research course, and 24 credits of dissertation research.
Doctoral candidacy: Passage of a take-home exam, based on questions that require the student to engage
critically with the literature. Typically, students will select questions from a set developed by program faculty.
Students are required to take the qualifying exam by the end of their 5th semester.
Dissertation: Completion of a dissertation representing an original and thorough body of research. Multiple
formats for the dissertation may be acceptable, at the agreement of the student and the dissertation
committee. For instance, a dissertation that encompasses three independent projects each with the scope
(and expectation of submission) of a journal article may be acceptable instead of one large-scope project
with multiple related experiments. Students are expected to complete their dissertation by the end of the 4th
year.
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First-year report: Completion of an oral presentation to the student's advisory committee. It should contain
both a review of the student's research accomplishments during his/her first year (including background,
results, and significance) and a proposal for the work that will comprise the mentored research project (see
below). Students are required to complete this milestone by the end of the second semester (late
May). There is no written component for the first year report; however, students will be required to apply for
a grant of relevance to their research, such as an NRSA (http://grants.nih.gov/training/nrsa.htm) or GRFP
(http://www.nsfgrfp.org).
Mentored research project: Completion of a research project culminating the student's first two years of
research. The MRP requires both an oral defense as well as a written component that should follow the
format of an NRSA proposal. It is understood that elements of the student's grant proposal and first-year
report research will be incorporated into the MRP. Students are required to complete their mentored
research project by the end of the 4th semester.
Statute of limitations: Eight years.
Course Requirements
Required Core Courses (21 Credits)
• PSYDBS 601 - Grant Writing and Research Ethics 3 Credit(s)
• PSYDBS 613 - Behavioral Neuroscience 3 Credit(s)
• PSYDBS 623 - Cognitive Neuroscience 3 Credit(s)
• PSYDBS 693 - Seminar in Development and Brain Sciences 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 891 - Teaching Seminar 3 Credit(s)
Concentration Core Course (3 Credits)
Complete one from below.
• PSYDBS 715 - Developmental Behavioral Neuroscience 3 Credit(s)
or
• PSYDBS 725 - Developmental Cognitive Neuroscience 3 Credit(s)
Electives (6 Credits)
Complete two from below.
Students may also elect to take an independent study course or a course offered by another UMass Boston
PhD program. In all cases, independent studies must first be approved by the DBS graduate program
director and the student's advisory committee.
• PSYDBS 762 - Knowledge Acquisition 3 Credit(s)
Mentored Research Course (6 Credits)
• PSYDBS 690 - Mentored Research 1-9 Credit(s)
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Dissertation Research Course (24 Credits)
• PSYDBS 899 - Dissertation Research 1-12 Credit(s)
Early Childhood Education and Care (PhD)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 63 credits from 19 courses including five core courses, six research methods courses, one
teaching seminar, two doctoral seminars, two research team seminar, and three concentration courses; as
well as a nine credit dissertation.
Doctoral candidacy: Completion of a comprehensive examination.
Dissertation: Compose and defend a dissertation based on original research.
Statute of limitations: Nine years.
Course Requirements
Core Courses (15 Credits)
• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
• ECHD 705 - The Science of Early Learning 3 Credit(s)
• ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education and Care. 3
Credit(s)
Research Methods Courses (18 Credits)
Complete one introductory course, one quantitative course, one qualitative course, and three advanced
qualitative research electives.
Introductory Course:
• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)
Qualitative Courses (choose one):
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
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Quantitative Courses (choose one):
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
Advanced Quantitative Research Courses (choose three):
• EDLDRS 743 - Measurement and Research Instrument Design 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)
Teaching Seminar (3 Credits)
• ECHD 707 - Teaching Early Childhood Education and Care in Higher Education 3 Credit(s)
Doctoral Seminars (6 Credits)
• ECHD 709 - ECEC Doctoral Seminar I 3 Credit(s)
• ECHD 710 - ECEC Doctoral Seminar II 3 Credit(s)
Research Team Seminars (3 Credits)
Complete two semesters.
• ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar 1.5 Credit(s)
Concentration Courses (9 Credits)
Take three courses from one of the concentrations below.
Learning and Teaching in the First Five Years Concentration
Leadership, Policy and Finance Concentration
Urban, Multilingual and Global Contexts Concentration
Individual Concentration
Environmental Sciences (PhD)
Environmental Sciences | School for the Environment
About the Program
Admission Requirements
Program Requirements
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Complete at least 60 credits from 13 or more courses including two core courses, one skills course, one
ethics course, one School for the Environment seminar, 18 credits of dissertation research, and 25 to 26
credits of electives.
Doctoral candidacy: Completion of written & oral qualifying exams by the end of the sixth semester. If the
presentation and successful defense of the dissertation do not take place within five years of admission to
candidacy, the candidate must repeat the comprehensive examination.
Dissertation: Compose and defense a dissertation based on original research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
MS degree en route to the PhD. To qualify, students must complete the core course requirements and
comprehensive examinations.
Minimum grade: No courses with grade below B can be applied to the program. Students who earn B- in
two courses will be considered no longer in good standing and may be dismissed from the program.
Students who receive a grade below C in any graduate course will be dismissed from the program.
Grading basis: Courses must be taken graded unless the course is only offered on a
satisfactory/unsatisfactory basis.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: Graduate course credits earned at another institution, as a non-degree student, or in another
department may only be applied to the program with approval from the dissertation committee and graduate
program director.
Course level: No more than one course taken at UMass Boston at the 300/400-level may be applied toward
the program with approval of the thesis/project advisor and graduate program director.
Statute of limitations: Ten years.
Course Requirements
Core Courses (8 Credits)
• ENVSCI 603 - Coasts and Communities I 4 Credit(s)
• ENVSCI 604 - Coasts and Communities II 4 Credit(s)
Skills Course (3 or 4 Credits)
Complete one from below.
Another course may be taken with approval of the student's dissertation committee.
• ENVSCI 601 - Introduction to Probability and Applied Statistics 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
Ethics Course (1 Credit)
• ENVSCI 600 - Responsible Conduct in Research 1 Credit(s)
School for the Environment Seminar (4 Credits)
All PhD students must attend seminar each week throughout their enrollment in the program but will receive
no more than 4 credits for seminar.
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• ENVSCI 791 - Seminar in Environmental Sciences 1 Credit(s)
Dissertation Research (18 Credits)
PhD students must complete 18 credits of dissertation research. More than 18 credits may be taken but
only 18 will be applied to the degree.
• ENVSCI 899 - Dissertation Research 1-12 Credit(s)
Electives (25 or 26 Credits)
Complete 28 credits of additional courses and research hours in order to reach the 60 credits required for
the program.
Students may select from any of the courses above not already taken or from 600-level or higher courses
approved by their faculty mentor.
Exercise and Health Sciences (PhD)
Department of Exercise and Health Sciences | Manning College of Nursing and Health Sciences
About the Program
Entry to PhD with a BS Route
Entry to PhD with a MS Route
Gerontology (PhD)
Department of Gerontology | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 69 credits from 21 courses including five foundation courses, six research courses, three policy
courses, one professional development seminar, five electives, and nine credits of dissertation research.
Doctoral candidacy: Completion of a paper examination.
Dissertation: Compose and defend a dissertation based on original research.
Empirical research paper: By the end of the fourth semester of study, students are expected to complete
an empirical research paper, comparable to an article that would be published in a professional academic
journal. The paper is based on the preparatory course work in research methods and statistical analysis
undertaken during the first and second years of study. Completion and acceptance of the paper by two
faculty reviewers by the end of the fourth term is a prerequisite to taking the qualifying paper examination.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
MS degree en route to the PhD. To qualify, students must complete 30 credits and the empirical research
paper.
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Transfer coursework: Students who enter the program already holding an appropriate master's degree
may petition the Graduate Program Director for waiver of up to 12 credit hours of required or elective course
work. Prior graduate courses will be considered for meeting elective requirements on the basis of their
pertinence to the student's course of studies in gerontology. All courses considered for waiver or transfer
must have been completed with a grade of at least B. Consideration will be given only to courses completed
within 7 years of enrollment. Acceptance of prior course work is subject to the approval of the graduate
program director and the dean of graduate studies.
Statute of limitations: Eight years.
Course Requirements
Foundation Courses (15 Credits)
• GERON GR 611 - Health and Physical Changes in Aging 3 Credit(s)
• GERON GR 621 - Social Aspects Aging 3 Credit(s)
• GERON GR 628 - Psychology of Aging 3 Credit(s)
• GERON GR 724 - Race & Culture 3 Credit(s)
Research Courses (18 Credits)
• GERON GR 601 - Research Methods and Experimental Design 3 Credit(s)
• GERON GR 603L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• GERON GR 604L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• GERON GR 726 - Current National Data Bases in Gerontological Policy Research 3 Credit(s)
• GERON GR 727 - Research Practicum in Gerontology 3 Credit(s)
• GERON GR 609L - Qualitative Methods and Field Research 3 Credit(s)
or
• GERON GR 701 - Advanced Statistical Methods in Gerontology 3 Credit(s)
or
Policy Courses (9 Credits)
• GERON GR 623 - Issues in Aging Policy 3 Credit(s)
• GERON GR 760 - Policy Analysis Techniques 3 Credit(s)
• GERON GR 761 - Advanced Policy Analysis in Aging 3 Credit(s)
Professional Development Seminar (3 Credits)
• GERON GR 688 - Multidisciplinary Seminar in Aging 1 Credit(s) - complete three times
Electives (15 Credits)
Complete at least five additional GERON GR courses.
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Dissertation Research (9 Credits)
• GERON GR 899 - Dissertation Research 1-9 Credit(s)
Global Governance and Human Security (PhD)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 68 credits from 21 courses including six core courses, two research methods courses, four track
courses, four electives, two colloquium courses, two doctoral research courses, and ten credits of
dissertation research.
Tracks: Students select a track in conflict resolution; environment; gender, human rights, and human
development; global political economy; or a self-defined concentration.
Doctoral candidacy: Pass two qualifying exams in core subjects and the area of concentration.
Dissertation: Compose and defend a dissertation based on original research.
Language: Students must demonstrate competency in second-language research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
M degree en route to the PhD. To qualify, students must complete the requirements outlined in the Global
Governance and Human Security (MA) program.
Statute of limitations: Seven years.
Course Requirements
Core Courses (18 Credits)
• CONRES 623 - Introductory Theory 3 Credit(s)
• GGHS 710 - Human Security 3 Credit(s)
• GGHS 711 - Global Governance 3 Credit(s)
• GGHS 712 - Gender and Human Security 3 Credit(s)
• GGHS 713 - International Relations Theory 3 Credit(s)
• GGHS 715 - International Organization 3 Credit(s)
Research Methods Courses (6 Credits)
Track Courses (12 Credits)
Complete four courses from one of the following tracks or a self-designed concentration.
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Courses for the track are chosen in collaboration with the faculty advisor.
Conflict Resolution
Environment
Gender, Human Rights, and Human Development
Global Political Economy
Electives (12 Credits)
Complete four additional courses drawn from any track or methods courses.
Up to six credits of field internship may be applied toward this requirement.
Colloquium Courses (4 Credits)
• GGHS 714 - Doctoral Colloquium in Global Governance and Human Security 2 Credit(s) -
complete two semesters
Doctoral Research Courses (6 Credits)
• GGHS 781 - Doctoral Research Group 3 Credit(s) - complete two semesters
Dissertation (10 Credits)
• GGHS 899 - Dissertation Research 1-10 Credit(s)
Global Inclusion and Social Development (PhD)
Global Inclusion and Social Development Program | School for Global Inclusion and Social Development |
College of Education and Human Development
Global Inclusion and Social Development (PhD) - Post-Bachelors Option
Global Inclusion and Social Development (PhD) - Post-Masters Option
Higher Education (EdD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 51 credits from 17 courses including eight core courses, five research courses, one elective, two
dissertation seminars, and six credits of dissertation research.
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Doctoral candidacy: Completion of a qualifying paper.
Dissertation: Compose and defend a dissertation based on original research.
Independent study: Students can enroll in up to four independent studies (3 credit hours each).
Transfer courses: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other
institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or
UMass Boston taken more than seven years before admission to the program will be accepted.
Statute of limitations: Seven years.
Course Requirements
Core Courses (21 Credits)
• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)
Research Courses (15 Credits)
Please take the four classes below and an additional advanced research methods class chosen in
consultation with your pre-dissertation advisor or dissertation committee chair.
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)
Electives (3 Credits)
Complete one additional course chosen in consultation with your pre-dissertation advisor or dissertation
committee chair.
Dissertation Seminars (6 Credits)
• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)
Dissertation Research (6 Credits)
• HIGHED 899 - Dissertation Research 3 Credit(s)
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Higher Education (PhD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from 20 courses including seven core courses, six research courses, three electives,
two dissertation seminars, and six credits of dissertation research.
Doctoral candidacy: Completion of a qualifying paper.
Dissertation: Compose and defend a dissertation based on original research
Independent study: Students can enroll in up to four independent studies (3 credit hours each).
Transfer coursework: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at
other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other
institutions or UMass Boston taken more than seven years before admission to the program will be
accepted.
Statute of limitations: Seven years.
Course Requirements
Core Courses (21 Credits)
• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)
Research Courses (18 Credits)
Complete the four courses below and two advanced research methods courses chosen in consultation with
your pre-dissertation advisor or dissertation committee chair.
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)
Electives (9 Credits)
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Complete three courses chosen in consultation with your pre-dissertation advisor or dissertation committee
chair.
Dissertation Seminars (6 Credits)
• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)
Dissertation Research (6 Credits)
• HIGHED 899 - Dissertation Research 3 Credit(s)
Integrative Biosciences (PhD)
Integrative Biosciences Program | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from a minimum of nine courses including two core courses, five track courses, two to
three electives, and 32 credits of dissertation.
Doctoral Candidacy: Pass a written qualifying exam in four topics as well as an oral qualifying exam which
includes the defense of their dissertation proposal.
Dissertation: Compose and defend a dissertation based on original research.
Statute of limitations: Eight years.
Course Requirements
Core Courses (5 Credits)
• INTR-D 601 - Integrative Biosciences Graduate Program Seminar 2 Credit(s)
• BIOL 650 - Scientific Communication 3 Credit(s)
Track Courses (16 to 18 Credits)
Complete five courses.
Three courses must be from your declared track.
One course must be taken in each of the other two tracks.
Biochemistry Track
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• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 680L - Physical Biochemistry 3 Credit(s)
or
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• CHEM 681 - Medical Biochemistry 4 Credit(s)
Biophysics Track
• BIOL 680L - Physical Biochemistry 3 Credit(s)
or
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
Bioinformatics Track
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• CS 612 - Algorithms in Bioinformatics 3 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Electives (6 to 8 Credits)
Complete two to three courses from any of the track courses above and from below.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• MATH 303 Introduction to Mathematical Biology 3 Credit(s) - see Undergraduate Catalog
• CS 671 - Machine Learning 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
Dissertation Course (32 Credits)
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Complete at least 32 credits of dissertation research by registering for a science dissertation course to be
approved by your faculty advisor.
Marine Science and Technology (PhD)
Environmental Sciences | School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete 54 credits from at least 14 courses including three marine science core courses, one marine
policy core course, two School for the Environment seminars, 21 to 22 credits of concentration electives,
and 18 credits of dissertation research.
Concentration: Students must select a concentration in coastal systems science, integrated coastal
management, living marine resources science and management, marine and atmospheric system modeling
and analysis, marine biogeochemistry and environmental change, marine observation technologies, or
oceans and human health.
Doctoral candidacy: Successful completion of a comprehensive written and oral qualifying examination by
the end of the sixth semester. If the presentation and successful defense of the dissertation do not take
place within five years of admission to candidacy, the candidate must repeat the comprehensive
examination.
Dissertation: Compose and defend a dissertation based on original empirical research.
En Route Master's Degree: Students may, with the approval of the program director,
apply to receive an MS degree en route to the PhD. To qualify, students must
complete all core course requirements and the written and oral examinations.
Minimum grade: No courses with grade below B can be applied to the program. Students who earn B- in
two courses will be considered no longer in good standing and may be dismissed from the program.
Students who receive a grade below C in any graduate course will be dismissed from the program.
Grading basis: Courses must be taken graded unless the course is only offered on a
satisfactory/unsatisfactory basis.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: Excluding intercampus marine science courses taken at UMass campuses, graduate course
credits earned at another institution, as a non-degree student, or in another department may only be applied
to the program with approval from the dissertation committee and graduate program director.
Course level: No more than one course taken at UMass Boston at the 300/400-level may be applied toward
the program with approval of the thesis/project advisor and graduate program director.
Statute of limitations: Eight years.
Course Requirements
Marine Science Core (9 to 10 Credits)
Complete three from below.
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• ENVSCI 630 - Biological Oceanography 3 Credit(s)
• ENVSCI 640 - The Chemistry of Natural Waters 3 Credit(s)
or
• ENVSCI 641 - The Geochemistry of a Habitable Planet 3 Credit(s)
• and ENVSCI 642 - Laboratory for the Geochemistry of a Habitable Planet 1 Credit(s)
• ENVSCI 650 - Physical Oceanography 3 Credit(s)
Marine Policy Core (3 Credits)
Complete one from below.
• ENVSCI 670L - Environmental and Energy Economics 3 Credit(s)
• ENVSCI 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• ENVSCI 675L - Economics of Renewables: Marine and Energy Resources 3 Credit(s)
• ENVSCI 726L - Coastal Zone Policy, Planning, and Management 3 Credit(s)
School for the Environment Seminar (2 Credits)
All PhD students must attend seminar each week throughout their enrollment in the program but will receive
no more than 2 credits for seminar.
• ENVSCI 791 - Seminar in Environmental Sciences 1 Credit(s)
Concentration Electives (21 to 22 Credits)
Complete courses and independent research hours to fulfill the 54 credit hour requirement.
Students may select from any of the courses above not already taken or from 600-level or higher courses
approved by their faculty mentor.
Dissertation Research (18 Credits)
PhD students must complete 18 credits of dissertation research. More than 18 credits may be taken but
only 18 will be applied to the degree.
• ENVSCI 899 - Dissertation Research 1-12 Credit(s)
Nursing (PhD)
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Nursing (PhD) - BS to PhD Health Policy and Population Health Track
Nursing (PhD) - MS to PhD Health Policy and Population Health Track
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Advanced Practice Certification
Students enrolled in the nursing PhD program who wish to pursue additional coursework to apply for
Advanced Practice certification (NP or CNS) after completion of the PhD will be allowed to take up to two NP
courses for their elective requirements within the PhD curriculum at the discretion of their faculty advisor.
Students are encouraged to discuss this option with their faculty advisor as early as possible during their
PhD coursework.
Nursing (PhD) - BS to PhD Health Policy and Population
Health Track
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from 14 courses including seven required courses, three research methods courses,
three methods electives, and nine credits of dissertation research.
Doctoral candidacy: Students must pass written and oral comprehensive exams which is a prerequisite for
doctoral candidacy. The written exam consists of two papers; one conceptual and one methodological.
Dissertation: Candidates must complete and defend a dissertation written in traditional five-chapter format.
Statute of limitations: Eight years.
En Route MS: A non-clinical, generic master's degree in nursing can be awarded en route to the PhD after
completing 30 credits.
The 30 credits comprise 21 credits from the BSN-PhD curriculum plus 9 credits required as part of the
American Association of Colleges of Nursing's Essentials - Advanced Health Assessment (ex NU 615),
Advanced Pharmacology (ex NU 634), and Advanced Pathophysiology (ex NU 614)
Course Requirements
Required Courses (21 Credits)
• NURSNG 607 - Evidenced Based Teaching Practices 3 Credit(s)
• NURSNG 700 - Philosophy of Nursing Science: Ways of Knowing 3 Credit(s)
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• NURSNG 702 - Doctoral Seminar 3 Credit(s)
• NURSNG 741 - Health Policy I 3 Credit(s)
• NURSNG 745 - Population Health I 3 Credit(s)
• NURSNG 750 - Contemporary Disciplinary Knowledge 3 Credit(s)
• NURSNG 770 - Biostatistics II: Advanced Statistical Methods in Healthcare Research 3 Credit(s)
Research Methods Courses (9 Credits)
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EHS 825L - Advanced Quantitative Research Methods I 3 Credit(s)
or
• NURSNG 825L - Advanced Quantitative Research Methods I 3 Credit(s)
or
• NURSNG 780 - Epidemiologic Methods 3 Credit(s)
• NURSNG 790 - Integrating concepts & methods for research development 3 Credit(s)
Methods Electives (9 Credits)
Complete three electives from below or other with permission of advisor.
• NURSNG 608 - The Nurse Educator in the Academic Setting 3 Credit(s)
• NURSNG 609 - The Nurse Educator in the Practice Setting 3 Credit(s)
• NURSNG 618 - Introduction to Health Policy, Finance and Ethics 3 Credit(s)
• NURSNG 637 - Mental and Psychosocial Health of the Urban Family 3 Credit(s)
Dissertation Research (9 Credits)
• NURSNG 899 - Dissertation Research 3-9 Credit(s)
Nursing Practice (DNP)
Department of Nursing | Manning College of Nursing and Health Sciences
Nursing Practice (DNP) - BS to DNP
Nursing Practice (DNP) - MS to DNP
Public Policy (PhD)
Department of Public Policy and Public Affairs | McCormack Graduate School of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
147
Complete 67 credits from 20 courses including nine core interdisciplinary courses, four core research and
quantitative methods courses, six electives, and one dissertation course. Plus 7 dissertation credits.
Up to twelve credits of coursework may be waived for students holding a master's degree by petitioning the
department's Academic Affairs Committee.
Candidacy: Passage of two competency exams given at the end of the first and second years.
Dissertation: Compose and defend a dissertation based on original empirical research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive a
Master's in Public Policy (MPP) en route to the PhD. To qualify, students must complete all core courses
and electives and pass both competency exams.
Statute of limitations: Eight years.
Course Requirements
Core Interdisciplinary Courses (27 Credits)
• PPOL-G 602 - Political Economy of Class, Race and Gender 3 Credit(s)
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes 3 Credit(s)
• PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and Institutions 3 Credit(s)
• PPOL-G 621 - Microeconomics for Policy Analysis 3 Credit(s)
• PPOL-G 622 - Public Finance and Budgeting 3 Credit(s)
• PPOL-G 711 - Multi-Disciplinary Topics in Public Policy 3 Credit(s)
• PPOL-G 716 - Public Policy ProSeminar 1 Credit(s) - complete three credits
• PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice 3 Credit(s)
Core Research and Quantitative Methods Courses (12 Credits)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• PPOL-G 630 - Research Methods I for Policy 3 Credit(s)
• PPOL-G 631 - Research Methods II for Policy 3 Credit(s)
• PPOL-G 891 - Dissertation Workshop for Public Policy 3 Credit(s)
Electives (18 Credits)
Complete six courses from below.
Students may also elect to complete an internship working on a policy project.
• PPOL-G 740 - Political Institutions 3 Credit(s)
• PPOL-G 749L - Scientific & Political Change 3 Credit(s)
• PPOL-G 753L - Epidemiological Thinking and Population Health 3 Credit(s)
Dissertation (7 Credits)
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• PPOL-G 899 - Dissertation 1-12 Credit(s)
Sociology (PhD)
Sociology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 36 credits from ten or more courses including six required courses, 18 credits of
electives, and at least six dissertation credits.
Students admitted without an MA in sociology must also complete the requirements for the Applied
Sociology (MA) program.
Dissertation: Compose and defend a dissertation based on original research.
Doctoral candidacy: Passage of two comprehensive examinations taken in two parts; theory/methods and
substantive area concentration.
Statute of limitations: Ten years.
Course Requirements
Required Courses (12 Credits)
• SOCIOL 607 - Contemporary Sociological Theory 3 Credit(s)
• SOCIOL 609L - Qualitative Methods and Field Research 3 Credit(s)
• SOCIOL 652 - Advanced Quantitative Methods 3 Credit(s)
• SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology 1 Credit(s)
• SOCIOL 701 - Proseminar II: Planning a career in Sociology 1 Credit(s)
• SOCIOL 702 - Proseminar III: Developing professional skills and preparing for job market 1
Credit(s)
Electives (18 Credits)
Complete 18 credits of additional graduate SOCIOL courses.
With approval of the graduate program director, up to six credits from another graduate program may be
applied toward this requirement.
Dissertation (6 Credits)
Complete a minimum of six credits from the course below.
• SOCIOL 899 - Dissertation Credits 1-9 Credit(s)
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Urban Education, Leadership, and Policy Studies (EdD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 65 credits from 21 courses including twelve core courses, two concentration courses, two
electives, and five dissertation courses.
Students who enter with a master's degree in an equivalent discipline may be considered for advanced
graduate standing on a case-by-case basis. Alternatively, if a student is ineligible for advanced standing, the
student may transfer up to 6 credits of coursework taken beyond the master's level that has not contributed
toward the award of any other degree.
Doctoral candidacy: Pass a comprehensive assessment and qualifying paper.
Dissertation: Propose, compose, and defend a dissertation based on original empirical research.
Statute of limitations: Seven years.
Course Requirements
Core Courses (32 Credits)
• EDLDRS 701 - Leadership Workshop I 3 Credit(s)
• EDLDRS 703 - Critical Issues I 3 Credit(s)
• EDLDRS 705 - Introduction to Inquiry for Educational Leaders 3 Credit(s)
• EDLDRS 714 - Integrative Seminar I 1 Credit(s)
• EDLDRS 715 - Integrative Seminar II 1 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• EDLDRS 750 - Education Policy for School Leaders 3 Credit(s)
• EDLDRS 760 - Qualifying Paper Seminar 3 Credit(s)
Concentration Courses (6 Credits)
Complete two courses from one of the concentrations below.
Administration and Leadership Concentration
Teaching, Learning, and Leadership Concentration
Electives (6 Credits)
150
Complete two courses chosen in collaboration with the graduate program director.
Dissertation Courses (15 Credits)
• EDLDRS 891 - Dissertation Seminar 3 Credit(s)
• EDLDRS 892 - Dissertation Seminar II 2 Credit(s)
• EDLDRS 893 - Dissertation Seminar 2 Credit(s)
• EDLDRS 899 - Dissertation Research 1-9 Credit(s) - complete twice for 8 total credits
Certification
Students may use Urban Education courses to fulfill many of the requirements for certification as a principal,
supervisor-director, or special education administrator.
Urban Education, Leadership, and Policy Studies (PhD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 65 credits from 26 courses including 15 core courses, 5 elective courses, 1 advanced mathods
course, and 5 dissertation courses.
Students who enter with a master's degree in an equivalent discipline may be considered for advanced
graduate standing on a case-by-case basis. Alternatively, if a student is ineligible for advanced standing, the
student may transfer up to 6 credits of coursework taken beyond the master's level that has not contributed
toward the award of any other degree.
Doctoral candidacy: Pass a comprehensive assessment and qualifying paper.
Dissertation: Propose, compose, and defend a dissertation based on original empirical research.
Statute of limitations: Seven years.
Course Requirements
Core Courses (32 Credits)
• EDLDRS 701 - Leadership Workshop I 3 Credit(s)
• EDLDRS 703 - Critical Issues I 3 Credit(s)
• EDLDRS 705 - Introduction to Inquiry for Educational Leaders 3 Credit(s)
• EDLDRS 714 - Integrative Seminar I 1 Credit(s)
• EDLDRS 715 - Integrative Seminar II 1 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
151
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• EDLDRS 750 - Education Policy for School Leaders 3 Credit(s)
• EDLDRS 760 - Qualifying Paper Seminar 3 Credit(s)
Electives (6 Credits)
Complete two courses chosen in collaboration with the graduate program director.
Dissertation Courses (15 Credits)
• EDLDRS 891 - Dissertation Seminar 3 Credit(s)
• EDLDRS 892 - Dissertation Seminar II 2 Credit(s)
• EDLDRS 893 - Dissertation Seminar 2 Credit(s)
• EDLDRS 899 - Dissertation Research 1-9 Credit(s) - complete twice for 8 total credits
Certification
Students may use Urban Education courses to fulfill many of the requirements for certification as a principal,
supervisor-director, or special education administrator.
Post Master’s Certificate
Adult/Gerontological Nurse Practitioner (Post-Master's
Certificate)
Department of Nursing | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete one of the following:
• 21 credits from five required courses
or
• 12 credits from three courses including one required course, one primary care course, and one
practicum course.
Prerequisites:
• NURSNG 614 - Advanced Pathophysiology
• NURSNG 615 - Advanced Health Assessment Practicum
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• NURSNG 631 - The Role of the Advanced Practice Nurse
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
These courses, taken within 7 years (5 years for Advanced Pharmacology), will be recognized if the student
has earned a B or better, if the course is judged to be equivalent in content and credit, and if the course is at
the graduate and APN level. Depending on their previous courses, some students may need to complete
some or all of these prerequisite courses before advancing to the specialty area.
Clinical experience: All students in the 21-credit option must complete 600 hours of documented
supervised clinical experience. Students in the 12-credit option must complete 300 hours of clinical
experience. Students need to arrange their own clinical experiences. All practicum experiences are subject
to the approval of the program directors. The agency must be under contract agreement with the
UMass/Boston College of Nursing and Health Sciences and that working agreement will be facilitated by the
Placement Office prior to the start of the clinical course. Students are advised that preceptors must be either
master's-prepared NPs, physician assistants (PAs) or physicians with evidence of current licensure.
Grading basis: No courses taken satisfactory/unsatisfactory may be applied toward the program.
Statute of limitations: Four years.
Course Requirements
21-Credit Option
12-Credit Option
Counseling (CAGS)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 18 to 30 credits from accepted prior graduate coursework and additional courses
determined by the graduate program director.
The program of study is individually designed, based on prior graduate coursework completed within seven
years of matriculation in the CAGS program at the University of Massachusetts Boston. A minimum of 18
credits are required for graduates of a counseling program at UMass Boston; a minimum of 30 credits is
required for graduates of all other counseling programs. To meet licensure requirements, more than 30
credits may be required.
Fieldwork: Complete a 100-hour practicum and 450 to 600-hour internship.
To be eligible for the CAGS, applicants must have completed their master's degree coursework in
counseling within the last 7 years.
Minimum grade: No content courses with a grade below B- and practicum/internship courses with a grade
below B may be applied toward the program.
Statute of limitations: Six years.
Course Requirements
153
Program Courses
The number and list of required courses for each student is set after review of their graduate coursework.
Below is a list of courses commonly required for the program.
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 630 - Orientation to Professional School Counseling 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 633 - Professional, Ethical, and Legal Issues in School Counseling 3 Credit(s)
• COUNSL 635 - Behavioral Counseling 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• COUNSL 661 - Career Development Facilitation and Training 3 Credit(s)
• COUNSL 665 - Trauma and Crisis Counseling 3 Credit(s)
• COUNSL 688 - Practicum 3 Credit(s)
• COUNSL 698 - Internship 6 Credit(s)
Early Education, Research, Policy, and Practice (Post-
Master's Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
154
Educational Administration (CAGS)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve required courses.
Capstone: Passage of a comprehensive portfolio examination synthesizing a significant portion of their
course work. The portfolio offers students an opportunity to collect and reflect systematically upon the
various components of their own learning, drawing on readings, coursework, and pre-practicum and
practicum experiences.
Practicum or internship: A 500-hour, two-year-long practicum or internship in educational administration is
required for aspiring principals/assistant principals and special education directors. Students normally begin
their practicum in the first semester and continue adding hours over the next two years (although this
schedule may vary with different districts).
Licensure: Applicants seeking licensure as principal, assistant principal, or administrator of special
education must pass the communication and literacy portion of the Massachusetts Test for Educator
Licensure to be recommended for licensure. For complete information on this requirement, see
the Massachusetts DESE website on Educator Services. Applicants seeking licensure as principal/assistant
principal must also pass the Massachusetts Performance Assessment for Leaders (PAL). We will assist you
with the assessment tasks as part of your regular coursework.
In addition to the CAGS in Educational Administration, students will receive the
Sheltered English Instruction (SEI) endorsement for administrators upon graduation.
Statute of limitations: Three years.
Course Requirements
Required Courses (36 Credits)
• ADM G 603 - Organizational Change 3 Credit(s)
• ADM G 610 - Research Design 3 Credit(s)
• ADM G 613 - Personnel: Administration, Supervision and Evaluation 3 Credit(s)
• ADM G 627 - Legal Issues In Educ 3 Credit(s)
• ADM G 632 - Facility Design and Fiscal Management 3 Credit(s)
• ADM G 655 - Advanced Seminar in Supervision 3 Credit(s)
• ADM G 686 - Internship I Ed Adm 1.5-3 Credit(s)
• ADM G 687 - Practicum II in Educational Administration 1.5-3 Credit(s)
• ADM G 691 - Advanced Seminar in Administration 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
• SPE G 633 - Legal and Political Issues in Special Education 3 Credit(s)
155
Family Nurse Practitioner (Post-Master's Certificate)
Department of Nursing | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete one of the following:
• 21 credits from five required courses
or
• 12 credits from three courses including one required course, one primary care course, and one
practicum course.
Prerequisites:
• NURSNG 614 - Advanced Pathophysiology
• NURSNG 615 - Advanced Health Assessment Practicum
• NURSNG 631 - The Role of the Advanced Practice Nurse
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
These courses, taken within 7 years (5 years for Advanced Pharmacology), will be recognized if the student
has earned a B or better, if the course is judged to be equivalent in content and credit, and if the course is at
the graduate and APN level. Depending on their previous courses, some students may need to complete
some or all of these prerequisite courses before advancing to the specialty area.
Clinical experience: All students in the 21-credit option must complete 600 hours of documented
supervised clinical experience. Students in the 12-credit option must complete 300 hours of clinical
experience. Students need to arrange their own clinical experiences. All practicum experiences are subject
to the approval of the program directors. The agency must be under contract agreement with the
UMass/Boston College of Nursing and Health Sciences and that working agreement will be facilitated by the
Placement Office prior to the start of the clinical course. Students are advised that preceptors must be either
master's-prepared NPs, physician assistants (PAs), certified nurse midwives (CNMs) or physicians (MDs or
Docs) with evidence of current licensure and board specialty.
Grading basis: No courses taken satisfactory/unsatisfactory may be applied toward the program.
Statute of limitations: Four years.
Course Requirements
Complete three to five courses from one of the options below.
21-Credit Option
12-Credit Option
Nurse Educator (Certificate)
156
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including one required course, one nursing elective, and two
additional electives.
Practicum: Practicum is highly recommended, but optional. NURSNG 608 NURSNG 609 NURSNG
612 offer an optional clinical practicum component in the academic or clinical practice setting.
Statute of Limitations: Three years
Course Requirements
Required Course (3 Credits)
• NURSNG 607 - Evidenced Based Teaching Practices 3 Credit(s)
Nursing Elective (3 Credits)
Complete one from below.
• NURSNG 608 - The Nurse Educator in the Academic Setting 3 Credit(s)
• NURSNG 609 - The Nurse Educator in the Practice Setting 3 Credit(s)
• NURSNG 612 - Transition from Nurse Clinician to Nurse Educator 3 Credit(s)
Additional Electives (6 Credits)
Complete two additional courses from the nursing electives above or courses offered in the College of
Education and Human Development.
Rehabilitation Counseling (Post-Master's Certificate)
Rehabilitation Counseling Program | School for Global Inclusion and Social Development | College of
Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 21 credits from seven required courses.
157
Students who have completed required courses as part of a master's program should speak with the
graduate program director about possible substitution courses.
Statute of limitations: Five years.
Course Requirements
Required Courses (21 Credits)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities 3 Credit(s)
• REHAB 603 - Foundations of Rehabilitation 3 Credit(s)
• REHAB 610 - Ethics, Case Management and Planning in Rehabilitation 3 Credit(s)
• REHAB 612 - Vocational Rehabilitation and Placement 3 Credit(s)
School Psychology (EdS)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 66 credits from 20 courses including 16 core courses and four fieldwork courses.
Prerequisites to full acceptance: Passing scores on the Massachusetts Test for Educator Literacy (MTEL)
and a minimum of five courses in psychology including one course in human development (if
needed, COUNSL 620 - Life Span Human Development is recommended) and one course in statistics (if
needed, PSYCH 270 Psychology Statistics is recommended).
Capstone: Successful completion of Praxis II exams and an internship portfolio.
Practicum: Complete 1400 hours of practicum experience.
Students who have completed the School Psychology (MEd) will apply their coursework toward the EdS
requirements.
Applicants admitted to the EdS program, who already have a master's or higher degree in a related field, are
eligible for waivers of requirements for comparable courses already completed at the graduate level. Their
individual plan of study will be tentatively determined at the interview and formally determined after
matriculation, following a review of course descriptions and syllabi.
Students who successfully complete the program are eligible to apply for licensure as a school psychologist
in Massachusetts.
Statute of limitations: Three years.
158
Course Requirements
Core Courses (48 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 612 - Learning and the Curriculum 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)
Fieldwork Courses (18 Credits)
• SPY G 685 - Practicum I: School-Based Assessment & Intervention 3 Credit(s)
• SPY G 686 - Practicum II: School-Based Assessment & Intervention 3 Credit(s)
• SPY G 689 - Internship in School Psychology 6 Credit(s) - complete two semesters
Elective Course
SPY G 687 - Practicum in School Psychology III may be taken as an elective, but is not required.
Graduate Certificate
Applied Behavioral Analysis for Special Populations
(Certificate)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
159
Complete 21 credits from seven required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (21 Credits)
• ABA 650 - Philosophical Underpinnings of Applied Behavior Analysis 3 Credit(s)
• ABA 651 - Concepts and Principles of Behavior Analysis 3 Credit(s)
• ABA 652 - Assessment and Treatment of Problem Behavior 3 Credit(s)
• ABA 653 - Skill Acquisition 3 Credit(s)
• ABA 654 - Research Methods 3 Credit(s)
• ABA 655 - Organizational Behavior Management (OBM) 3 Credit(s)
• ABA 656 - Ethical & Professional Conduct 3 Credit(s)
Archives (Certificate)
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Course reuse: History MA students who are also seeking an archives certificate may
use up to one course to satisfy both the MA and certificate requirements.
Statute of Limitations: Five years.
Course Requirements
Required Courses (15 Credits)
• HIST 626 - Introduction to Archives and Information Management 3 Credit(s)
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 635 - Internship in Archives and Information Management 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
or
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
160
Assistive Technology for People with Visual
Impairments (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 28 credits from eight required courses. Those who have a background in visual impairment may
be eligilbe to waive up to 9 credits.
Statute of limitations: Three years
Course Requirements
Required Courses (28 Credits)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 660 - Introduction to Assistive Technology for People with Visual Impairments 3 Credit(s)
• VISN 661 - Assistive Technology Assessment and Instruction for People with Visual Impairments 4
Credit(s)
• VISN 662 - Configuration and Exploration of Assistive Technology solutions for People with Visual
Impairments 4 Credit(s)
• VISN 663 - Technological Methods of Accessibility and Accommodations for People with Visual
Impairments 4 Credit(s)
• VISN 669 - Assistive Technology for People with Visual Impairments Practicum 4 Credit(s)
Autism Endorsement (Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
161
Required Courses (12 Credits)
• SPE G 661 - Autism Spectrum Disorder: Foundations & Characteristics 3 Credit(s)
• SPE G 662 - Autism Spectrum Disorder: Assessment and Collaboration 3 Credit(s)
• SPE G 663 - Autism Spectrum Disorders: Programs, Services, and Supports 3 Credit(s)
• SPE G 664 - Autism Spectrum Disorder: Field Experience 3 Credit(s)
Biotechnology (Certificate)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses.
Statute of limitations: Three years
Course Requirements
Elective Courses (15 Credits)
Complete five from below.
At least two courses must be from the list of laboratory courses.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 634 - Methods in Phylogenetics and Macroevolutionary Analysis 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
• BIOL 693 - Seminar in Neurobiology 3 Credit(s)
Laboratory Courses
Business Analytics (Certificate)
162
College of Management
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• MSIS 656 - Information Storage Management 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Clean Energy and Sustainability (Certificate)
College of Management
School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including one required course and three electives.
Practicum: Students must complete one practicum experience with a clean energy sector organization.
Statute of limitations: Three years.
Course Requirements
Required Course (3 Credits)
Complete one from below.
Students may also complete an independent study if no suitable internship is available.
• MBAMGT 669 - Entrepreneurship Internship/Practicum 3 Credit(s)
• MBAMGT 698 - Practicum 1-3 Credit(s)
163
• ENVSCI 698 - Projects in Environmental Sciences 1-6 Credit(s)
Electives (9 Credits)
Complete three from below.
• ENVSCI 670L - Environmental and Energy Economics 3 Credit(s)
• ENVSCI 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• MBA AF 631 - Sustainable Finance and Impact Investing 3 Credit(s)
• MBAMGT 671L - Introduction to Environmental Management 3 Credit(s)
• MBAMGT 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• MBAMGT 688L - Business and Climate Change 3 Credit(s)
Conflict Resolution (Certificate)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Specialization Options
Students can choose to specialize in one of four single concentrations (12 credits) or one of two dual
specialization concentrations (18 credits).
Single Specialization Option
Dual Specialization Option
Contemporary Marketing (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including four required courses and one elective.
Additional course: Students without a business degree or have less than three years of experience in
marketing must also complete MBAMKT 670 - Marketing Management.
Statute of limitations: Three years
Course Requirements
164
Required Courses (12 Credits)
• MBAMKT 671 - Marketing Research 3 Credit(s)
• MBAMKT 673 - Marketing Communications 3 Credit(s)
• MBAMKT 674 - International Marketing 3 Credit(s)
• MBAMKT 691 - Social Media Marketing 3 Credit(s)
Elective (3 Credits)
Complete one from below.
• MBAMKT 685 - Brain of the Consumer 3 Credit(s)
Cortical/Cerebral Visual Impairment (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Statute of limitations: Three years
Course Requirements
Required Courses (15 Credits)
• VISN 648 - Cortical/Cerebral Visual Impairment 3 Credit(s)
• VISN 651 - Vision and the Brain: Neurolog 3 Credit(s)
• VISN 652 - Assessment for Students with Cortical/Cerebral Visual Impairment 3 Credit(s)
• VISN 653 - Promising Practices for Teaching Students with CVI 3 Credit(s)
• VISN 654 - Consultation and Collaboration Strategies 3 Credit(s)
Critical and Creative Thinking (Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
Critical and Creative Thinking (Certificate)
Critical and Creative Thinking (Certificate) - Science in a Changing World Track
Cybersecurity (Certificate)
165
Department of Management Science and Information Systems | College of Management
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including two required courses and two electives.
Students can waive MSIS 614 if they have taken equivalent courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (6 Credits)
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 614 - Business Data Communications & Computer Networks 3 Credit(s)
Electives (6 Credits)
Complete two from below.
• MSIS 625 - Cybersecurity Risk Management and Auditing 3 Credit(s)
• MSIS 628 - Cloud Computing and Security 3 Credit(s)
• MSIS 629 - Cybersecurity and Forensics 3 Credit(s)
Database Technology (Certificate)
Computer Science Department | College of Science and Mathematics
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including three core courses and one elective.
Statute of limitations: Three years.
Course Requirements
Core Courses (9 Credits)
166
• CS 615 - User Interface Design 3 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
Elective (3 Credits)
Take one from below.
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
Dual Language (Certificate)
Applied Linguistics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Fieldwork: Complete 100 hours of classroom-based fieldwork.
Statute of limitations: Five years.
Course Requirements
Required Courses (15 Credits)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 616 - Curriculum Development in Bilingual Education 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
Gender, Leadership, and Public Policy (Certificate)
McCormack Graduate School of Policy and Global Studies
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
167
Complete 18 credits from six courses including four core courses and two internship courses.
Internship: Complete 10-16 hours per week at their internship site, for a minimum of 160 hours during a
minimum 4-month period, over the course of the academic year.
Gender, Leadership, and Public Policy (GLPP) graduate certificate students can also choose to apply for
the Public Administration (MPA) - Gender, Leadership, and Public Policy Track, and complete an MPA in
just one additional academic year plus one summer.
Statute of limitations: Three years.
Course Requirements
Core Courses (12 Credits)
• PUBADM 619 - WPPP: Contemporary American Public Policy Issues 3 Credit(s)
• PUBADM 623 - WPPP: Women in American Politics and Policy Making 3 Credit(s)
• PUBADM 628 - Research Methods for Policy Analysis 3 Credit(s)
• PUBADM 629 - Leadership and Organizations: Gender, Power and Authority 3 Credit(s)
Internship Courses (6 Credits)
• PUBADM 622 - WPPP Fall Internship 3 Credit(s)
• PUBADM 624 - WPPP: Spring Internship 3 Credit(s)
Gerontology (Certificate)
Department of Gerontology | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five electives.
Statute of limitations: Three years.
Course Requirements
Electives (15 Credits)
Complete five from below.
• GERON GR 610 - Understanding Data: Research Methods for Managers 3 Credit(s)
• GERON GR 612 - Healthy Aging Perspectives 3 Credit(s)
168
• GERON GR 622 - Aging in Society 3 Credit(s)
• GERON GR 624 - Aging Policy and Programming 3 Credit(s)
• GERON GR 629 - Psychological Impact of Aging 3 Credit(s)
• GERON GR 630 - Residential Long Term Care Management 3 Credit(s)
• GERON GR 635 - Leadership and Ethics in Aging Services 3 Credit(s)
• GERON GR 640 - Introduction to Senior Transportation 3 Credit(s)
• GERON GR 645 - Marketing of Aging Services 3 Credit(s)
• GERON GR 650 - Service Delivery Issues in Aging 3 Credit(s)
• GERON GR 660 - Organization and Financing of Aging Services 3 Credit(s)
• GERON GR 670 - Human Resources & Personnel Management in Aging Services 3 Credit(s)
Healthcare Informatics (Certificate)
College of Management
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
• MSIS 635 - Health Information Analytics 3 Credit(s)
Healthcare Management (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses and two electives.
Statute of limitations: Three years.
169
Course Requirements
Required Courses (9 Credits)
• MBA AF 627 - Health System Financial Management 3 Credit(s)
• MBAMGT 680 - Management of Health Organizations 3 Credit(s)
• MBAMGT 681 - The Health System and Public Policy 3 Credit(s)
Electives (6 Credits)
Complete two from below.
Independent study courses must be approved by the graduate program director.
No more than three credits of independent study may be applied toward the program.
• GGHS 716 - Global Health and Development: Concepts, Policies, and Practice 3 Credit(s)
• MBAMGT 655 - Healthcare Innovation 3 Credit(s)
• MBAMGT 684L - Social Enterprise 3 Credit(s)
• MBAMGT 687L - Nonprofit Management 3 Credit(s)
• MBAMGT 696 - Independent Study 1-6 Credit(s)
• MBAMGT 698 - Practicum 1-3 Credit(s)
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
History (Certificate)
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including two required courses and three electives.
Statute of limitations: Five years
Course Requirements
Required Courses (6 Credits)
• HIST 600 - Research and Methods 3 Credit(s)
• HIST 605 - Introduction to Historiography 3 Credit(s)
Electives (9 Credits)
170
Complete three from below.
• HIST 602L - Historical Sequence I: American Society and Political Culture: 1600-1865 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 626 - Introduction to Archives and Information Management 3 Credit(s)
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 636 - Weimar Germany 3 Credit(s)
• HIST 638 - World War I 3 Credit(s)
• HIST 639 - World War II 3 Credit(s)
• HIST 641 - Socialism: The International History of a Revolutionary Idea 3 Credit(s)
• HIST 642 - Fascism 3 Credit(s)
• HIST 644 - Topics on the History of the American Revolution 3 Credit(s)
• HIST 664 - Boston History 3 Credit(s)
• HIST 667 - The Progressive Era 3 Credit(s)
• HIST 668 - Age of FDR: Depression, War, and the Birth of Modern America 3 Credit(s)
• HIST 670 - Cold War America, 1945-1989 3 Credit(s)
• HIST 681 - Topics in European History 3 Credit(s)
• HIST 682 - Topics in American History 3 Credit(s)
• HIST 685 - Topics in Atlantic History 3 Credit(s)
• HIST 687 - Genealogy and Family History 3 Credit(s)
Human Rights (Certificate)
Human Rights Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses, one independent study, and one
elective.
Statute of limitations: Three years.
Course Requirements
Required Courses (9 Credits)
• GISD 624 - International Human Rights Law, Policy and Practice 3 Credit(s)
• GISD 625 - Human Rights-Based Approaches to Social Justice 3 Credit(s)
• GISD 626 - Global Health and Human Rights 3 Credit(s)
171
Independent Study (3 Credits)
• GISD 696 - Independent Study 1-6 Credit(s)
Elective (3 Credits)
Select one elective course from among the courses offered at the University with the permission of your
advisor and the Academic Affairs Committee.
Initial Licensure in Middle/Secondary Education
(Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 28 credits from at least nine courses including two foundations core courses, two
diversity core courses, four or five pedagogy core courses, and one practicum core course.
Fieldwork: Complete at least 30 hours of fieldwork in approved after school programs, approved
educational camps, and/or classroom time.
Pre-practicum: Complete at least 100 hours in a classroom with English Language Learners for at least
one full day a week or one period every day for a semester.
Practicum: Complete a full practicum of five days a week for 14 weeks (one full semester) of supervised
student teaching.
Exams: Take the Communication and Literacy MTEL before starting the diversity core; pass both parts of
the Communication and Literacy MTEL before starting the pedagogy core; take the Subject Area MTEL
before starting the pedagogy core; pass the Subject Area MTEL before starting the practicum core; pass the
Pre-Practicum Gateway Assessment (Unit Plan from EDC G 660) before starting the pedagogy core. Pass
the Practicum Gateway Assessment (Teaching Video from Methods) before starting the practicum core.
Portfolio: Completion of a practicum portfolio.
Schools will require CORI/SORI (Criminal/Sex Offender Record Information) and finger-printing prior to
fieldwork. Allow enough time for results.
Competency 1 of the state's regulations for licensure covers the knowledge base that teachers must bring to
the classroom. For middle/secondary teachers, this is one of the disciplines taught in high school (e.g.,
English, History, Political Science/ Philosophy, French, Spanish, Biology, Mathematics, Physics, etc.). Most
commonly, middle/secondary teachers are licensed in the fields in which they hold their BA or BS.
UMass Boston only endorses students for an initial license in a subject area. For an additional license,
students need to pass the two courses in their chosen concentration core, complete the applicable DESE
requirements listed on their own, and apply to DESE directly after obtaining a content area initial license.
GPA: A minimum cumulative GPA of 3.0 is required.
Minimum grade: A grade of B or higher is required for all core courses.
Statute of limitations: Three years.
172
Course Requirements
Foundations Core Courses (6 Credits)
• EDC G 644 - Developmental Stages across the Lifespan 3 Credit(s)
• EDC G 660 - Using Data to Plan Curriculum and Instruction 3 Credit(s)
Diversity Core Courses (6 Credits)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
• EDC G 630 - Inclusion PreK-12:Diversity and Equity in Inclusive Settings 3 Credit(s)
Pedagogy Core Courses (10 to 13 Credits)
• EDC G 643 - Fostering Equitable and Affirming Classroom Environments 3 Credit(s)
• EDC G 650 - Rethinking Equity and Teaching for English Language Learners 3 Credit(s)
• EDC G 658 - Pre-practicum seminar 1 Credit(s)
Methods Courses
Those seeking licensure in middle school math/science must take both Math and Science methods.
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• EDC G 665 - Science Methods 3 Credit(s)
• EDC G 662 - Social Studies Methods 3 Credit(s)
• EDC G 667 - English Methods 3 Credit(s)
• EDC G 669 - Math Methods 3 Credit(s)
Practicum Core (6 Credits)
• EDC G 687 - Graduate Practicum: Student Teaching Middle School Education 6 Credit(s)
or
• EDC G 688 - Graduate Practicum: Student Teaching Secondary Education 6 Credit(s)
Instructional and Learning Design (Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including four required courses and one elective.
Statute of limitations: Five years.
173
Course Requirements
Required Courses (12 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 602 - The Adult as Learner 3 Credit(s)
• INSDSG 642 - Assessment and Evaluation in Instructional Design 3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
Elective (3 Credits)
Complete one from below.
• INSDSG 604 - Communication Theory and Practice 3 Credit(s)
• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 607 - Using Primary Research for Evidence-Based Practice 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
• INSDSG 634 - Project Management in Instructional Design 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
Instructional Technology Design (Certificate)
Instructional Design Program | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses and two electives.
Statute of limitations: Five years.
Course Requirements
Required Courses (9 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 655 - Project in Multimedia 3 Credit(s)
Electives (6 Credits)
174
Complete two courses from below.
• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
• INSDSG 697 - Special Topics in Instructional Design 1-6 Credit(s)
Investment Management (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including two required courses and three electives.
Prerequisite: MBA AF 620 must be completed or waived prior to enrollment in the program.
Statute of limitations: Three years
Course Requirements
Required Courses (6 Credits)
• MBA AF 623 - Financial Modeling 3 Credit(s)
• MBA AF 636 - Applied Econometric Analysis of Business Data 3 Credit(s)
Electives (9 Credits)
Complete three from below.
• MBA AF 622 - Global Portfolio Investment Management 3 Credit(s)
• MBA AF 625 - Options: Theory and Applications 3 Credit(s)
• MBA AF 628 - Portfolio Analysis and Investment Management 3 Credit(s)
• MBA AF 632 - Asset Management Practicum 3 Credit(s)
• MBA AF 634 - Financial Engineering and Risk Management 3 Credit(s)
Orientation and Mobility (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
175
About the Program
Admission Requirements
Program Requirements
Complete 28 credits from nine required courses. Those who have a background in visual impairment may be
eligible to waive up to 9 credits.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Three years.
Course Requirements
Required Courses (28 Credits)
• VISN 601 - Physical and Functional Aspects of Visual Impairments 3 Credit(s)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 621 - Orientation and Mobility Assessment and Instructional Strategies: Children 4 Credit(s)
• VISN 622 - Orientation and Mobility Assessment- Adult 4 Credit(s)
• VISN 625 - Methods of Orientation and Mobility 3 Credit(s)
• VISN 628 - Orientation and Mobility Praxis Lab 1 Credit(s)
• VISN 629 - Orientation and Mobility Practicum 4 Credit(s)
Public History (Certificate)
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 18 credits from six courses including three required courses and three electives.
Statute of limitations: Three years
Course Requirements
Required Courses (9 Credits)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 698 - Internship in Public History 3 Credit(s)
176
Electives (9 Credits)
Complete three from below.
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 687 - Genealogy and Family History 3 Credit(s)
• HIST 688 - Oral History 3 Credit(s)
• ANTH 635 - Material Life in New England 3 Credit(s)
Special Education (Certificate) - Initial Licensure in
Moderate Disabilities PreK-8 or 5-12
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 27 credits from eight courses including five required courses, two track courses, and one
practicum course.
Tracks: Students must select a track in PreK to 8 or 5 to 12.
Field experience: Complete 75 hours of monitored pre-practicum field-based experience, and a minimum
semester-long supervised practicum (including hours in an inclusive setting).
Candidates for the Graduate Certificate Leading to Initial Licensure in Moderate Disabilities will experience a
subset of the coursework for the MEd and can continue on to complete the additional four courses, leading
to the MEd fulfilling the academic requirements for Professional Licensure in Moderate Disabilities.
Statute of limitations: Three years.
Course Requirements
Required Courses (15 Credits)
• EDC G 650 - Rethinking Equity and Teaching for English Language Learners 3 Credit(s)
• SPE G 607 - Behavioral and Classroom Management 3 Credit(s)
• SPE G 621 - Introduction to Disabilities for Educational Professionals 3 Credit(s)
• SPE G 624 - Standardized Assessments for Students with Moderate Disabilities, PreK-12 3
Credit(s)
• SPE G 633 - Legal and Political Issues in Special Education 3 Credit(s)
Track Courses (6 Credits)
177
Complete two courses from one of the tracks below.
PreK to 8 Track
5 to 12 Track
Practicum Course (6 Credits)
• SPE G 698 - Moderate Practicum 3-6 Credit(s)
Transition Leadership (Certificate)
Transition Leadership in Special Education | School for Global Inclusion and Social Development | College
of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 18 credits from six required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (18 Credits)
• SPE G 654 - Youth Development and Self Determination 3 Credit(s)
• SPE G 655 - Career Development and Competitive Employment 3 Credit(s)
• SPE G 656 - Postsecondary Education for Students with Disabilities 3 Credit(s)
• SPE G 657 - Transition Topics 3 Credit(s)
• SPE G 658 - Transition Leadership 3 Credit(s)
• SPE G 693 - Practicum: Transition Leadership I 3 Credit(s)
Vision Rehabilitation Therapy (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
178
Complete 28 credits from eight required courses. Those who have a background in visual impairment may
be eligible to waive up to 9 credits.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Three years.
Course Requirements
Required Courses (28 Credits)
• VISN 601 - Physical and Functional Aspects of Visual Impairments 3 Credit(s)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 630 - Introduction to Vision Rehabilitation Therapy 4 Credit(s)
• VISN 631 - Methods of Vision Rehabilitation Therapy I 4 Credit(s)
• VISN 632 - Methods of Vision Rehabilitation Therapy II 4 Credit(s)
• VISN 639 - Visual Rehabilitation Therapy Practicum 4 Credit(s)
Course Descriptions
Advancing and Professional Studies
CAPS 595 - Independent Study
CAPS 596 - Independent Study
CAPS 597 - Special Topics
CAPS 697 - Special Topics
American Studies
AMST 601 - Intro Amer Studies
AMST 602L - American Society and Political Culture: 1600-1865
AMST 603 - Modern Political, Social, and Cultural History
AMST 604 - Gender and Sexuality in US History and Culture
AMST 605 - Ethnicity, Race, and Nationality
AMST 606 - Studies in Popular Culture & Technology
179
AMST 688 - Final Project
AMST 691 - American Studies Summer Institute
AMST 696 - Independent Study
AMST 697 - Topics in American Studies
Anthropology
ANTH 615 - Public Archaeology
ANTH 625 - Graduate Seminar in Historical Archaeology
ANTH 635 - Material Life in New England
ANTH 640 - Archaeological Methods and Analysis
ANTH 642 - Latin American Historical Archaeology: Addressing Colonialism,
Nation, Diaspora, and Displacement
ANTH 643 - Reconstruction the African Diaspora
ANTH 645 - Topics in Environmental Archaeology
ANTH 650 - Materials in Ancient Societies
ANTH 655 - Historical Landscapes and Geographic Information Systems
ANTH 660 - Critical Approaches to Race in Anthropology
ANTH 665 - Graduate Seminar in Archaeology
ANTH 672 - Culture Contact and Colonialism in the Americas
ANTH 685 - Summer Field School in Historical Archaeology
ANTH 696 - Independent Study
ANTH 697 - Special Topics in Archaeology
ANTH 698 - Practicum in Archaeology
ANTH 699 - Thesis Research Projects in Historical Archaeology
180
Applied Behavioral Analysis for Special Populations
ABA 640 - Registered Behavior Technician Training
ABA 650 - Philosophical Underpinnings of Applied Behavior Analysis
ABA 651 - Concepts and Principles of Behavior Analysis
ABA 652 - Assessment and Treatment of Problem Behavior
ABA 653 - Skill Acquisition
ABA 654 - Research Methods
ABA 655 - Organizational Behavior Management (OBM)
ABA 656 - Ethical & Professional Conduct
ABA 660 - Autism Spectrum Disorder: Characteristics and Interventions
ABA 661 - Behavioral Analytic Approaches to Psychological Disorders
ABA 662 - Culturally Responsive Practices in Applied Behavior Analysis
ABA 663 - Designing Behavior Analytic Research
ABA 665 - Verbal Behavior
ABA 696 - Independent Study
ABA 697 - Special Topics
ABA 698 - Applied Behavior Analysis for Special Populations Practicum
Applied Linguistics
APLING 601 - Linguistics
APLING 603 - Language, Culture and Identity
APLING 605 - Theories and Principles of Language Teaching
APLING 611 - Methods and Materials in Foreign Language Instruction
181
APLING 612 - Integrating Culture into the Language Curriculum
APLING 614 - Foundations of Bilingual/Multicultural Education
APLING 615 - Dual Language Pedagogy
APLING 616 - Curriculum Development in Bilingual Education
APLING 618 - Teaching ESL: Methods and Approaches
APLING 621 - Psycholinguistics
APLING 623 - Sociolinguistics
APLING 627 - Phonetics and Phonemics
APLING 629 - The Structure of the English Language
APLING 632 - Forensic Linguistics
APLING 633 - Discourse Analysis in ESL
APLING 634 - Critical Discourse Analysis
APLING 635 - Literacy & Culture
APLING 637 - Ethnography of Education: Culture, Language, & Literacy
APLING 640 - French Applied Linguistics
APLING 643 - Historical Foundations and Contemporary Issues in Critical
Pedagogy and Critical Language Education
APLING 665 - Immigration and Education
APLING 669 - Writing Theories in Second Language Instruction
APLING 670 - Testing in the Bilingual/ESL Classroom
APLING 673 - Reading in the Bilingual/English as a Second Language (ESL)
Classroom
APLING 678 - Technology In Eductn
182
APLING 684 - Usage Based Linguistic Analysis
APLING 685 - Bilingual/ESL Classroom
APLING 688 - English as a Second Language Licensure Pre-Practicum
APLING 690 - Field Experience
APLING 696 - Independent Study
APLING 697 - Special Topics in Applied Linguistics
APLING 698 - Practicum/Field Experience
APLING 700 - Issues in Applied Linguistics
APLING 701 - Issues in Second Language Acquisition
APLING 702 - Issues in Sociolinguistics
APLING 703 - Applied Linguistics Research Methods
APLING 704 - Advanced Discourse Analysis
APLING 705 - Advanced Ethnography
APLING 707 - Current Research on Language and Pedagogy
APLING 708 - Corpus Linguistics
APLING 709 - Language Policy
APLING 890 - Graduate Colloquium in Applied Linguistics
APLING 891 - Qualifying Paper Seminar
APLING 892 - Dissertation Proposal Writing Seminar
APLING 899 - Dissertation Research
Biochemistry
BIOCHM 583 - Biochemistry I
183
Biology
BIOL 506 - Marine and Coastal Ecological Research
BIOL 514 - Developmental Biology
BIOL 518 - Neurobiology Lecture
BIOL 519 - Endocrinology Lecture
BIOL 523 - Plant Physiology (Lecture only)
BIOL 527 - Melecular Biology
BIOL 529 - Plant Life Lecture
BIOL 533 - Marine Invertebrates Lecture
BIOL 534 - Microbiology
BIOL 539 - Comparative Animal Physiology
BIOL 540 - Marine Mammal Biology
BIOL 542 - Ecology Lecture
BIOL 545L - Biology in Society: Critical Thinking
BIOL 552 - Evolution (Lecture only)
BIOL 560 - Bioinformatics
BIOL 572 - Molecular Biology (Lecture only)
BIOL 580 - Intro to Immunology Lecture
BIOL 607 - Biostatistics and Experimental Design
BIOL 611 - Epigenetics
BIOL 612 - Advanced Cell Biology
BIOL 615 - Immunology
184
BIOL 617 - Biostatistics and Experimental Design Lab
BIOL 625 - Genomics and Biotechnology
BIOL 634 - Methods in Phylogenetics and Macroevolutionary Analysis
BIOL 635 - Population Genetics and Diversity
BIOL 637 - Climate Change: Mechanisms and Biological Impacts
BIOL 638 - Advanced Ecology
BIOL 639 - Conservation Biology
BIOL 646 - Disease Ecology
BIOL 647 - Data Analysis for Disease Ecology
BIOL 649 - Responsible Conduct of Research
BIOL 650 - Scientific Communication
BIOL 652 - Biological Diversity and Evolution
BIOL 653 - Current Literature in Biology
BIOL 654 - Sustainability Science: Environment, Economy and Equity
BIOL 664 - Bioinformatics for Molecular Biologists
BIOL 672 - Directed Readings in Biology
BIOL 673 - Directed Readings
BIOL 674 - Cell Signaling
BIOL 676 - Advanced Molecular Biology Lecture
BIOL 677 - Advanced Eukaryotic Genetics
BIOL 680L - Physical Biochemistry
BIOL 681 - Network Biology
185
BIOL 682 - GENOME STABILITY: DNA DAMAGE AND REPAIR
BIOL 691 - Seminar in Developmental Biology
BIOL 693 - Seminar in Neurobiology
BIOL 694 - Research Experimentation in Biology
BIOL 697 - Special Topics in Biology
BIOL 698 - Projects in Biology
BIOL 699 - Thesis Research
BIOL 899 - Dissertation Research
Business Administration
BUSADM 696 - Independent Study
BUSADM 700 - Business in Context: Markets, Technologies, Societies
BUSADM 710 - Accounting for Finance I
BUSADM 711 - Accounting for Finance II
BUSADM 721 - Quantitative Financial Analysis II
BUSADM 722 - Cross-Section Analysis of Financial Data
BUSADM 723 - Time Series Analysis of Financial Data
BUSADM 730 - Seminar in Investment & Asset Valuation
BUSADM 731 - Seminar in Financial Economics
BUSADM 732 - Seminar in Corporate Finance
BUSADM 733 - Advanced Topics in Corporate Finance
BUSADM 734 - Topics in Investment Asset Pricing
BUSADM 736 - Accounting for Finance III
186
BUSADM 740 - Information Systems Theory I: Behavioral and Group Perspectives
BUSADM 741 - Information Systems Theory II: Organizational and Economic
Perspectives
BUSADM 742 - Regression Analysis
BUSADM 743 - Decision and Risk Analysis
BUSADM 744 - Quantitative Research Methods in Information Systems
BUSADM 745 - Multivariate Statistics
BUSADM 750 - Foundations of Organization Theory
BUSADM 751 - Contemporary Organization Theory
BUSADM 754 - Introduction to Organizations & Social Change
BUSADM 770 - Introduction to Research Methods for the Social Sciences
BUSADM 771 - Contemporary Research Practice on Management, Organizations,
and Social Change
BUSADM 775 - Professional Development Workshop - Doctoral Teaching
BUSADM 777 - Dissertation Seminar - Finance track
BUSADM 780 - Advanced Data Mining and Predictive Modeling
BUSADM 782 - Optimization for Data Science
BUSADM 785 - Big Data: Management, Analytics, and Applications
BUSADM 797 - Special Topics
BUSADM 891 - Dissertation Proposal Course
BUSADM 895 - Independent Study
BUSADM 896 - Independent Study
BUSADM 897 - Special Topics
187
BUSADM 899 - Dissertation Research
Chemistry
CHEM 561 - Formative Assessment in Chemistry Teaching
CHEM 562 - Chemistry Classroom Discourse
CHEM 601 - Thermodynamics & Kinetics
CHEM 602 - Quantum Mechanics & Spectroscopy
CHEM 608 - Data Analysis in Chemistry
CHEM 611 - Organometallic Catalysis
CHEM 612 - Physical Inorganic Chemistry
CHEM 621 - Organic Synthesis & Mechanisms
CHEM 622 - Physical Organic Chemistry
CHEM 631 - Chemical Toxicology
CHEM 641 - Chemistry and Biochemistry Education Research on Learning,
Learning Environments, and Teaching
CHEM 651 - Spectrometric Identification of Organic Compounds
CHEM 658 - Medicinal Chemistry
CHEM 661 - Analytical Instrumentation
CHEM 666 - Electrochemistry
CHEM 671 - Introduction to Green Chemistry
CHEM 680L - Physical Biochemistry
CHEM 681 - Medical Biochemistry
CHEM 687 - Topics in Chemistry
CHEM 689 - Topics in Organic Chemistry
188
CHEM 691 - Seminar I
CHEM 692 - Seminar II
CHEM 696 - Independent Study
CHEM 697 - Special Topics
CHEM 699 - Master's Thesis
CHEM 899 - Dissertation Research
Classics
CLSICS 696 - Independent Study
CLSICS 697 - Special Topics
Computer Science
CS 612 - Algorithms in Bioinformatics
CS 613 - Applied Cryptography
CS 614 - Blockchain Technology
CS 615 - User Interface Design
CS 620 - Theory of Computation
CS 622 - Theory of Formal Languages
CS 624 - Analysis of Algorithms
CS 630 - Database Management Systems
CS 634 - Architecture of Database Systems
CS 636 - Database Application Development
CS 637 - Database-Backed Websites
CS 638 - Applied Machine Learning
189
CS 642 - Cybersecurity in the Internet of Things
CS 646 - Computer Communications Networks
CS 648 - Wireless Networks and Mobile Computing
CS 651 - Compiler
CS 666 - Biomedical Signal and Image Processing
CS 670 - Artificial Intelligence
CS 671 - Machine Learning
CS 672 - Neural Networks
CS 675 - Computer Vision
CS 680 - Object-Oriented Design and Programming
CS 681 - Object-Oriented Software Development
CS 682 - Software Development Laboratory I
CS 696 - Independent Study
CS 697 - Special Topics
CS 698 - Practicum in CS
CS 699 - Research for MS Thesis
CS 720 - Logical Foundations of Computer Science
CS 724 - Topics in Algorithm Theory and Design
CS 899 - PhD Dissertation Research
Conflict Resolution
CONRES 603 - Advanced Negotiation and Mediation
CONRES 621 - Negotiation (M)
190
CONRES 623 - Introductory Theory
CONRES 624 - Cross-Cultural Conflict
CONRES 625 - Conflict Resolution Systems for Organizations
CONRES 626 - Advanced Intervention
CONRES 627 - Inter-Group Dialogue & Facilitation
CONRES 628 - Conflict, Peace and Education
CONRES 635 - Research Methods in Dispute Resolution
CONRES 636 - Conflict in Workgroups
CONRES 638L - Global Governance
CONRES 688L - Business and Climate Change
CONRES 689 - Master's Project in Conflict Resolution
CONRES 690 - Court Internship
CONRES 692 - Internship
CONRES 693 - Capstone Seminar
CONRES 694 - Integrative Seminar
CONRES 696 - Independent Study
CONRES 697 - Special Topics in Dispute Resolution
CONRES 698 - Conflict Resolution Skills Practicum
CONRES 699 - Master's Thesis in Conflict Resolution
Counseling
COUNSL 601 - Research and Evaluation in Psychology
COUNSL 605 - Principles of Vocational, Educational, and Psychological
Assessment
191
COUNSL 606 - Ethical Standards and Professional Issues in Counseling
COUNSL 608 - Psychopathology and Diagnosis
COUNSL 613 - Vocational Development and Career Information
COUNSL 614 - Counseling Theory and Practice I
COUNSL 615 - Counseling Theory and Practice II
COUNSL 616 - Group Counseling and Group Dynamics
COUNSL 617 - Child and Adolescent Counseling
COUNSL 620 - Life Span Human Development
COUNSL 630 - Orientation to Professional School Counseling
COUNSL 631 - Professional Orientation: Foundations of School and Community
Mental Health Counseling
COUNSL 632 - Collaborative Consultation in Schools
COUNSL 633 - Professional, Ethical, and Legal Issues in School Counseling
COUNSL 635 - Behavioral Counseling
COUNSL 650 - Group Counseling for Children and Adolescents
COUNSL 653 - Sociocultural Considerations in Counseling
COUNSL 660 - College Readiness Counseling
COUNSL 661 - Career Development Facilitation and Training
COUNSL 665 - Trauma and Crisis Counseling
COUNSL 666 - Sex and Sexuality in Counseling Practice
COUNSL 667 - Counseling Families and Couples: Theories and Practice
COUNSL 670 - Substance Abuse in Counseling Practice
COUNSL 674 - Psychopharmacology for Counselors
192
COUNSL 688 - Practicum
COUNSL 690 - Internship Extension
COUNSL 695 - Independent Study
COUNSL 696 - Independent Study in Counseling
COUNSL 697 - Special Topics in Counseling
COUNSL 698 - Internship
COUNSL 699 - Advanced Practice I and II
Counseling and School Psychology
CSP 641 - Cognitive and Affective Foundations
CSP 660 - Physiological Bases of Behavior
CSP 680 - History & Systems in Counseling and School Psychology
CSP 696 - Independent Study
CSP 701 - Social Justice in Counseling and School Psychology
CSP 702 - Foundations and Ethics in Counseling Psychology
CSP 703 - Research in Counseling and School Psychology
CSP 704 - Qualitative and Quantitative Research Methods in Counseling and
School Psychology
CSP 705 - Social and Cultural Psychology
CSP 706 - Personality Assessment
CSP 708 - Intermediate Statistics in CSP
CSP 713 - Advanced Career and Group Theory and Practice
CSP 717 - Advanced Theory and Practice in counseling and School Psychology
CSP 752 - Health Psychology: Current Theory, Research, and Interventions
193
CSP 770 - Advanced Statistics in Counseling and School Psychology
CSP 780 - Supervision and Training in Psychology
CSP 782 - Teaching in Counseling and School Psychology
CSP 783 - Practicum in Counseling Psychology I
CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice
CSP 785 - Practicum in School Psychology I
CSP 786 - Practicum in School Psychology II: Evidence-Based Practice
CSP 787 - Advanced Practicum III in Counseling and School Psychology
CSP 797 - Special Topics
CSP 801 - Transnational Social Justice in Counseling and School Psychology
CSP 888 - Internship in School and Counseling Psychology Seminar I
CSP 889 - Internship in School and Counseling Seminar II
CSP 891 - Dissertation Seminar
CSP 897 - Special Topics
CSP 899 - Dissertation Research
Creative Writing
CW 601 - MFA Poetry Workshop
CW 602 - MFA Fiction Workshop
CW 605 - Memoir Workshop
CW 606 - Literary Editing and Publishing
CW 614 - The Teaching of Creative Writing
CW 620 - Techniques of Fiction
194
CW 630 - Documentary Poetics
CW 675 - Creative Writing Internship
CW 696 - Independent Study in Creative Writing
CW 697 - Special Topics in Creative Writing
CW 698 - Intern Seminar for MFA TA2s
CW 699 - MFA Thesis
Critical and Creative Thinking
CRCRTH 601 - Critical Thinking
CRCRTH 602 - Creative Thinking
CRCRTH 603L - Foundations of Philosophical Thought
CRCRTH 611 - Seminar in Critical Thinking
CRCRTH 612 - Seminar in Creativity
CRCRTH 615 - Holistic & Transformative Teaching
CRCRTH 616 - Dialogue Processes
CRCRTH 618 - Creative Thinking, Collaboration, and Organizational Change
CRCRTH 619 - Biomedical Ethics
CRCRTH 627 - Issues and Controversies in Antiracist and Multicultural Education
CRCRTH 630 - Criticism and Creativity in Literature and the Arts
CRCRTH 645L - Biology in Society: Critical Thinking
CRCRTH 649L - Scientific & Political Change
CRCRTH 650 - Mathematical Thinking
CRCRTH 651L - Advanced Cognitive Psychology
195
CRCRTH 653L - Epidemiological Thinking and Population Health
CRCRTH 655 - Metacognition
CRCRTH 670 - Thinking, Learning, and Computers
CRCRTH 688 - Reflective Practice
CRCRTH 692 - Processes of Research and Engagement
CRCRTH 693 - Action Research for Educational, Professional & Personal change
CRCRTH 694 - Synthesis of Theory and Practice Seminar
CRCRTH 696 - Independent Study
CRCRTH 697 - Special Topics
Critical Ethnic and Community Studies
CECS 600 - CECS Professional Seminar A
CECS 610 - Foundations of Critical Ethnic and Community Studies
CECS 611 - Migration and Diaspora
CECS 612 - Community Formation and Development
CECS 622 - Transdisciplinary Research in Practice B
CECS 623 - Transdisciplinary Research Methods
CECS 650 - Community Health and Equity
CECS 696 - Independent Study
CECS 697 - Special Topics
CECS 698 - CECS Master's Capstone
CECS 712 - Circuits of Migration
CECS 719 - Queer of Color Critique
196
CECS 796 - Independent Study
CECS 797 - Special Topics
Early Childhood Education
ECHD 601 - Foundational Understandings of Early Childhood/Early Intervention
and Special Education
ECHD 608 - Introduction to Infant and Toddler Care and Education
ECHD 611 - Development and Characteristics of All Young Learners Including
Those with Special Needs.
ECHD 621 - Creating Effective Learning Environments and Fostering Positive
Social Interactions
ECHD 622 - Observing, Documenting and Assessing in Early Childhood/Early
Intervention
ECHD 640 - Language Development and Literacy in Early Childhood/Early
Intervention
ECHD 641 - Science and Mathematics Instruction for All Young Children
ECHD 654 - Instructional Leadership and Quality Improvement in Early Care and
Education
ECHD 666 - Early Intervention: Curriculum, Methods, and Services
ECHD 685 - Practicum II-PreK-2nd grade
ECHD 689 - Early Childhood Pre-Practicum PreK-2
ECHD 690 - Planning Curriculum in Early Childhood
ECHD 696 - Independent Study: Early Education and Care in Inclusive Settings
ECHD 697 - Special Topics: Early Education and Care in Inclusive Settings
ECHD 701 - Early Education and Care Policy and Practice
ECHD 702 - Advanced Child Development and Early Learning
197
ECHD 703 - Translating Early Education Research into Practice
ECHD 704 - Leadership and Change in Early Education and Care
ECHD 705 - The Science of Early Learning
ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education
and Care.
ECHD 707 - Teaching Early Childhood Education and Care in Higher Education
ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar
ECHD 709 - ECEC Doctoral Seminar I
ECHD 710 - ECEC Doctoral Seminar II
ECHD 711 - Qualitative Inquiry and Research Design: Examining Five Main
Approaches
ECHD 799 - Dissertation Research in Early Childhood Education and Care
Economics
ECON 601 - Applied Microeconomics
ECON 602 - Applied Macroeconomics
ECON 607 - Advanced Topics in Development Economics
ECON 610 - Political Economy
ECON 613 - Urban Economic Environment
ECON 617 - Public Finance
ECON 620 - Gender and Economics
ECON 650 - Applied Economic Research Practicum
ECON 651 - Quantitative Research Methods I
ECON 652 - Quantitative Research Methods II
198
ECON 670L - Environmental and Energy Economics
ECON 675L - Economics of Renewables: Marine and Energy Resources
ECON 680 - Health Economics
ECON 695 - Independent Study
ECON 696 - Independent Study
ECON 697 - Special Topics
ECON 698 - Mentored Research Project
Education
EDC G 556 - Advanced High School Biology for Urban Teachers
EDC G 597 - Special Topics
EDC G 603 - Creating Effective Learning Environments
EDC G 606 - Sociocultural Foundations of Education
EDC G 611 - Internet Application for Educators
EDC G 612 - Coding for Non-Coders
EDC G 619 - Designing Instruction: Science
EDC G 621 - Teaching Writing in the K-12 Classroom
EDC G 625 - Designing Instruction in Mathematics and Science
EDC G 626 - Integrating Social Studies and the Arts
EDC G 628 - Community, School & Classroom Structures
EDC G 630 - Inclusion PreK-12:Diversity and Equity in Inclusive Settings
EDC G 634 - Introduction to Game-Based Teaching
EDC G 643 - Fostering Equitable and Affirming Classroom Environments
199
EDC G 644 - Developmental Stages across the Lifespan
EDC G 646 - Understanding Reading: Principles and Practices
EDC G 648 - New Literacies and Emerging Technologies across the Content Areas
EDC G 650 - Rethinking Equity and Teaching for English Language Learners
EDC G 656 - Teaching the English Language Arts at the Elementary Level
EDC G 658 - Pre-practicum seminar
EDC G 660 - Using Data to Plan Curriculum and Instruction
EDC G 662 - Social Studies Methods
EDC G 663 - Assessment in Teaching
EDC G 664 - Digital Literacies/Computer Science Methods
EDC G 665 - Science Methods
EDC G 667 - English Methods
EDC G 668 - Content & Methods for Teaching Elementary School Mathematics
EDC G 669 - Math Methods
EDC G 670 - Mathematics for Elementary Teachers 2
EDC G 676 - Advanced Strategies for Teaching Social Studies and History to ELL
and SPED students
EDC G 686 - Graduate Practicum: Student Teaching Elementary Education
EDC G 687 - Graduate Practicum: Student Teaching Middle School Education
EDC G 688 - Graduate Practicum: Student Teaching Secondary Education
EDC G 689 - Teacher Research
EDC G 690 - Teacher Research for Professional Licensure
EDC G 696 - Independent Study
200
EDC G 697 - Special Topics in Education
EDC G 698 - Internship in Education
Education Leadership
EDLDRS 701 - Leadership Workshop I
EDLDRS 703 - Critical Issues I
EDLDRS 705 - Introduction to Inquiry for Educational Leaders
EDLDRS 712 - Comparative Study Tour: Educational Change in China and the
United States
EDLDRS 714 - Integrative Seminar I
EDLDRS 715 - Integrative Seminar II
EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts
EDLDRS 730 - Historical Roots of Contemporary Urban Schooling
EDLDRS 732 - Organization and Leadership in Educational Institutions
EDLDRS 734 - Scholarly Writing in Education
EDLDRS 740 - Research Methods in Educational Leadership I
EDLDRS 741 - Research Methods in Educational Leadership II
EDLDRS 743 - Measurement and Research Instrument Design
EDLDRS 748 - Evaluation: Theory and Practice
EDLDRS 750 - Education Policy for School Leaders
EDLDRS 751 - International and Comparative Perspectives on Urban Education
EDLDRS 752L - International Education Policy and Leadership
EDLDRS 753 - Cognition & Context: Social, Psychological and Cultural Dynamics
of Teaching and Learning
201
EDLDRS 754 - Dialogical Learning Communities and Praxis
EDLDRS 755 - Advanced Research Methods: Participatory Action Research
EDLDRS 760 - Qualifying Paper Seminar
EDLDRS 796 - Independent Study
EDLDRS 797 - Special Topics
EDLDRS 891 - Dissertation Seminar
EDLDRS 892 - Dissertation Seminar II
EDLDRS 893 - Dissertation Seminar
EDLDRS 899 - Dissertation Research
Education and Administration
ADM G 603 - Organizational Change
ADM G 606 - Social Justice and Anti-Racist Perspectives on Education
ADM G 610 - Research Design
ADM G 611 - Using Data
ADM G 613 - Personnel: Administration, Supervision and Evaluation
ADM G 621 - Curriculum: Theories, Development, and Evaluation
ADM G 622 - Curriculum: Status, Issues, and Trends
ADM G 627 - Legal Issues In Educ
ADM G 632 - Facility Design and Fiscal Management
ADM G 646 - Leadership Development
ADM G 655 - Advanced Seminar in Supervision
ADM G 670 - Special Education Law for PreK-12 School Leaders
202
ADM G 686 - Internship I Ed Adm
ADM G 687 - Practicum II in Educational Administration
ADM G 691 - Advanced Seminar in Administration
ADM G 696 - Research Project
ADM G 697 - Special Topics in Educational Administration
English
ENGL 600 - Studies in Criticism
ENGL 601 - Studies in Poetry
ENGL 602 - Studies in Fiction
ENGL 603 - Studies in Drama
ENGL 605 - Studies in Literature and Film
ENGL 610 - The Teaching of Composition
ENGL 611 - The Teaching of Literature
ENGL 613 - Teaching English with Technology
ENGL 621 - Literary Theory Today
ENGL 622 - Ecocriticism: Environmental Criticism and Literature
ENGL 624 - Language of Film
ENGL 628 - Comparative Studies of Two Writers
ENGL 631 - Medieval to Renaissance Literature
ENGL 633 - Shakespeare
ENGL 641 - Studies in Romanticism
ENGL 642 - Victorian Literature
203
ENGL 646 - Literature and Society
ENGL 648 - Modernism in Literature
ENGL 651 - Nineteenth Century American Literature
ENGL 653 - Major American Novelists
ENGL 654 - Modern American Fiction
ENGL 655 - The Harlem Renaissance
ENGL 663 - Revolutionary Romanticism
ENGL 667 - Seminar for Tutors
ENGL 668 - Perspectives on Composition
ENGL 669 - Writing Theories in Second Language Instruction
ENGL 670 - Philosophy and the Composing Process
ENGL 672 - Research in Writing Studies
ENGL 673 - Digital Writing
ENGL 674 - Writing and Community
ENGL 675 - Reading and Writing Poetry
ENGL 676 - Reading and Writing Fiction
ENGL 681 - Advanced Workshop in Poetry
ENGL 682 - Advanced Workshop in Fiction
ENGL 683 - Literary Sites and Spaces
ENGL 689 - English Studies Workshop
ENGL 690 - English Research Workshop
ENGL 691 - Final Project in Composition
204
ENGL 692 - Final Project in Creative Writing
ENGL 693 - Final Project in Literature
ENGL 694 - Graduate Internship in English
ENGL 695 - Independent Study
ENGL 696 - Independent Study
ENGL 697 - Special Topics in Literature and Composition
ENGL 698 - Teaching Fellows Seminar
ENGL 699 - Master of Art Thesis
Environmental Sciences
ENVSCI 530 - Ecosystem Based Fishery Management
ENVSCI 555 - Introduction to Physical Oceanography
ENVSCI 600 - Responsible Conduct in Research
ENVSCI 601 - Introduction to Probability and Applied Statistics
ENVSCI 603 - Coasts and Communities I
ENVSCI 604 - Coasts and Communities II
ENVSCI 607 - Introduction to Environmental Innovation Clinic
ENVSCI 611 - Applied Statistics
ENVSCI 615 - Introduction to Environmental Health
ENVSCI 622 - Introduction to Zooplankton Ecology
ENVSCI 623L - Introduction to Geographic Information Systems
ENVSCI 625 - Principles and Applications of Remote Sensing
ENVSCI 629 - Advanced Topics in GIScience
205
ENVSCI 630 - Biological Oceanography
ENVSCI 635 - Environmental Toxicology
ENVSCI 640 - The Chemistry of Natural Waters
ENVSCI 641 - The Geochemistry of a Habitable Planet
ENVSCI 642 - Laboratory for the Geochemistry of a Habitable Planet
ENVSCI 646 - Global Ecology
ENVSCI 650 - Physical Oceanography
ENVSCI 657 - Fluvial Hydrology
ENVSCI 668 - Social Ecological Systems Dynamics
ENVSCI 670L - Environmental and Energy Economics
ENVSCI 674L - Climate and Energy: Law, Policy and Management
ENVSCI 675L - Economics of Renewables: Marine and Energy Resources
ENVSCI 676 - Optical Methods for Monitoring Aquatic Environments
ENVSCI 691 - Current Literature in Environmental Sciences
ENVSCI 697 - Special Topics in Environmental Sciences
ENVSCI 698 - Projects in Environmental Sciences
ENVSCI 699 - Thesis Research
ENVSCI 726L - Coastal Zone Policy, Planning, and Management
ENVSCI 791 - Seminar in Environmental Sciences
ENVSCI 796 - Independent Study in Environmental Science
ENVSCI 798 - Internship in Environmental Sciences
ENVSCI 899 - Dissertation Research
206
Exercise and Health Science
EHS 610 - Exercise and Aging
EHS 620 - Pediatric Exercise
EHS 625L - Quantitative Research Methods
EHS 630 - Advanced Health Fitness and Nutrition Assessment
EHS 635 - Project and Program Management in Health Promotion
EHS 650 - Obesity and Weight Management
EHS 655 - Advanced Physical Activity and Health
EHS 656 - Advanced Nutrition and Health
EHS 670 - Designing Exercise and Health Promotion Interventions
EHS 680 - Clinical Exercise Physiology
EHS 682 - Exercise Metabolism
EHS 685 - Applied Exercise Physiology
EHS 690 - Proposal Development
EHS 696 - Independent Study
EHS 697 - Special Topics
EHS 698 - Practicum
EHS 699 - Thesis
EHS 820 - Professional and Ethical Issues in EHS
EHS 825L - Advanced Quantitative Research Methods I
EHS 887 - Advanced Topics in Exercise and Health Sciences
EHS 897 - Special Topics
207
EHS 898 - Directed Research in Exercise and Health Sciences
EHS 899 - Dissertation
Gerontology
GERON GR 601 - Research Methods and Experimental Design
GERON GR 603L - Statistical Methods in the analysis of Social Problems I
GERON GR 604L - Statistical Methods in the Analysis of Social Problems II
GERON GR 609L - Qualitative Methods and Field Research
GERON GR 610 - Understanding Data: Research Methods for Managers
GERON GR 611 - Health and Physical Changes in Aging
GERON GR 612 - Healthy Aging Perspectives
GERON GR 621 - Social Aspects Aging
GERON GR 622 - Aging in Society
GERON GR 623 - Issues in Aging Policy
GERON GR 624 - Aging Policy and Programming
GERON GR 628 - Psychology of Aging
GERON GR 629 - Psychological Impact of Aging
GERON GR 630 - Residential Long Term Care Management
GERON GR 635 - Leadership and Ethics in Aging Services
GERON GR 636 - Technology and Aging
GERON GR 638 - An Overview of Environmental Gerontology: The Micro-to-Macro
Continuum
GERON GR 640 - Introduction to Senior Transportation
GERON GR 645 - Marketing of Aging Services
208
GERON GR 650 - Service Delivery Issues in Aging
GERON GR 651 - Issues in End of Life Care and Bereavement
GERON GR 660 - Organization and Financing of Aging Services
GERON GR 670 - Human Resources & Personnel Management in Aging Services
GERON GR 675 - Organizational Change and Aging Services
GERON GR 688 - Multidisciplinary Seminar in Aging
GERON GR 691 - Capstone Project Seminar
GERON GR 692 - Capstone Project Seminar in Managment of Aging Services
GERON GR 697 - Special Topics in Aging Policy
GERON GR 701 - Advanced Statistical Methods in Gerontology
GERON GR 724 - Race & Culture
GERON GR 726 - Current National Data Bases in Gerontological Policy Research
GERON GR 727 - Research Practicum in Gerontology
GERON GR 760 - Policy Analysis Techniques
GERON GR 761 - Advanced Policy Analysis in Aging
GERON GR 796 - Independent Study in Aging Policy
GERON GR 798 - Internship in Gerontology
GERON GR 899 - Dissertation Research
Global Comparative Public Administration
GCPA 705 - Comparative Public Budgeting
GCPA 752L - International Education Policy and Leadership
Global Governance and Human Security
209
GGHS 695 - Independent Study
GGHS 696 - Independent Study
GGHS 697 - Special Topics
GGHS 710 - Human Security
GGHS 711 - Global Governance
GGHS 712 - Gender and Human Security
GGHS 713 - International Relations Theory
GGHS 714 - Doctoral Colloquium in Global Governance and Human Security
GGHS 715 - International Organization
GGHS 716 - Global Health and Development: Concepts, Policies, and Practice
GGHS 780 - Doctoral Research Design
GGHS 781 - Doctoral Research Group
GGHS 790 - Applied Social Science Research Methods in the Field
GGHS 795 - Independent Study
GGHS 796 - Independent Study
GGHS 797 - Special Topics
GGHS 895 - Independent Study
GGHS 896 - Independent Study
GGHS 897 - Special Topics
GGHS 899 - Dissertation Research
Global Inclusion and Social Development
GISD 601 - Current and Historical Perspectives on Global Inclusion and Social
Development
210
GISD 602 - GISD 602 Research in Diverse Settings: Challenging Epistemological
Hegemony
GISD 605 - International Responses to Social Inclusion
GISD 606 - Research and Evaluation in Diverse Settings: Methods and
Implications
GISD 608 - Ethics and Professionalism in Global Inclusion and Social
Development
GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and
Innovation
GISD 610 - Strategies for Systemic Change
GISD 611 - Managing Change: Supporting Communities and Embracing Cultures
GISD 615 - State, Sovereignty and Governance for Inclusion and Social
Development
GISD 616 - Population Needs and Global Practice
GISD 620 - International Disability Policy
GISD 624 - International Human Rights Law, Policy and Practice
GISD 625 - Human Rights-Based Approaches to Social Justice
GISD 626 - Global Health and Human Rights
GISD 696 - Independent Study
GISD 697 - Special Topics
GISD 801 - Innovations Seminar
GISD 802 - Social Innovations in Domestic Settings Seminar
GISD 803 - Qualitative Methods: Research Praxis for Global Justice
GISD 804 - Capstone Seminar: Engaging Communities in Research and Practice
GISD 894 - Graduate Seminar on Paper Writing and Publication
211
GISD 897 - Special Topics
GISD 898 - Transdisciplinary Research to Practice Group
GISD 899 - Dissertation Research Seminar
Greek
GREEK 601 - Attic Orators
GREEK 602 - Plato
GREEK 607 - Herodotus
GREEK 609 - Lyric Poetry
GREEK 680 - Topics in Greek Literature
GREEK 695 - Independent Study
GREEK 696 - Independent Study
Health
HLTH 644 - Global Perspectives on Health; Exploring the Intersection of Equity,
Economics and Culture
Higher Education
HIGHED 601 - Educational Leadership Skills
HIGHED 610 - Administration and Governance in Higher Education
HIGHED 611 - Access and Equity in Higher Education
HIGHED 612 - Research on Students
HIGHED 615 - Critical Race Theory in Higher Education
HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts
HIGHED 622 - Community Engagement in Higher Education
HIGHED 628 - Gender in Higher Education: Research, Theory, Policy, and Practice
212
HIGHED 630 - The History of Higher Education in the United States
HIGHED 632 - Organization and Leadership in Educational Institutions
HIGHED 634 - Public Policy Issues in Higher Education
HIGHED 641 - Effecting Change in Higher Education: Strategies and Processes
HIGHED 648 - Researching Higher Education: Foundations and Approaches
HIGHED 692 - Capstone in Higher Education
HIGHED 696 - Independent Study
HIGHED 740 - Understanding the Academic Profession
HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis
HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis
HIGHED 753 - Research Design in Higher Education
HIGHED 793 - Research Seminar on the Qualifying Paper
HIGHED 797 - Special Topics
HIGHED 891 - Dissertation Seminar
HIGHED 892 - Dissertation Seminar
HIGHED 899 - Dissertation Research
History
HIST 597 - Special Topics
HIST 600 - Research and Methods
HIST 602L - Historical Sequence I: American Society and Political Culture: 1600-
1865
HIST 605 - Introduction to Historiography
HIST 620 - Introduction to Public History and Popular Memory
213
HIST 625 - Interpreting History in Public Approaches to Public History Practice
HIST 626 - Introduction to Archives and Information Management
HIST 627 - Archival Methods and Practices
HIST 630 - Transforming Archives and History in the Digital Era
HIST 635 - Internship in Archives and Information Management
HIST 636 - Weimar Germany
HIST 638 - World War I
HIST 639 - World War II
HIST 641 - Socialism: The International History of a Revolutionary Idea
HIST 642 - Fascism
HIST 644 - Topics on the History of the American Revolution
HIST 664 - Boston History
HIST 667 - The Progressive Era
HIST 668 - Age of FDR: Depression, War, and the Birth of Modern America
HIST 670 - Cold War America, 1945-1989
HIST 681 - Topics in European History
HIST 682 - Topics in American History
HIST 684 - Topics in Food History
HIST 685 - Topics in Atlantic History
HIST 686 - Topics in Gender History
HIST 687 - Genealogy and Family History
HIST 688 - Oral History
214
HIST 689 - Capstone Project
HIST 690 - Final Project Prep: Prerequisite for HIST 695 and HIST 699
HIST 693 - History Review Essay: Independent Study with Advisor
HIST 696 - Independent Study
HIST 697 - Special Topics
HIST 698 - Internship in Public History
HIST 699 - Master of Arts Thesis
Human Services
HMS G 696 - Independent Study
Interdisciplinary Studies
INTR-D 601 - Integrative Biosciences Graduate Program Seminar
INTR-D 602 - Introduction to Quantitative Research Methods using R
INTR-D 603 - Data Analysis with Python
INTR-D 697 - Special Topics
INTR-D 899 - Doctoral Dissertation Research
Instructional Design
INSDSG 601 - Foundations in Instructional Design and Learning Technology
INSDSG 602 - The Adult as Learner
INSDSG 604 - Communication Theory and Practice
INSDSG 605 - Collaborative Learning Design
INSDSG 607 - Using Primary Research for Evidence-Based Practice
INSDSG 608 - Information Design and Visual Literacy
215
INSDSG 610 - Video Principles for Instructional Design
INSDSG 612 - Instructional Strategies and the Adult Learner
INSDSG 616 - The Design and Authoring of eLearning
INSDSG 634 - Project Management in Instructional Design
INSDSG 640 - Planning, Design and Development of eLearning
INSDSG 642 - Assessment and Evaluation in Instructional Design
INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult
Learning for All
INSDSG 651 - Designing Your Professional Online Presence
INSDSG 655 - Project in Multimedia
INSDSG 684 - Design and Instruction of Online Courses
INSDSG 690 - Capstone Seminar
INSDSG 696 - Independent Study
INSDSG 697 - Special Topics in Instructional Design
INSDSG 698 - Internship
International Development
INTDEV 595 - Independent Study
INTDEV 596 - Independent Study
International Relations
INTREL 611 - Theories of International Relations
INTREL 612 - Issues in World Politics
INTREL 613 - International Relations Research Methods
INTREL 614 - International Political Economy
216
INTREL 621 - International Development
INTREL 635 - Foreign Policy Analysis
INTREL 638L - Global Governance
INTREL 671 - Advanced Studies in International Relations
INTREL 691 - Capstone in International Relations
INTREL 695 - Independent Study
INTREL 696 - Independent Study
INTREL 697 - Special Topics in International Relations
INTREL 699 - Master's Thesis in International Relations
Latin
LATIN 600 - Roma Aeterna: Latin Reading Fluency
LATIN 601 - Cicero
LATIN 602 - Caesar
LATIN 603 - Roman Comedy
LATIN 609 - Lucretius
LATIN 610 - Virgil
LATIN 611 - The Roman Novel: Petronius and Apuleius
LATIN 614 - Catullus and Horace
LATIN 615 - Methods of Teaching in the Latin Language
LATIN 620 - Latin Letters
LATIN 625 - Literature in the Age of Nero
LATIN 635 - Latin Historians
217
LATIN 660 - History of Latin Literature
LATIN 670 - Active Learning methodologies for Teachers of Latin
LATIN 672 - Rome for Teachers
LATIN 675 - Living Text
LATIN 676 - Latin Prose Composition
LATIN 677 - Latin conversation
LATIN 688 - Initial Licensure Practicum: Student Teaching
LATIN 690 - Master of Arts Final Paper
LATIN 696 - Independent Study
LATIN 697 - Special Topics
Management Science and Information Systems
MSIS 613 - Information Security, Privacy, and Regulatory Compliance
MSIS 614 - Business Data Communications & Computer Networks
MSIS 615 - Business Programming
MSIS 617 - Management of the Supply Chain
MSIS 618 - Database Management
MSIS 619 - Systems Analysis and Design
MSIS 623 - Network and Mobile Forensics
MSIS 625 - Cybersecurity Risk Management and Auditing
MSIS 628 - Cloud Computing and Security
MSIS 629 - Cybersecurity and Forensics
MSIS 630 - Project & Change Management
218
MSIS 631 - Operational Risk Management
MSIS 632 - Introduction to Health Informatics
MSIS 634 - Health Information Privacy & Security
MSIS 635 - Health Information Analytics
MSIS 642 - Multivariate Statistics and Regression Analysis
MSIS 643 - Decision and risk analysis
MSIS 656 - Information Storage Management
MSIS 670 - Enterprise Business Intelligence
MSIS 671 - Enterprise Data Warehousing for Business Intelligence
MSIS 672 - Enterprise Data Mining and Predictive Analytics
MSIS 680 - Advanced Data Mining
MSIS 682 - Linear Programming
MSIS 685 - Introduction to Big Data Analytics
MSIS 696 - Independent Study
Mathematics
MATH 545 - Probability & Statistics I for Secondary Teachers
MATH 570 - History of Mathematics for Secondary Teachers
MATH 597 - Special Topics
MATH 625 - Numerical Analysis
MATH 626 - Numerical Linear Algebra
MATH 647 - Probability Models
MATH 648 - Computational Statistics
219
MATH 655 - An Introduction to Statistical Machine Learning
MATH 696 - Independent Study
MATH 697 - Special Topics
Mathematics for Teachers
MTT 597 - Special Topics
MBA Accounting/Finance
MBA AF 601 - Economics for Managers
MBA AF 603 - Massachusetts In the Global Economy
MBA AF 610 - Accounting for Managers
MBA AF 611 - Intermediate Accounting
MBA AF 612 - Cost Accounting
MBA AF 613 - Federal Tax Planning
MBA AF 614 - Financial and Managerial Auditing
MBA AF 615 - International Accounting
MBA AF 616 - Financial Statement Analysis/Advanced Accounting
MBA AF 618 - Accounting Information Systems
MBA AF 620 - Financial Management
MBA AF 621 - Adv Corporate Financ
MBA AF 622 - Global Portfolio Investment Management
MBA AF 623 - Financial Modeling
MBA AF 624 - Managing Mutual Funds
MBA AF 625 - Options: Theory and Applications
220
MBA AF 626 - International Financial Management
MBA AF 627 - Health System Financial Management
MBA AF 628 - Portfolio Analysis and Investment Management
MBA AF 629 - Managing Financial Institutions
MBA AF 631 - Sustainable Finance and Impact Investing
MBA AF 632 - Asset Management Practicum
MBA AF 634 - Financial Engineering and Risk Management
MBA AF 635 - Mergers & Acquisitions
MBA AF 636 - Applied Econometric Analysis of Business Data
MBA AF 637 - Financial Reporting Fraud Examination
MBA AF 640 - Accounting Data Analytics
MBA AF 690 - Master's Thesis Option Research Colloquium
MBA AF 691 - Financial Accounting Theory & Analysis
MBA AF 696 - Independent Study
MBA AF 697 - Special Topics
MBA AF 699 - Master's Thesis
MBA Analysis & Communications
MBAACM 682 - Oral Communication for Managers
MBAACM 683 - Business Communication for Managers
MBAACM 684 - Written communication for Managers
MBAACM 697 - Special Topics
MBA Management
221
MBAMGT 650 - Organizational Analysis and Skills
MBAMGT 652 - Labor-Management Relations and the Collective Bargaining
Process
MBAMGT 655 - Healthcare Innovation
MBAMGT 660 - Business and Its Environment
MBAMGT 664 - The Legal Environment of Business
MBAMGT 665 - Cross-cultural and comparative management
MBAMGT 666 - Diversity in the Global Workplace
MBAMGT 669 - Entrepreneurship Internship/Practicum
MBAMGT 671L - Introduction to Environmental Management
MBAMGT 674L - Climate and Energy: Law, Policy and Management
MBAMGT 675 - Managing in the Global Economy
MBAMGT 680 - Management of Health Organizations
MBAMGT 681 - The Health System and Public Policy
MBAMGT 683 - Leadership Management in 21st Century
MBAMGT 684L - Social Enterprise
MBAMGT 685 - Global Industry and Competitive Analysis
MBAMGT 687L - Nonprofit Management
MBAMGT 688L - Business and Climate Change
MBAMGT 689 - Strategic Management
MBAMGT 690 - Master's Thesis Option Research Colloquium
MBAMGT 691 - Emerging Markets in the Global Economy
MBAMGT 696 - Independent Study
222
MBAMGT 697 - Special Topics
MBAMGT 698 - Practicum
MBA Management Science
MBAMS 600 - Mathematical Analysis for Managers
MBAMS 630 - Statistical Analysis for Managers
MBAMS 635 - Operations Mgt
MBAMS 638 - Management Decision Models
MBAMS 640 - Computer & Info Syst
MBAMS 652 - Lean and Six Sigma Management
MBAMS 690 - Master's Thesis Option Research Colloquium
MBAMS 696 - Independent Study
MBA Marketing
MBAMKT 668 - Entrepreneurship Sales & Marketing
MBAMKT 670 - Marketing Management
MBAMKT 671 - Marketing Research
MBAMKT 672 - Services Marketing
MBAMKT 673 - Marketing Communications
MBAMKT 674 - International Marketing
MBAMKT 676 - Marketing Analytics for Big Data
MBAMKT 677 - Database & Internet Marketing
MBAMKT 680 - Entrepreneurship in China/US
MBAMKT 682 - Digital Marketing Strategy and Practice
223
MBAMKT 684 - Brand Management
MBAMKT 685 - Brain of the Consumer
MBAMKT 691 - Social Media Marketing
MBAMKT 696 - Independent Study
MBAMKT 697 - Special Topics
Navitas Study Skills
NAV 501 - Navitas PMP Study Skills
Nursing
NURSNG 601 - Introduction to Advanced Practice Nursing: Knowledge for Practice
in the Global Community
NURSNG 607 - Evidenced Based Teaching Practices
NURSNG 608 - The Nurse Educator in the Academic Setting
NURSNG 609 - The Nurse Educator in the Practice Setting
NURSNG 612 - Transition from Nurse Clinician to Nurse Educator
NURSNG 614 - Advanced Pathophysiology
NURSNG 615 - Advanced Health Assessment Practicum
NURSNG 616 - Evidence Based Practice I: Appraising the Strength and
Significance of Evidence
NURSNG 618 - Introduction to Health Policy, Finance and Ethics
NURSNG 625L - Quantitative Research Methods
NURSNG 631 - The Role of the Advanced Practice Nurse
NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
NURSNG 637 - Mental and Psychosocial Health of the Urban Family
224
NURSNG 639 - Primary Care of Adults
NURSNG 640 - Advanced Health Promotion and Disease Prevention Across the
Lifespan
NURSNG 645 - Neuropathology and Diagnosis of Mental Disorders Across the
Lifespan
NURSNG 646 - Advanced Psychopharmacology Across the Lifespan
NURSNG 647 - Clinical Management I: Psychiatric Assessment/Diagnosis for
PMHNP
NURSNG 648 - Clinical Management II: Diagnostic Management & Treatment
Strategies
NURSNG 649 - Clinical Management III: Treatment
NURSNG 664 - Clinical Nurse Specialist (CNS) Clinical Practicum: Focus on the
Patient
NURSNG 665 - Clinical Nurse Specialist (CNS) Clinical Practicum: Focus on the
CNS Role
NURSNG 670 - Primary Care of the Adult Practicum
NURSNG 671 - Primary Care of the Older Adult
NURSNG 672 - Primary Care of the Older Adult Practicum
NURSNG 681 - Primary Care of the Childbearing Family
NURSNG 682 - Primary Care of the Childbearing Family Practicum
NURSNG 690 - Adult/Gerontology Health Acute Care Nursing I
NURSNG 691 - Adult Gerontological Health Acute Care Nursing II
NURSNG 696 - Independent Study
NURSNG 697 - Special Topics in Nursing
NURSNG 700 - Philosophy of Nursing Science: Ways of Knowing
225
NURSNG 701L - Science as a Way of Knowing
NURSNG 702 - Doctoral Seminar
NURSNG 703 - Health Economics
NURSNG 705 - Health Disparities
NURSNG 711 - Scientific basis for chronic illness preventative and risk reduction
NURSNG 715 - Health Informatics
NURSNG 716 - Evidence Based Practice II: Designing an Evidenced Based Quality
Improvement Project
NURSNG 717 - DNP Seminar: Project Implementation
NURSNG 718 - DNP Seminar: Project Synthesis
NURSNG 719 - DNP Seminar: Project Dissemination
NURSNG 720 - Secondary Data Analysis
NURSNG 722 - Improving Outcomes: Identification, Interventions, and Evaluation
of Quality Improvement Activities
NURSNG 724 - Mixed Method Research
NURSNG 741 - Health Policy I
NURSNG 742 - Health Policy II
NURSNG 743 - Internship in Health Care Policy
NURSNG 745 - Population Health I
NURSNG 746 - Population Health II
NURSNG 750 - Contemporary Disciplinary Knowledge
NURSNG 753L - Epidemiological Thinking and Population Health
NURSNG 757 - Social Behavioral Determinants of Health
226
NURSNG 760 - Introduction to Biostatistics: Biostatistics I
NURSNG 761 - Doctor of Nursing Practice (DNP) Internship
NURSNG 762 - Doctor of Nursing Practice (DNP) Internship II
NURSNG 765 - Health Systems Leadership
NURSNG 766 - Health Finance and Economics
NURSNG 770 - Biostatistics II: Advanced Statistical Methods in Healthcare
Research
NURSNG 780 - Epidemiologic Methods
NURSNG 790 - Integrating concepts & methods for research development
NURSNG 791 - Integrating Theory and Policy in Dissertation Research
NURSNG 792 - Dissertation Progression Seminar
NURSNG 796 - Independent Study
NURSNG 797 - Special Topics
NURSNG 825L - Advanced Quantitative Research Methods I
NURSNG 897 - Special Topics
NURSNG 899 - Dissertation Research
Philosophy
PHIL 501L - Foundations of Philosophical Thought
Physics
PHYSIC 597 - Special Topics
PHYSIC 600 - Electronic Instrumentation I: Analog
PHYSIC 601 - Electronic Instrumentation II: Digital
PHYSIC 602 - Laser Optics Laboratory
227
PHYSIC 607 - Experiments in Squishy Physics
PHYSIC 610 - Topics in Medical Imaging
PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics
PHYSIC 612 - Electromagnetic Theory
PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics
PHYSIC 614 - Thermodynamics and Statistical Mechanics
PHYSIC 616 - Mathematical Methods for Physicists
PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics
PHYSIC 632 - Advanced Laser Optics (with Lab)
PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics)
PHYSIC 638 - Quantum Measurement Theory
PHYSIC 645 - Cancer Biophysics
PHYSIC 662 - Computational Science
PHYSIC 680 - Readings in Physics
PHYSIC 690 - Projects in Physics
PHYSIC 694 - Master's Internship
PHYSIC 697 - Special Topics in Applied Physics
PHYSIC 699 - Master's Thesis Research
PHYSIC 899 - Doctoral Dissertation Research
Political Science
POLSCI 551 - Queer Theory & Politics
Psychology
228
PSYCH 550L - Advanced Cognitive Psychology
PSYCH 745 - Psychology and Activism for Social Justice
Psychology Clinical
PSYCLN 601 - Assessment and Testing I
PSYCLN 610 - Culture and Mental Health
PSYCLN 613 - Lifespan Psychopathology
PSYCLN 614 - Forensic Psychology
PSYCLN 620 - Intervention Strategies
PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I
PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II
PSYCLN 650 - Clinical Psychology Proseminar I
PSYCLN 651 - Clinical Psychology Proseminar II
PSYCLN 660 - Physiological Psychology
PSYCLN 670 - Advanced Statistics
PSYCLN 675 - Research Methods and Ethics in Clinical Psychology
PSYCLN 680 - History and Systems
PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum
PSYCLN 692 - Clinical Research Practicum II
PSYCLN 698 - Master's Research
PSYCLN 699 - Master's Research Seminar
PSYCLN 701 - Neuropsychological Assessment
PSYCLN 710 - Child Assessment
229
PSYCLN 721 - Child Therapy
PSYCLN 726 - Cognitive Behavioral Theory and Therapy
PSYCLN 727 - Emotion-Focused Psychotherapy
PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling
PSYCLN 775 - Qualitative Methods in Clinical Psychology
PSYCLN 781 - Assessment Practicum I
PSYCLN 782 - Assessment Practicum II
PSYCLN 783 - Advanced Clinical Research Practicum I
PSYCLN 784 - Advanced Clinical Research Practicum II
PSYCLN 785 - Practicum and Ethics I
PSYCLN 786 - Practicum and Ethics II
PSYCLN 787 - Practicum III
PSYCLN 788 - Practicum IV
PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation
Practicum I
PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation
Practicum II
PSYCLN 879 - Advanced Community Psychology
PSYCLN 891 - Teaching Seminar
PSYCLN 893 - Advanced Community Practicum I
PSYCLN 894 - Advanced Community Practicum II
PSYCLN 896 - Independent Study
PSYCLN 897 - Special Topics in Clinical Psychology
230
PSYCLN 898 - Internship in Clinical Psychology
PSYCLN 899 - Dissertation Research
Psychology Developmental and Brain Sciences
PSYDBS 601 - Grant Writing and Research Ethics
PSYDBS 602 - Fundamentals of Neuroscience
PSYDBS 613 - Behavioral Neuroscience
PSYDBS 623 - Cognitive Neuroscience
PSYDBS 690 - Mentored Research
PSYDBS 693 - Seminar in Development and Brain Sciences
PSYDBS 695 - Independent Study
PSYDBS 696 - Independent Study
PSYDBS 697 - Special Topics
PSYDBS 715 - Developmental Behavioral Neuroscience
PSYDBS 725 - Developmental Cognitive Neuroscience
PSYDBS 762 - Knowledge Acquisition
PSYDBS 795 - Independent Study
PSYDBS 796 - Independent Study
PSYDBS 895 - Independent Study
PSYDBS 896 - Independent Study
PSYDBS 899 - Dissertation Research
Public Administration
PUBADM 601 - The New England Political Environment
231
PUBADM 602 - The New England Economic Environment
PUBADM 606 - Nonprofit Organizations and Public Policy
PUBADM 610 - Public Management: Theories and Principles
PUBADM 611 - E-Government: The Internet and Public Policy
PUBADM 612 - Urban Politics and Policy
PUBADM 614 - Human Resources Management
PUBADM 619 - WPPP: Contemporary American Public Policy Issues
PUBADM 620 - Analytic Skills I: Skills for Policy Analysis
PUBADM 621 - Analytic Skills II: Research Methods
PUBADM 622 - WPPP Fall Internship
PUBADM 623 - WPPP: Women in American Politics and Policy Making
PUBADM 624 - WPPP: Spring Internship
PUBADM 625 - Public Budgeting and Financial Management
PUBADM 628 - Research Methods for Policy Analysis
PUBADM 629 - Leadership and Organizations: Gender, Power and Authority
PUBADM 651 - Policy Workshop
PUBADM 652 - Policy Workshop
PUBADM 653 - Policy Workshop
PUBADM 654 - Policy Workshop
PUBADM 675 - Collaborative Governance
PUBADM 691 - Capstone /Case Study Seminar
PUBADM 696 - Independent Study
232
PUBADM 697 - Special Topics in Public Affairs
Public Policy
PPOL-G 602 - Political Economy of Class, Race and Gender
PPOL-G 603 - Community-based and Participatory Research
PPOL-G 604L - Statistical Methods in the analysis of Social Problems I
PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II
PPOL-G 609L - Qualitative Methods and Field Research
PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes
PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and
Institutions
PPOL-G 621 - Microeconomics for Policy Analysis
PPOL-G 622 - Public Finance and Budgeting
PPOL-G 630 - Research Methods I for Policy
PPOL-G 631 - Research Methods II for Policy
PPOL-G 697 - Special Topics
PPOL-G 711 - Multi-Disciplinary Topics in Public Policy
PPOL-G 716 - Public Policy ProSeminar
PPOL-G 740 - Political Institutions
PPOL-G 741 - Urban Housing Policy
PPOL-G 749L - Scientific & Political Change
PPOL-G 753L - Epidemiological Thinking and Population Health
PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice
PPOL-G 795 - Independent Study
233
PPOL-G 891 - Dissertation Workshop for Public Policy
PPOL-G 898 - Internship in Public Policy
PPOL-G 899 - Dissertation
Rebuilding Sustainable Communities after Disasters
CRSCAD 522 - Migrants and Refugees
CRSCAD 527 - GIS in Emergency and Disaster Management
CRSCAD 595 - Independent Study
CRSCAD 597 - Special Topics
CRSCAD 601L - Social Vulnerability to Disasters
CRSCAD 602L - Climate Change, Food & Water Resources
CRSCAD 603L - Reconstruction After the Cameras Have Gone
CRSCAD 621L - Human Dignity, Human Rights, and Sustainable Post-Disaster
Reconstruction
CRSCAD 624L - Survival Skills for the 21st Cent: Develop Personal,
Organizational, & Community Resilience Skills.
CRSCAD 643L - The Political Economy of International Migration
Rehabilitation Counseling
REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities
REHAB 603 - Foundations of Rehabilitation
REHAB 609 - Psychiatric Rehabilitation
REHAB 610 - Ethics, Case Management and Planning in Rehabilitation
REHAB 611 - Rehabilitation Counseling Portfolio
REHAB 612 - Vocational Rehabilitation and Placement
234
REHAB 614 - Motivational Interviewing
REHAB 615 - Counseling Theories
REHAB 688 - Rehabilitation Practicum
REHAB 697 - Special Topics
REHAB 698 - Rehabilitation Internship
School Psychology
SPY G 601 - Issues and Ethics in School Psychology
SPY G 602 - Standardized Assessment and Report Writing
SPY G 603 - Foundations of Educational Assessment and Data-Based Decision
Making
SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention
SPY G 607 - School-Based Interventions and Data-Based Decision Making
SPY G 608 - Systems Consultation, Prevention, and Organizational Change
SPY G 612 - Learning and the Curriculum
SPY G 635 - Behavior Therapy in Schools
SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology
SPY G 685 - Practicum I: School-Based Assessment & Intervention
SPY G 686 - Practicum II: School-Based Assessment & Intervention
SPY G 687 - Practicum in School Psychology III
SPY G 688 - Internship in School Psychology
SPY G 689 - Internship in School Psychology
SPY G 691 - Seminar in School Psychology
SPY G 696 - Independent Study in School Psychology
235
Sociology
SOCIOL 598 - Field Experience Project
SOCIOL 600 - Foundations of Applied Sociology
SOCIOL 601 - Complex Organizations
SOCIOL 604 - Classical Sociological Theory
SOCIOL 605 - Applied Sociological Theory
SOCIOL 606 - Social Semiotics and Cultural Analysis
SOCIOL 607 - Contemporary Sociological Theory
SOCIOL 608 - Urban Sociology
SOCIOL 609L - Qualitative Methods and Field Research
SOCIOL 610 - Teaching Sociology: Theory & Practice
SOCIOL 630 - Applied Social Psychology
SOCIOL 642 - Issues in Contemporary Social Policy
SOCIOL 646 - Sociology of Gender
SOCIOL 650 - Meth Of Research I
SOCIOL 651 - Quantitative Methods
SOCIOL 652 - Advanced Quantitative Methods
SOCIOL 655 - Evaluation Research
SOCIOL 660 - Fundamentals of Survey Methodology
SOCIOL 661 - Designing and Evaluating Survey Questions
SOCIOL 662 - Applied Survey Sampling - Design and Analysis
SOCIOL 664 - Practicum in Survey Research Techniques
236
SOCIOL 665 - New Techniques in Survey Data Collection
SOCIOL 667 - Sociology of Law
SOCIOL 681 - Health Care Policy
SOCIOL 682 - Sociology of Health and Illness
SOCIOL 694 - Master's Research Seminar
SOCIOL 696 - Independent Study
SOCIOL 697 - Special Topics in Applied Sociology
SOCIOL 698 - Field Work
SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology
SOCIOL 701 - Proseminar II: Planning a career in Sociology
SOCIOL 702 - Proseminar III: Developing professional skills and preparing for job
market
SOCIOL 897 - Special Topics
SOCIOL 899 - Dissertation Credits
Spanish
SPAN 502 - Technology for the Spanish-Language Classroom
SPAN 580 - Translation in Media
Special Education
SPE G 607 - Behavioral and Classroom Management
SPE G 621 - Introduction to Disabilities for Educational Professionals
SPE G 624 - Standardized Assessments for Students with Moderate Disabilities,
PreK-12
SPE G 625 - Reading and Writing Assessment and Instruction for Students with
Moderate Disabilities, Pre K-8
237
SPE G 626 - Math, Science, and Social Science Assessment and Instruction for
Students with Moderate Disabilities
SPE G 629 - Consultation and Interpersonal Skills
SPE G 630 - Building Collaborative Partnerships with Families of Students with
Disabilities
SPE G 631 - Clinical Teaching: Secondary
SPE G 632 - Alternative Strategies
SPE G 633 - Legal and Political Issues in Special Education
SPE G 654 - Youth Development and Self Determination
SPE G 655 - Career Development and Competitive Employment
SPE G 656 - Postsecondary Education for Students with Disabilities
SPE G 657 - Transition Topics
SPE G 658 - Transition Leadership
SPE G 661 - Autism Spectrum Disorder: Foundations & Characteristics
SPE G 662 - Autism Spectrum Disorder: Assessment and Collaboration
SPE G 663 - Autism Spectrum Disorders: Programs, Services, and Supports
SPE G 664 - Autism Spectrum Disorder: Field Experience
SPE G 684 - Computers in Special Education
SPE G 692 - Capstone Research Seminar in Special Education: Professional
Licensure
SPE G 693 - Practicum: Transition Leadership I
SPE G 696 - Independent Study
SPE G 697 - Special Topics in Special Education
SPE G 698 - Moderate Practicum
238
Urban Planning and Community Development
UPCD 600 - History and Theory of Urban Planning
UPCD 601L - Social Vulnerability to Disasters
UPCD 602L - Climate Change, Food & Water Resources
UPCD 603L - Reconstruction After the Cameras Have Gone
UPCD 611 - The City in History
UPCD 615 - Urban Real Estate Markets and Development Process
UPCD 620 - Analytic Methods for Urban Planning and Community Development
UPCD 621L - Human Dignity, Human Rights, and Sustainable Post-Disaster
Reconstruction
UPCD 622 - Citizen Participation and the Right to the City
UPCD 623L - Introduction to Geographic Information Systems
UPCD 624L - Survival Skills for the 21st Cent: Develop Personal, Organizational, &
Community Resilience Skills.
UPCD 625 - Analytical Methods II for Planners: Qualitative Techniques
UPCD 626 - Spatial Analysis for Urban Design
UPCD 630 - Urban Information and Institutional Systems
UPCD 631 - Land Use Controls
UPCD 632 - Law, Ethics, and Practice in Planning
UPCD 635 - Master Planning: Principles and Practice
UPCD 643L - The Political Economy of International Migration
UPCD 662 - Citizen Participation in Community Development
UPCD 667 - Environmental Planning and Impact Assessment
239
UPCD 670L - Environmental and Energy Economics
UPCD 671L - Introduction to Environmental Management
UPCD 674L - Climate and Energy: Law, Policy and Management
UPCD 684L - Social Enterprise
UPCD 687L - Nonprofit Management
UPCD 697 - Special Topics
UPCD 701 - Urban and Regional Environmental Planning
UPCD 720 - Community Development for Urban Planners
UPCD 721 - Social/Class/Multicultural Goals in Community Development
UPCD 725 - Contemporary Community Development
UPCD 726L - Coastal Zone Policy, Planning, and Management
UPCD 730 - Housing and Community Development Finance
UPCD 750 - Planning Studio I
UPCD 752 - Professional Planning Report I
UPCD 753 - Professional Planning Report II
Vision Studies
VISN 601 - Physical and Functional Aspects of Visual Impairments
VISN 602 - Education of Students with Visual Impairments
VISN 603 - Braille I
VISN 604 - Eye Anatomy and Disease
VISN 605 - Clinical and Functional Assessment of Vision
VISN 610 - Braille II
240
VISN 611 - Technology and Visual Impairments
VISN 612 - Orientation and Mobility and Independent Living Skills
VISN 613 - Assessment of Students with VI Including Those with Additional
Disabilities
VISN 614 - Assessment & Instructional Strategies for Students with VI Including
Those with Additional Dis II
VISN 619 - Teacher of the Visually Impaired Practicum
VISN 621 - Orientation and Mobility Assessment and Instructional Strategies:
Children
VISN 622 - Orientation and Mobility Assessment- Adult
VISN 625 - Methods of Orientation and Mobility
VISN 628 - Orientation and Mobility Praxis Lab
VISN 629 - Orientation and Mobility Practicum
VISN 630 - Introduction to Vision Rehabilitation Therapy
VISN 631 - Methods of Vision Rehabilitation Therapy I
VISN 632 - Methods of Vision Rehabilitation Therapy II
VISN 639 - Visual Rehabilitation Therapy Practicum
VISN 640 - Psychosocial Aspects of Visual Impairment
VISN 646 - Introduction to Audiology and the Human Auditory System
VISN 648 - Cortical/Cerebral Visual Impairment
VISN 651 - Vision and the Brain: Neurolog
VISN 652 - Assessment for Students with Cortical/Cerebral Visual Impairment
VISN 653 - Promising Practices for Teaching Students with CVI
VISN 654 - Consultation and Collaboration Strategies
241
VISN 660 - Introduction to Assistive Technology for People with Visual
Impairments
VISN 661 - Assistive Technology Assessment and Instruction for People with
Visual Impairments
VISN 662 - Configuration and Exploration of Assistive Technology solutions for
People with Visual Impairments
VISN 663 - Technological Methods of Accessibility and Accommodations for
People with Visual Impairments
VISN 669 - Assistive Technology for People with Visual Impairments Practicum
VISN 696 - Independent Study
VISN 697 - Special Topics
Women's and Gender Studies
WGS 501 - Advanced Topics in Human Rights
WGS 581 - Seminar in Gender, Power, Politics/Graduate Consortium in Women's
Studies
WGS 583 - Seminar in Gender, Culture, Society/Graduate Consortium in Women's
Studies
WGS 591 - Feminist Inquiry: Strategies for Effective Scholarship/Graduate
Consortium in Women's Studies
WGS 597 - Special Topics in Women's Studies/Graduate Consortium in Women's
Studies
WGS 599 - Dissertation Workshop/Graduate Consortium in Women's Studies
Admissions
Graduate Admissions
https://www.umb.edu/admissions/graduate-
students/
617.287.6400
242
[email protected]
Campus Center, Upper Level, U320
• Application Process
o Eligibility
o Application Requirements
o Disclaimers
• International Applicants
o Bachelor's Degree Equivalency
o English Language Proficiency
o Visa Information
Application Process
Eligibility
To be eligible for a UMass Boston graduate degree program, applicants must hold a bachelor's degree from
a regionally accredited U.S. institution of recognized standing or an international equivalent with a
cumulative GPA of 2.75/4.0 (or international equivalent) in all undergraduate work.
Application Requirements
In addition to any program-specific requirements, all applicants need to submit:
• Online application and fee.
• Official transcripts for all institutions where you have earned more than six credits.
• Applicants who completed undergraduate coursework outside of the United States may be required
to submit English proficiency test results, even if they are permanent residents or citizen of the U.S.
• Two to three letters of recommendation depending on the program-specific requirements.
• Statement of purpose
• Resume/CV
Official transcripts should be mailed in hard-copy or sent electronically directly from a digital delivery service
such as eScrip, Clearinghouse, or Parchment. We cannot accept scanned or emailed transcripts. Please
review the submission instructions for hard-copy application materials and test scores.
Disclaimers
Admission is granted only for the semester requested and cannot be guaranteed for future semesters.
Admission to graduate study does not automatically indicate approval of candidacy for a degree.
All materials submitted to the university become the property of the university and cannot be returned to the
applicant or forwarded to any third party.
International Applicants
243
In addition to UMass Boston's general and program-specific graduate application requirements, international
applicants to graduate programs must satisfy these requirements:
Bachelor's Degree Equivalency
International applicants must submit evidence that they have completed the equivalent of a regionally
accredited, U.S. university-level Bachelor's degree program. Acceptable documents can include official
copies of diplomas, certified final degree certificates, and notation on final transcript of degree and date
awarded. Most international 4-year degrees are recognized as being equivalent. Most international 3-year
degrees, including the Indian Bachelor of Arts, Sciences and Commerce degrees, are not considered to be
equivalent.
If we are unable to determine equivalence, we may require applicants to submit an external evaluation from
the Center for Educational Documentation (www.cedevaluations.com). Credential evaluations from other
agencies may not be accepted. Credential Evaluation Reports will not be accepted in place of official
transcripts.
If your transcript is in a language other than English, each page must be accompanied by an English
translation, validated by an official public translator.
English Language Proficiency
Any applicant that has not completed at least two academic years of full-time study (excluding ESL or test-
prep) at an approved English-speaking college or must submit official score results for one of the following:
• Test of English as a Foreign Language (TOEFL)
• International English Language Testing System academic version (IELTS Academic)
• Pearson Test of English (PTE Academic).
Applicants may be exempt from submitting these test scores if they have received at least four years of
education (including their undergraduate program) at an English-speaking college or university in the United
States or:
Australia
Guyana
Bahamas
Ireland
Barbados
Jamaica
Belize
Kenya
Canada (except Quebec)
Liberia
Dominica
New Zealand
Ghana
Trinidad / Tobago
Grenada
Singapore
Grand Cayman
United Kingdom
We can only accept official score reports sent electronically or in hard-copy directly from the testing
agency. Please review the minimum scores required for admission:
244
TOEFL PBT
TOEFL IBT
IELTS Academic
PTE Academic
College of Management
600
90
6.5
61
Applied Linguistics (MA)
600
90
6.5
61
Applied Linguistics (PhD)
600
100
7.0
68
Early Childhood Education and
Care (PhD)
600
100
7.0
68
English (MA)
600
90
6.5
61
History (MA)
600
90
6.5
61
Instructional Design
600
90
6.5
61
Most Other Programs
550
79
6.0
53
Visa Information
Once admitted, applicants will be contacted by the International Student & Scholar Office with information on
the visa process. Please email [email protected] if you have questions or need assistance.
International students admitted to any American university need an I-20 "Certificate of Eligibility," issued by
the admitting institution, indicating that they have been accepted as full-time degree-seeking students, that
they have the required proficiency in the English language, and that there is sufficient financial support for
their education.
Applicants must be prepared to pay their own expenses, and should also anticipate yearly increases in
institutional costs (such as tuition and fees) and living expenses. For a complete listing of fees, refer to
the Costs, Financial Aid, & Assistantships section. Transportation to and from the U.S. is not included in this
estimate. International students are required to pay non-resident tuition and fees.
The UMass Boston International Student & Scholar Office will normally provide the international applicant
with the I-20 form to enable them to apply for a visa with which to enter the United States. The University
cannot issue the I-20 to part-time or online programs. Visa documents will not be issued until the applicant
has been admitted and satisfied the International Student & Scholar Office requirements for issuance.
The I-20 form is valid only for the semester for which it was issued. The Office of Graduate Studies and
Admissions must be notified of an official decision to defer enrollment before a new I-20 form can be issued.
If the applicant holds an I-20 from another U.S. institution, a Transfer Verification Form must be completed
by the International Student Advisor at the institution the student is currently attending, or if not currently
enrolled, the institution most recently attended. Please email [email protected] if you need assistance.
Costs, Financial Aid, & Assistantships
Bursar's Office
www.umb.edu/bursar
245
617.287.5350
[email protected]
Office of Financial Aid Services
https://www.umb.edu/financial-aid/
617.287.6300
[email protected]
• Tuition
• Other Fees
• College of Advancing and Professional Studies (CAPS) Courses
• Certificate Students
• Description of Fees
• Refund Policy
• Residency Status
• The Bursar's Office
o Bills
o Payments
o Wire Transfers
o Excess/Refund
o In-House Payment Plan
• Graduate Assistantships and Financial Aid
o Assistantships
o Financial Aid
o Applying for Financial Aid
o Satisfactory Academic Progress
Tuition
Note: Certain programs may have special fee structures. See the Bursar's website for more information.
Full-Time (12 credits or more)
Rates are per semester. For annual rates, please double the per semester rates shown below.
Tuition and Mandatory Fees
In-State
Out-of-State
NE Regional
Tuition
7,262.28
14,175.45
14,175.45
Technology Fee
187.56
187.56
187.56
Student Activities Fee
39.60
39.60
39.60
NE Regional Tuition Discount
-
-
(1,466.28)
246
Tuition and Mandatory Fees
In-State
Out-of-State
NE Regional
___________________
Total Tuition and Fees
________
7,489.44
_________
14,402.61
_________
12,936.33
Part-Time (under 12 credits) Costs Per Credit
Tuition and Mandatory Fees
In-State
Out-of-State
NE Regional
Tuition
806.92
1,575.05
1,575.05
NE Regional Tuition Discount
-
-
(162.92)
Technology Fee
20.84
20.84
20.84
Student Activities Fee
4.40
4.40
4.40
___________________
Total Tuition and Fees
________
832.16
_________
1,600.29
_________
1,437.37
Other Fee Information
OTHER MANDATORY FEES
Description
Fee
Graduate Program Fee
225.00
Late Payment Fee
70.00
Payment Plan Fee
47.00
Returned Check Fee
30.00
Commencement Fee
200.00
Combined New Student Fee - Graduate.
(one time charge for each certificate / degree)
390.00
ID Fee (new matriculated student)
75.00
ID Fee (returning student - once each semester)
12.00
International Student Fee (charged to all students with a visa)
$14.00 per credit
247
OTHER MANDATORY FEES
Description
Fee
Student Health Insurance (mandatory if student cannot provide comparable
coverage)*
3177.56 (08/01/23-
07/31/24)
Non-Degree Registration Fee (charged to non-degree students for the Fall /
Spring semester)**
60.00
Non-Degree Registrar's Service Fee (charged to non-degree students for the Fall
/ Spring semester)
10.00
Curriculum and Service Fees for Colleges
College of Management
Graduate per semester - fall/spring
950.00
Graduate per semester - summer/winter
475.00
College of Nursing and Health Sciences - Nursing
Graduate per semester - fall/spring
700.00
Graduate per semester - summer/winter
350.00
College of Nursing and Health Sciences - EHS
Graduate per semester - fall/spring
700.00
Graduate per semester - summer/winter
350.00
College of Education and Human Development
E-Portfolio Annual Fee (MA)
50.00
E-Portfolio One-Time Fee (PhD)
140.00
E-Portfolio One-Time Fee (Vision Studies)
139.00
248
OTHER MANDATORY FEES
Description
Fee
E-Portfolio One-Time Fee (Rehab Counseling)
197.00
* Student Health Insurance is ONLY billed to matriculated undergraduate students with 9 or more credits,
graduate students with 7 or more credits and ALL International Students.
** For "CAPS Registration Fee" in Summer please visit College of Advancing and Professional Studies
(CAPS).
OPTIONAL FEES
Description
Fee
MassPIRG (www.masspirgstudents.org)
9.00
Mass Media (Student Newspaper)
17.00
Renewable Energy (UMRET) - opt-in
7.00
About College of Advancing and Professional Studies (CAPS) Courses
Some UMass Boston courses are offered through the College of Advancing and Professional Studies
(CAPS). CAPS course costs differ somewhat from those shown in this chart, and CAPS courses are
charged separately. Any questions please contact CAPS: Tel (617) 287.7900 or [email protected].
Certificate Students
Tuition, fees, and billing procedures for certificate students are the same as for matriculated students, unless
otherwise noted.
Description of Fees
The Board of Higher Education and the University Board of Trustees determine all charges.
Application Fee
Each application for admission to the university from a student seeking a degree must be accompanied by a
non-refundable application fee payment of $60(UG/Grad) for domestic applicants, $100(UG/Grad) for
international applicants. Checks should be made payable to The University of Massachusetts Boston, and
submitted together with completed application forms.
Tuition
As a state institution, tuition rates are established annually by the Massachusetts Board of Higher
Education and the University Board of Trustees. (New Pricing Structure-Effective Fall 2022)
Technology Fee
The Technology Fee supports the technology infrastructure and educational environment necessary to meet
the technological demands of the UMass Boston community.
249
Student Activity Fee
The Student Activity Fee supports programs and activities from recognized student organizations that are
beneficial to students and enrich current campus student life, including arts, athletics, clubs and recreation
and other student-focused programs.
Other Mandatory Fees
• CM Curriculum and Service Fee is used to support the College of Management's educational
mission. This fee will be assessed per semester to all undergraduate students with more than 60
credits and all graduate students.
• CNHS Curriculum and Service Fee is used to support the College of Nursing and Health
Science's educational mission. This fee will be assessed per semester to all undergraduate
students with more than 60 credits and all graduate students.
• CNHS - EHS Curriculum and Service Fee is used to support the EHS program's educational
mission. This fee will be assessed per semester to all undergraduate students with more than 60
credits and all graduate students.
• Combined New Student Fees is a one-time fee assessed to each certificate and degree seeking
student in their first semester. The fee may not be canceled or refunded unless the student
withdraws prior to the first day of classes.
• Commencement Fee is one-time fee to seniors or students in the year of their anticipated
graduation. To change your year of graduation, you must contact the Registrar's Office.
• Educator Preparation E-Portfolio Fee (Originally CEHD E-Portfolio Fee) is the annual fee to
purchase an online subscription to TaskStream, which provides students with access to a
professional E-portfolio that is a powerful tool for providing evidence of the knowledge and skills
necessary for professionals in the education and counseling fields. It is also required for students
who are enrolling in an educator preparation program and/or are seeking an educator license from
Massachusetts Department of Elementary and Secondary Education (MA DESE). For further
information, please visit:
https://www.umb.edu/academics/cehd/student_information/taskstream
• ID card Fee is used to support the cost of making/activating the identification cards (BeaconCard);
all continuing students are charged the fee each fall for reactivation, and all new matriculated
students are charged the fee in the first semester of attendance to obtain cards. New students can
pick up their BeaconCard in the BeaconCard Office.
• International Student Fee is a flat fee charged each semester to all international students holding
visas.
• Non-Degree Registrar's Service Fee is charged each semester to non-degree students for
prepayment of all record copying services. This is a life long service. You will not be charged for the
copying and mailing of academic records at anytime, either for personal use or for forwarding to
third parties.
• Non-Degree Registration Fee is charged to non-degree students during Fall/Spring semester of
registration. You will not be charged for orientation or recreation fees. (For Summer Registration
Fee please visit CAPS)
• Orientation Fee is a one-time fee assessed to each new and transfer certificate or degree seeking
student. This fee is used to support orientation, advising, registration, and transition to the
university.
• Student Health Insurance is mandatory for all students, unless they can prove separate coverage
and receive a waiver from the Bursar's Office. The Student Health Insurance waiver must be filed
each academic year. Details please see "Health Insurance" below.
Optional Fees
250
Charges for optional fees appear on the bills of matriculated students, you can waive MassPIRG Fee and
Mass Media Fee on WISER during the semester.
* MassPIRG Fee The Massachusetts Student Public Interest Research Group (MASSPIRG) is a statewide,
student-directed, student-funded, nonpartisan advocacy organization working on environmental, consumer,
higher education, voter registration, and hunger and homelessness issues. MASSPIRG student chapters
across the state pool resources through a waivable fee each semester and hire professional staff to work
with students on these issues. Volunteer, leadership, and internship opportunities are available for students
on campus. For more information about MASSPIRG visit www.masspirgstudents.org.
* Mass Media Fee provides sustained funding for the operating costs of UMass Boston's student
newspaper.
* Renewable Energy Fee will be used specifically for renewable energy initiatives on the UMass Boston
campus. The revenue will be administered by students through the UMass Renewable Energy
Trust (UMRET).
*Parking Pass please contact the Parking & Transportation Office in the Quinn Administration Building or
call them at 617.287.5040 for information about Semester Parking Passes. A student may request that
Parking & Transportation department bill the parking pass to their account. It will then be treated as part of
the student's bill and will be subject to late fees if not being paid by the due date of the bill.
Program Fee
Each degree-seeking graduate student is required to maintain continuous registration until the degree that
the student is seeking has been formally awarded. If a graduate student does not register for course, thesis,
or dissertation credits during any semester, the student must pay a program fee to maintain continuous
registration. The program fee for all students is $225.00 per semester and is paid to the One Stop Student
Center. Note: Payment of the program fee does not extend the time limit for completion of the degree. Any
questions regarding the program fee should go through the One Stop Student Center.
Tuition Surcharge for Credit Hours in Excess of Degree Requirements
The Massachusetts Board of Higher Education requires all universities and state colleges to assess a tuition
surcharge to students who exceed 118 percent of required credits in an academic degree program. This
surcharge applies to in-state undergraduates and students enrolled through the New England Regional
Exchange Program and is equal to the non-resident tuition rate per credit.
1. Students who transferred to UMass Boston are exempt.
2. Transfer credits completed after enrolling at UMass Boston are excluded from the total of credits
earned.
3. Credits earned for programs requiring more than 120 credits are excluded. For further information,
contact the Registrar's Office at 617.287.6200.
Refund Policy
Cancellation of Tuition and Fees Charges
251
Students who drop courses by the end of the applicable Add/Drop deadline will receive full cancellation of
most tuition and fee charges. Cancellation of charges for meal plans, parking passes and book advances
are not included in this policy. Note that the Add/Drop deadline may vary based on the academic calendar to
which the course adheres.
A cancellation of per-credit tuition (includes Continuing Education) and mandatory fees will be issued to
matriculated students withdrawing from the university according to the following schedule. With the
exception of accelerated programs, this schedule applies to Fall and Spring semesters only.
Failure to attend classes does not constitute withdrawal from the University
Cancellation of Tuition and Fee Schedule
Matriculated Students
Sessions
Tuition & Fee Refund
During
Add/Drop
Week
2
Week
3
Week
4
Week
5
Week
6
Week 7 or
later
Regular
Tuition, Technology Fee,
Student Activity Fee
100%
80%
60%
40%
20%
0%
0%
OCE
CE - Online Course
100%
80%
60%
40%
20%
0%
0%
CEO
CE - Online Course
100%
100%
80%
60%
40%
20%
0%
CE1
CE - Remote/F2F Course/CE -
Off-Site Course
100%
100%
80%
60%
40%
20%
0%
CE2
CE - Remote/F2F Course/CE -
Off-Site Course
100%
100%
80%
60%
40%
20%
0%
Non-Matriculated Students
Sessions
Tuition & Fees Refund
During Add/Drop
Week 2
Week 3 or later
Regular
Tuition, Technology Fee, Student Activity Fee
100%
0%
0%
OCE
CE - Online Course
100%
0%
0%
CEO
CE - Online Course
100%
100%
0%
CE1
CE - Remote/F2F Course/CE - Off-Site Course
100%
100%
0%
CE2
CE - Remote/F2F Course/CE - Off-Site Course
100%
100%
0%
Additional factors to consider when determining your refund amount:
A refund of per-credit tuition (including Continuing Education) and mandatory fees will be issued to students
withdrawing from the university.
252
Students must withdraw from all courses and should submit a UMB Withdrawal Form in order to qualify for a
prorated cancellation of charges. Undergraduate & Graduate withdrawal forms can be found on the
Registrar's website.
A refund of the mandatory enrollment deposit is not covered by this policy. Undergraduate and Graduate
students seeking an enrollment deposit refund should contact the admissions office.
In addition to the cancellation of charges, Financial Aid recipients withdrawing from the university will have
their financial aid award reviewed to determine the amount of financial aid that the student is eligible to keep
based on their withdrawal date. This review may result in a reduction of disbursed aid and must be
completed before any refund is issued to the student.
A student who is suspended or expelled from the university for disciplinary reasons forfeits all rights to any
cancellation of charges.
Individual course withdrawals after the add/drop deadline (including all courses taken by non-matriculated
students) do not qualify for any cancellation of charges.
All of the above does not apply to Continuing and Professional Studies (CAPS) courses. See
https://online.umb.edu/ for refund schedule.
On-Campus Housing Proration Policy
In the event that a student does not reside in housing for the entire length of his/her licensing agreement, the
following policies will apply to his/her meal plan and Campus Living Grant:
On-Campus Living Proration Policy
The Office of Housing and Residential Life handle all inquiries and decisions regarding licensing
agreements for room charges. They can be reached at [email protected] or 617-287-6011.
Residency Status
These rules and regulations apply to the classification of students at the public institutions of higher
education as Massachusetts or non-Massachusetts residents for tuition and fee purposes.
Part I. Definitions
1.1 "Board of Trustees" shall mean the Board of Trustees of an institution.
1.2 "Continuous attendance" shall mean enrollment at an institution for the normal academic year in each
calendar year or the appropriate portion or portions of such academic year as prescribed by the Board of
Trustees or under its authority.
1.3 "Eligible person" shall mean a U.S. citizen, lawful immigrant, permanent resident, or holder of another
legal immigration status, who has satisfied the durational residency requirement and can demonstrate their
intent to remain in Massachusetts.
1.4 "Emancipated person" shall mean a person who has attained the age of 18 years and is financially
independent of his or her parents, or, if under 18 years of age, (a) whose parents have entirely surrendered
the right to the care, custody, and earnings of such person and who no longer are under any legal obligation
to support or maintain such person; or (b) a person who is legally married; or (c) a person who has no
parent. If none of the aforesaid definitions applies, said person shall be deemed an "unemancipated
person."
253
1.5 "Institution" shall mean the public college or university at which any person is or seeks to be enrolled as
a student.
1.6 "Proof of Emancipation" shall be demonstrated through submission of evidence including, but not limited
to: (a) Birth certificate or any other legal document that shows place and date of birth; (b) Legal guardianship
papers – court appointment and termination must be submitted; (c) Statement of the person, their parent(s),
guardian(s), or others certifying no financial support;(d) Certified copies of federal and state income tax
returns filed by the person and their parent(s); (e) Copies of applications for federal financial aid; or (f)
Where none of the foregoing can be provided, an affidavit of the emancipated person in explanation thereof
and stating fully the grounds supporting the claim of emancipation.
1.7 "Parent" shall mean
1. the person's father and mother, jointly;
2. if the person's father is deceased, the person's mother; if the person's mother is deceased, the
person's father;
3. if a legal guardian has been appointed by a court having jurisdiction, the legal guardian;
4. if neither the father nor mother is living and no legal guardian has been appointed, the person who
then stands in loco parentis to the person;
5. if the father and mother are divorced, separated or unmarried, the parent who has been awarded
legal custody of the person; or, if legal custody has not been awarded, the parent with whom the
person lives.
With respect to any adopted student, the word "adoptive" should be inserted before the words "father" and
"mother" wherever used.
1.8 "Reside," "residency," or "resident" shall mean "domicile," i.e., a person's true fixed and permanent home
or place of habitation, where they intend to remain permanently.
Part II. Classification
2.1 For the purpose of assessing tuition and fees, each student shall be classified as a "Massachusetts
resident" or a "Non-Massachusetts resident." At the University and the state colleges, an eligible person
shall be classified as a Massachusetts resident if they (or the parent of an unemancipated student) shall
have resided in the Commonwealth of Massachusetts for purposes other than attending an educational
institution (including a private educational institution) for twelve months immediately preceding the student's
entry or reentry as a student. At the community colleges, a person shall be classified as a Massachusetts
resident if they (or the parent of an unemancipated student) shall have resided in the Commonwealth of
Massachusetts for purposes other than attending an educational institution (including a private educational
institution) for six months immediately preceding the student's entry or reentry as a student.
2.2 Physical presence for this entire twelve-month or six-month period need not be required as long as the
conduct of an individual, taken in total, manifests an intention to make Massachusetts their permanent
dwelling place. However, residency is not acquired by mere physical presence in Massachusetts while the
person is enrolled in an institution of higher education.
Part III. Determination of Residency
3.1 Proof of Residency
1. Each case will be decided on the basis of all facts submitted with qualitative rather than quantitative
emphasis. A number of factors are required for residency 3 to determine the intention of the person
to maintain permanent residence in Massachusetts. No single indicium is decisive. The burden of
proof rests on the student seeking classification as a Massachusetts resident.
2. The following shall be indicia of residence:
254
1. For unemancipated persons, the residency of parents, having custody, within
Massachusetts;
2. Certified copies of federal and state income tax returns;
3. Permanent employment in a position not normally filled by a student;
4. Reliance on Massachusetts sources for financial support;
5. Possession of a Massachusetts high school diploma;
6. Continuous physical presence in Massachusetts during periods when not an enrolled
student;
7. Military home of record; and
8. All other material of whatever kind or source which may have a bearing on determining
residency.
3.2 Eligibility
1. a) The following individuals shall be eligible for in-state tuition:
1. Any person who is registered at an institution as a Massachusetts resident shall be eligible
for continued classification as a Massachusetts resident for tuition purposes (until
attainment of the degree for which they are enrolled) during continuous attendance at the
institution.
2. The spouse of any person who is classified or is eligible for classification as a
Massachusetts resident is likewise eligible for classification as a Massachusetts resident.
This provision will not apply in the case of a spouse in the United States on a non-
immigrant visa.
3. A person who is a lawful immigrant or permanent resident of the United States is eligible
to be considered for Massachusetts residency for tuition purposes provided that they
meet the same requirements for establishing residency in Massachusetts as are required
of a United States citizen. Non-citizens who are in (or who are eligible to apply and who
have applied for) refugee/asylum status are likewise eligible to be 4 considered for
Massachusetts residency for tuition purposes provided that they meet the same
requirements for establishing residency in Massachusetts as are required of a United
States citizen. All non-citizens must provide appropriate United States Citizenship and
Immigration Services documentation to verify their status.
4. Those students whose higher education pursuits are funded by the Department of
Institutional Assistance, the Massachusetts Rehabilitation Commission, or any of the other
Commonwealth of Massachusetts public assistance programs.
5. A member of the Armed Forces of the United States who is stationed in Massachusetts on
active duty pursuant to military orders, their spouse and dependent children. A person
does not gain or lose in state status solely by reason of their presence in any state or
country while a member of the Armed Forces of the United States.
6. Full time faculty, professional staff, and classified staff employees of the public higher
education system and their spouses and dependent students.
2. A person having their residency elsewhere than in Massachusetts shall not be eligible for
classification as a Massachusetts resident for tuition purposes, except as herein provided.
Part IV. Appeals and Reclassification
4.1 Reclassification: A student may at any time request the institution to reclassify them as a Massachusetts
resident if the factual basis for his or her classification as a nonresident has changed. To do so, the student
shall submit a "Residency Reclassification Form" to the appropriate office of the institution for its review and
final classification as a resident or a non-resident student.
4.2 Appeals: A student or applicant may appeal the institution's final decision to deny their classification (or
reclassification) as a non-resident by filing an appeal through the appeal process established by the
institution. The decision on appeal is final and may not be appealed further.
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4.3 Tuition Deadlines: All deadlines for the payment of tuitions, fees, and other financial obligations to the
institution remain in force during the pendency of any request for reclassification or any appeal.
4.4 Retroactive Effect: Any change in a student's classification as the result of a request for reclassification
or an appeal will be retroactive only to the beginning of the semester during which the institution makes the
final decision to reclassify the student.
Part V. Penalties
Misrepresentation in or omission from any evidence submitted with respect to any fact which, if correctly or
completely stated, would be grounds to deny classification as a Massachusetts resident, shall be cause for
exclusion or expulsion from or other disciplinary action by the institution.
Part VI. Miscellaneous
6.1 Each institution may adopt supplementary rules governing any procedures, deadlines, and related
matters appropriate for the implementation of this policy.
6.2 The provisions of this policy shall apply to the classification of a student as the resident of any New
England state for purposes of determining their eligibility for tuition benefits through the New England Board
of Higher Education.
Veterans' Access, Choice, and Accountability Act
Qualifying veterans, dependents, and eligible individuals will be charged at the in-state tuition rate per The
Veterans Access, Choice and Accountability Act of 2014.
Public Law 116-315
The Veterans Access, Choice and Accountability Act of 2014 (codified at 38 U.S.C. 3679) has been
amended by Section 1005 of Public Law 116-315, the Johnny Isakson and David P. Roe, M.D., Veterans
Health Care and Benefits Improvement Act of 2020, which modifies 38 U.S.C. 3679(c).
The amendment requires that for all courses, semesters, or terms beginning after August 1, 2021, public
institutions of higher education must charge qualifying veterans, dependents and eligible individuals tuition
and fees at the rate for in-state residents.
As amended, 38 U.S.C. 3679(c) requires that the following individuals be charged the in-state resident rate:
• A veteran using educational assistance under either Chapter 30 (Montgomery GI Bill® – Active
Duty Program), Chapter 31 (Vocational Rehabilitation) or Chapter 33 (Post-9/11 G Bill), of 38
U.S.C. who lives in the state in which the institution is located (regardless of his/her formal state of
residence).
• Anyone using transferred Post-9/11 G.I. Bill benefits (38 U.S.C. § 3319) who lives in the state in
which the institution is located (regardless of his/her formal state of residence).
• Anyone described above while he or she remains continuously enrolled (other than during regularly
scheduled breaks between courses, semesters, or terms) at the same institution. The person must
be using educational benefits under Chapter 30, Chapter 31 or Chapter 33 of 38 U.S.C.
• Anyone using benefits under the Marine Gunnery Sergeant John David Fry Scholarship (38 U.S.C.
§ 3311(b)(9)) who lives in the state in which the institution is located (regardless of his/her formal
state of residence).
In summary, individuals are no longer required to enroll within three years of discharge or release from a
period of active duty service or the transferor's discharge or release from active duty service in order to
receive the in-state resident tuition rate.
Federal law permits public institutions of higher education to require eligible veterans, dependents, or other
eligible individuals to demonstrate their intent to establish residency in the state by means other than
satisfying a physical presence requirement. For example, institutions can request documentation such as a
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driver's license, car registration or voter registration, signed lease, or rent receipt to help establish an
applicant's intent to establish residency in Massachusetts.
Please note that the federal law does not include a durational residency requirement, nor does it include a
requirement that the eligible veteran, dependent, or other eligible individual demonstrate intent to remain in
Massachusetts indefinitely. Finally, please note that the federal law does not bar institutions from requiring
the eligible veteran, dependent, or other eligible individual to meet other requirements, unrelated to
residency, in order to be eligible for the in-state tuition rate.
Please note: GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More
information about education benefits offered by VA is available at www.benefits.va.gov/gibill
Section 702 of the Veterans Access, Choice, and Accountability Act of 2014 requires schools to bill eligible
individuals using Chapter 30 Montgomery GI Bill® or Chapter 33 Post 9/11 GI Bill® at the in-state tuition rate
if they meet the requirements of the law, even when they are defined by the school as an out-of-state
resident for tuition purposes. The bill went into effect July 1, 2015.
A "covered individual" is defined in the Choice Act as:
• A Veteran who lives in the state in which the public Institutions of Higher Learning (IHL) is located
(regardless of formal state of residence) and enrolls in the school within three years of discharge
from a period of active duty service of 90 days or more
• A spouse or child using transferred benefits who lives in the state in which the IHL is located
(regardless of his/her formal state of residence) and enrolls in the school within three years of the
transferor's discharge from a period of active duty service of 90 days or more
• A spouse or child using benefits under the Fry Scholarship who lives in the state in which the IHL is
located (regardless of his/her formal state of residence) and enrolls in the school within three years
of the Servicemember's death in the line of duty following a period of active duty service of 90 days
or more
To be eligible for the Choice Act, students must meet the requirements of the law and submit supporting
documents to the Office of Veterans Affairs outlined below.
1. Reside in Massachusetts while attending UMass Boston.
2. Submit a Certificate of Eligibility with entitlement for one of the bills below:
1. Chapter 30 Montgomery GI Bill® (Active Duty)
2. Chapter 33 Post 9/11 GI Bill® (Veteran)
3. Chapter 33 Post 9/11 GI Bill® (Dependent – "Transfer of Entitlement")
3. Provide a form DD214 Certificate of Release or Discharge from Active Duty showing the applicant
meets the following conditions:
1. The Uniformed Service Member must have been discharged within the past three years.
2. The active duty period prior to discharge must have been greater than 90 days.
Mail or scan required documents to:
UMass Boston
Office of Veterans Affairs
Campus Center, Room 4215
100 William T. Morrissey Blvd
Boston, MA 02125-3393
[email protected]
Individuals who meet the requirements will maintain in-state resident status as long as they remain
continuously enrolled at UMass Boston, even if the term of benefits expires or educational assistance is
exhausted under Chapter 30 or 33.
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The complete policy and information is available on the U.S. Department of Veterans Affairs website at
https://benefits.va.gov/gibill/post911_residentraterequirements.asp
The Bursar's Office
The Bursar's Office handles payments of tuition and fees, and distributes refunds and university financial
aid.
Bills
Bills are issued monthly to any student with a balance. Payment must be made by the due date on the bill to
avoid late fees (a $50 late payment fee will be applied to each past due invoice for the semester).
• Active students will receive an email notification to their UMass Boston email account when their
bills have been generated in WISER. The notification will provide the invoice ID as well as the due
date.
• In order to view the bills, students must log into their WISER account. The bills are located under
the Finance Center tab on the Student Center page⇒Click on View All Invoices.
• Students can print or email their student bills directly to parents, guardians, employers, spouses or
other involved parties.
• Students have the option to grant or remove access to individuals in order to view student bills
within their Student Center in WISER.
(See GRANT ADDITIONAL ACCESS to WISER ACCOUNT)
• Need help? Click here for the Job Aid "How to Access e-bill in WISER"
Payments
(The Bursar's Office will only accept checks, cashier's checks, or money orders drawn on a U.S.
bank in U.S. currency, and we do not accept payment over the phone.)
Payment options include cash, check, money order, and cashier's check. Please be sure to put your student
account id number on the check for proper posting.
• Cash payments must be made in the Bursar's Office.
• Check, money order, and cashier's check payments may be made by mail or in person at the
Bursar's Office or at the One Stop.
In addition to the above payment options, the University of Massachusetts Boston works with an external
vendor, CashNet, to process e-check and online credit card payments (MasterCard, VISA, Discover, or
American Express cards are accepted) This service is available online 24 hours a day, 7 days a week. A
2.75% non-refundable convenience fee for domestic credit or debit card transactions is assessed. A
4.25% fee is assessed for each international credit card or debit card transaction is assessed. Go
to Online Payments for details.
Your bank's online bill payment service:
• Any automated bill payment service through your personal bank directing bank to send a check to
our office should include your first and last names with the 8-digit university ID number.
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• Allow 7 to 14 business days for delivery to the university and posted onto your WISER account.
• Use of personal banking "online bill payment" services may delay payment of your account and
may result in late fees or enrollment consequences. Please plan the timing of your payments
accordingly.
** All payments are subject to verification, which could delay the removal of an administrative
hold. A returned check or rejected e-check will result in a $28 fee.
Nonpayment will result in a hold being placed on a student account which will prevent a student from:
1. registering for a subsequent semester
2. getting grades
3. graduating
4. getting transcripts
Important: Bills unpaid for 3 months after the end of the semester for which they are due will be sent to
collections. Accounts in collection are assessed a 25% collection fee.
Veterans Benefits and Transition Act of 2018
UMass Boston is compliant with the Veterans Benefits and Transition Act of 2018, section 3679 of title 38.
Please note: GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More
information about education benefits offered by VA is available at www.benefits.va.gov/gibill
A Covered Individual is any individual who is entitled to educational assistance under chapter 31, Vocational
Rehabilitation and Employment, or chapter 33, Post-9/11 GI Bill® benefits.
UMass Boston must permit any covered individual to attend or participate in the course of education during
the period beginning on the date on which the individual provides to UMass Boston a certificate of eligibility
for entitlement to educational assistance under chapter 31 or 33 (or a VAF 28-1905 form for chapter 31
authorization purposes) and ending on the earlier of the following dates:
1. The date on which payment from VA is made to the institution.
2. 90 days after the date the institution certified tuition and fees following the receipt of the certificate
of eligibility
UMass Boston will not impose any penalty, including the assessment of late fees, the denial of access to
classes, libraries, or other institutional facilities, or the requirement that a covered individual borrow
additional funds, on any covered individual because of the individual's inability to meet their financial
obligations to the institution due to the delayed disbursement funding from VA under chapter 31 or 33.
UMass Boston requires the following of their Ch. 31 or 33 students wishing to utilize their educational
benefits:
• Submit a COE or Statement of Benefits by the first day of classes to the UMass Boston VA
Certifying Official, Veterans Affairs Office, Campus Center , Room 4215, 100 William T. Morrissey
Blvd., Boston, MA 02125-3393
• Submit a written request to be certified by the first day of classes to the UMass Boston VA
Certifying Official, Veterans Affairs Office, Campus Center , Room 4215, 100 William T. Morrissey
Blvd., Boston, MA 02125-3393
• Provide any additional information needed for certification by the first day of classes to the UMass
Boston VA Certifying Official, Veterans Affairs Office, Campus Center , Room 4215, 100 William T.
Morrissey Blvd., Boston, MA 02125-3393
Please note: UMass Boston will hold a student responsible for any portion of tuition and other fees not
covered by the VA (ex: room & board charges).
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Wire Transfers
(This option is not for the payment of the new student deposit, reactivation fee, application fee or housing
fee. Any overpayment would result in the return of the entire transaction.)
International Wire Transfers (Learn more)
Reference: GlobalPay user guides or click on the YouTube tutorial
videos on the right side of this web page.
UMass Boston provides you a method of paying your tuition and fees in your own currency via Western
Union Business Solutions, a specialist in global business payments.
Note: Transaction fees deducted from both the sending bank and receiving bank will affect the funds
the school receives.
Excess / Refund
Excess is created when the total payments on an account are greater than the total bill. Excess payments
will result in the issue of an excess check or Debit/Credit Card refund.
Notification that an excess refund is available is made by an email sent to a student's UMass Boston email
account. A student can forward their emails from the UMass Boston account to an alternate email address.
In-House Payment Plan
The Bursar's Office offers an in-house payment plan for current semesters. This is an interest-free way of
paying tuition in equal monthly payments with a one-time charge of a non-refundable enrollment fee per
semester.
The benefits of our monthly payment plan:
• More time to pay.
• Avoid high interest rates.
• Create smaller, more manageable payments.
• Reduce the amount you need to borrow.
See Payment Information - UMass Boston (umb.edu) for more information.
Graduate Assistantships and Financial Aid
Assistantships
UMass Boston supports graduate education primarily through assistantships. Assistantships are not
awarded by Financial Aid Services. They are formal service contracts between you and your graduate
school department. They may include
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• a tuition waiver
• a waiver of fees
• a stipend
The number of graduate assistantships are limited based on budget. Contact your Graduate Program
Director for more information. Financial Aid award packages may be adjusted for students receiving
assistantships.
International Students
• May apply for assistantships
• Must be enrolled full-time (9 credits) to comply with immigration regulations
Financial Aid
Grants
TEACH Grant Program
• federally-funded program
• stands for The Teacher Education Assistance for College and Higher Education (TEACH)
• provides funds to eligible graduate students who agree to serve as a full-time, highly-qualified
teacher in a high-need subject area in a designated low-income school for at least 4 years within 8
years of graduating
• based on your FAFSA application
• intended for students who will teach full-time in high-need subject areas for at least four years
• must serve students from low-income families
• part-time students are eligible for the grant at a reduced level
• requires completion of one or more forms. Scan the list for the appropriate TEACH Grant Program
form
Loans
Most graduate students are heavily dependent on loans. You must be enrolled at least half-time (6 credits or
more) to be considered for student loans. Be cautious of your total loan liability and your repayment
obligations.
Federal Perkins Loan
• federally-funded program
• low-interest (5 percent) loan
• Based on exceptional financial need
Federal Direct Unsubsidized Loan
• federally guaranteed loan that is not based on financial need
• interest accrues from the time the loan is disbursed to the school
• not required to make interest or principal payments until six months after graduation, or six months
after you drop below half-time enrollment
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The Federal Direct PLUS Loan for Graduate or Professional Students
• a low interest, credit based loan
• borrow directly from the U.S. Department of Education
• must be enrolled at least half-time
• not required to make interest or principal payments until six months after graduation, or six months
after you drop below half-time enrollment
Alternative Loans from Private Lenders
• a credit-based loan from a private lender or other financial institution
• Financial Aid Services encourages you to research loan terms and conditions carefully.
Federal Work-Study
• part-time student employment
• eligibility based on financial need
• work for the University or an approved Community Service Program off campus
Institutional Student Employment Program
• part-time student employment on campus funded by UMass Boston
Applying for Financial Aid
Federal Aid
The Free Application for Federal Student Aid (FAFSA) is the first step in the financial aid process. Use the
FAFSA to apply for federal student aid.
The FAFSA requires detailed financial information to calculate your Expected Family Contribution (EFC).
The EFC measures your family's financial strength and is used to determine your eligibility for financial aid.
Cost of Attendance
Cost of Attendance changes each year and is based on direct educational costs such as tuition, fees and
indirect allowances for costs such as personal expenses, transportation, and books/supplies.
The Expected Family Contribution (EFC) is determined by the data supplied on the FAFSA, and is
calculated by a federal formula. The Expected Family Contribution (EFC) is subtracted from the Cost of
Attendance. The difference between the two amounts is "financial need" and represents a student's
maximum eligibility for need-based aid.
Summer Aid
Registered summer students will be reviewed for Pell grant eligibility as well as Federal Direct loans.
Students, identified as Pell eligible for the academic year will be reviewed for remaining Pell grant eligibility.
You will be considered for Federal Direct Loans if you did not borrow the annual maximum limit of Federal
Direct Student Loan funds during the previous fall and spring semesters. A student must be enrolled for a
minimum of six (6) summer credits to be considered for student loans.
Satisfactory Academic Progress
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At the end of the spring semester each year or upon your re-enrollment at the University, your academic
performance is reviewed to determine if you are making satisfactory academic progress (SAP). The review
is based on your cumulative grade point average and credits completed vs. attempted.
Graduate students must:
• Maintain a grade point average (GPA) of 3.0 or higher.
• Attempt no more than 150% of the credits/competencies required of your degree program (max
credits)
• Complete 67% of all credits/competencies attempted (total earned credits/total attempted credits)
If you fail to meet the above requirements, you will be notified by Financial Aid Services that you are no
longer eligible for financial assistance.
You have the right to appeal the Financial Aid Office's decision. You can fill out the Financial Aid Satisfactory
Appeal Form and describe any personal circumstances and/or extenuating circumstances that contributed to
your academic performance. Your appeal, along with an academic plan, signed by your academic advisor,
which outlines your action plan for the following semester, must be received by published deadlines.
Financial Aid Services will review all appeals. Incomplete appeals will not be considered. The decision of the
committee is final. The SAP Appeal Process is for financial aid purposes only. It does not substitute for
University review of a student's academic standing.
Research Facilities & Services
Resources for Graduate Researchers
• Institutes and Centers
• Graduate Research Funds
• Office of Research and Sponsored Programs
• Statistical Consulting Services
Student Resources
• Athletics and Recreation
• Bookstore
• Disability Services (Ross Center)
• Campus Ministry
• University Health Services
• Housing Services
Contact Information
• Contact Us
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• Directory
• Phone
• Mail
• Office Hours
Directory
Contact information for faculty and staff can be found in the online directory at www.umb.edu/directory.
Directory information includes department, email, phone, and office location.
Phone
The main switchboard can be reached at 617.287.5000 Monday through Friday from 8 a.m. to 5 p.m.
Phone numbers for faculty and staff can be found in the online directory at www.umb.edu/directory.
Mail
Campus mail is collected and distributed to departments through a centralized mail room. Correspondence
should be addressed as follows:
[Name of individual (if applicable)]
[Name of department]
University of Massachusetts Boston
100 Morrissey Boulevard
Boston, MA 02125-3393
Office Hours
University offices are generally open from 8 a.m. to 5 p.m. Monday through Friday except on holidays (see
Academic Calendar).
The Healey Library operates on an extended daily schedule.
The Department of Public Safety is open at all times and can be reached at 617.287.7799 or 617.287.1212
in an emergency.
Information on campus closures and alerts can be found on the university homepage or by calling the main
switchboard at 617.287.5000.
Maps & Directions
The University of Massachusetts Boston is located at 100 William T. Morrissey Boulevard, Boston, MA
02125-3393
• Campus Map
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• Directions
o By Public Transportation
o By Car
o By Bike
• Campus Shuttle Bus
Campus Map
View the interactive campus map
Directions
Public Transportation
Subway
Take the Red Line to JFK/UMass MBTA station. A free shuttle bus will carry you to campus.
Commuter Rail
Take the commuter rail to the JFK/UMass MBTA station from the South Shore on
the Middleboro, Plymouth and Greenbush lines. A free shuttle bus will carry you to campus.
Bus
Take the 8 or 16 bus directly to campus. MBTA buses stop at the busway behind Wheatley Hall, and at
various points on Mt. Vernon Street.
By Car
From the North
To Campus
Take Interstate 93 South through Boston to Exit 15 (Columbia Road/JFK Library). Take a left at the end of
the ramp onto Columbia Road, and then take your first right in the rotary. Follow the University of
Massachusetts signs along Columbia Road and Morrissey Boulevard to campus.
To the UMass Boston Bayside Lot
Take Interstate 93 South through Boston to Exit 15 (Columbia Road/JFK Library). Take a left at the end of
the ramp onto Columbia Road. Go straight into the rotary. Take the second exit (a right) onto Day Blvd. Take
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your first left onto Mt. Vernon Street. The UMass Boston Bayside Lot is straight ahead, past the DoubleTree,
on your left. Take the shuttle bus to campus.
From the South
To Campus
Take Interstate 93 North to Exit 14 (Morrissey Boulevard/JFK Library) and follow Morrissey Boulevard north
to campus. When driving to campus from the south please take note of up-to-date parking information that is
displayed on a large electronic sign on Morrissey Blvd. North before you get to the campus entrance. This
sign will help you make informed decisions about where to park for the day.
To the UMass Boston Bayside Lot
Follow Morrissey Blvd., passing the front of BC High School instead of turning onto the campus. Turn right at
the first intersection to Mt. Vernon Street. The UMass Boston Bayside Lot will be on your left. Take
the shuttle bus to campus.
From the West
To Campus
Take the Massachusetts Turnpike (Interstate 90) east to Interstate 93. Take I-93 South one mile to Exit 15
(JFK Library/South Boston/Dorchester). Take a left at the end of the ramp onto Columbia Road, and then
take your first right in the rotary. Follow the University of Massachusetts signs along Columbia Road and
Morrissey Boulevard to campus.
To the UMass Boston Bayside Lot
Take the Massachusetts Turnpike (Interstate 90) east to Interstate 93. Take I-93 South one mile to Exit 15
(JFK Library/South Boston/Dorchester). Take a left at the end of the ramp onto Columbia Road. Go straight
into the rotary. Take the second exit (a right) onto Day Blvd. Take your first left onto Mt. Vernon Street. The
UMass Boston Bayside Lot is straight ahead, past the DoubleTree, on your left. Take the shuttle bus to
campus.
Parking Fees
Rates vary depending on location and duration and are subject to change. Prepaid passes are also available
for students, faculty, and staff at discounted rates. For details, see Parking Costs. Please contact the Office
of Transportation Services (second floor, Quinn Administration Building) for information about multipark,
monthly, and semester passes at 617.287.5041.
By Bike
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Bike racks are available at multiple on-campus locations and indicated on the Campus Map. Bikes are also
available for rental, seasonally, at the Hubway bike-sharing kiosk, located by the Integrated Sciences
Complex along University Drive West.
Campus Shuttle Bus
The university runs a regular, free shuttle bus service to campus from the JFK/UMass MBTA stop and the
Bayside lot.
See the shuttle schedule and route information
NOTE: SHUTTLE SERVICE IS AVAILABLE EVERY DAY EXCEPT NEW YEAR'S, THANKSGIVING, AND
CHRISTMAS DAY.
About the Program
The MS in accounting at UMass Boston is designed to prepare students for rewarding careers in the rapidly
growing and changing field of accounting. Upon completion of the MSA, students will qualify for the Uniform
Certified Public Accounting (CPA) Exam. The curriculum has been designed by the College of Management
Accounting and Finance (AF) faculty in consultation with the AF Department's Advisory Board.
The program can be completed full-time or part-time, with classes that meet primarily in the evenings, late
afternoons, weekends and online. Scheduling is highly flexible, with most classes meeting once per week.
The learning objectives for the Master of Science in Accounting (MSA) Program are for students to:
• Achieve proficiency with respect to the functional or technical knowledge and skills required for
professional accounting careers.
• Gain knowledge and skills regarding professional integrity and ethics.
• Gain problem identification and solving, critical thinking, and analytical skills.
• Gain proficiency in the communications, teamwork and leadership skills required for professional
accounting.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Official GMAT or GRE scores
• Our minimum TOEFL score is 90 and our minimum IELTS score is 6.5
• Essay (Students may write their essay using either the standard essay prompt in the online
application or the one below.)
o Part 1 (up to 300 words): Why are you interested in attending graduate school at UMass
Boston?
o Part 2 (approx. 1,200 words): State a current issue, problem or topic from your intended
field of study (This can be specific to your country, state or local community) and discuss
your strategic plan as to how you would address the issue and how attending graduate
school at UMass Boston will aid you in your pursuits.
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About the Program
This program prepares RNs or NPs who have a Master's degree in nursing to function as Nurse
Practitioners in ambulatory or community-based areas. Adult Gerontological Nurse Practitioners (AGNPs)
provide comprehensive care to the entire spectrum of adults including young adults, adults and older adults;
they provide primary care services incorporating health promotion, health protection, disease prevention and
disease management. Graduates of this specialty are eligible to take the Adult-Gerontology Primary Care
Nurse Practitioner certification examination prepared by an approved national organization as accepted by
the Board of Registration in Nursing and to apply to practice in the expanded role in their state based on
regulatory guidelines.
The 12- or 21-credit certificate program is designed to assist RNs or NP's who have an MS degree in
nursing to acquire the knowledge and clinical experience that will prepare them to sit for national certification
exams as AGPNs.
The 21-credit option is open to RNs with a master's degree in nursing from an NLN- or CCNE-accredited
program. The program of study includes 9 credits of didactic study and 12 credits of clinical course work,
including 600 hours of clinical practice in the gerontology specialty area. It may be completed in two
semesters full-time or four semesters part-time.
The 12-credit option is open to NPs with strong clinical backgrounds, a master's degree in nursing, and
current national certification as a family, adult, pediatric, or gerontological nurse practitioner, who wish to sit
for certification exams in a second specialty area. Students complete a minimum of 6 credits of didactic and
6 credits of clinical course work, including 300 hours of clinical practice. Participants concentrate in
adult/gerontologically advanced practice nursing. The program may be completed in one semester full-time
or two semesters part-time, once all prerequisites are accepted.
About the Program
The American Studies graduate program at the University of Massachusetts Boston has earned a national
reputation as one of the top MA programs in the field. Our graduate program in American Studies centers on
a core of courses focused on the contested meanings of culture, citizenship, democracy, community,
politics, race, gender, and sexuality in the United States. We offer a flexible program of study designed to
introduce students to various interdisciplinary approaches to historical analysis and to enable students to
undertake their own research projects. Faculty specializations include comparative race, ethnicity and
culture; literature and history; popular culture; queer/sexuality studies; cultural studies; American popular
music; and travel and tourism.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A minimum undergraduate GPA of 3.0 in appropriate courses
• Three letters of recommendation
• A writing sample demonstrating analytic ability in fields relevant to American Studies
About the Program
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This graduate certificate program is delivered in seven courses of three credits each. Through these
courses, participating educators, counselors, and consultants will gain the knowledge, concepts, and skills to
plan, implement, and evaluate applied behavioral analysis programs for children and adults. Advanced ABA
coursework is available as part of a master's program for those who have completed this Behavior Analyst
Certification Board-approved course sequence.
• The first course offers a comprehensive view of the philosophical and historical foundations of
behavior analysis.
• The second course will teach students to identify, define, and apply the concepts and principles of
behavior.
• The third course will address competencies in measurement and experimental design.
• The fourth course leads students to critically examine the research in the field as they assess
challenging behavior and prepare to select intervention models.
• The fifth course will provide students with a broad range of tools that will allow them to develop
systematic and comprehensive programs that teach academic and social skills in the most natural
contexts possible.
• The sixth course focuses upon the application of ABA skills, knowledge, and concepts to the
organization itself, such as supervising staff, evaluating programs and personnel, training staff and
parents to implement programs, and consulting with schools, adult resident and work programs,
and home-based programs. During this sixth course, participants will have the opportunity to learn
the leadership, problem solving, and communication skills that are helpful when working with
others, such as parents and general educators, across settings.
• The overarching seventh course investigates the ethical considerations and professional behaviors
related to the other six course content areas.
Students will receive guided practice with each course's content by developing case studies, which may be
course-specific or continue across several courses. Successful completion of all courses will meet the ABA
coursework requirement to sit for the national Board-Certified Behavior Analyst (BCBA) examination.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Applicants must have earned a bachelor's or master's degree in education, psychology, or a related
field that is approved by the program coordinator.
About the Program
The Economics Department Master's in Applied Economics
• Is designed for people currently working in a policy setting or for those desiring jobs as economists
in a variety of settings in which economic policy analysis is relevant;
• Offers a unique blend of training in both graduate-level theory and directly applicable practical
tools; and
• Can be pursued as a five-year BA/MA sequence for our own undergraduate majors.
Our program brings three distinctive features to the study of economics.
• Insights from alternative economic approaches as well as traditional ones;
• Emphasis on the practical application of key social science research methods; and
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• A focus on urban economic issues.
Unlike most programs, our MA curriculum provides foundational courses in orthodox and heterodox
economic theory. The design of the program strongly emphasizes the set of skills necessary to do applied
economic research.
Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
• Completion of a course in calculus plus at least five economics courses, including intermediate
macroeconomics, intermediate microeconomics, and economic statistics (all with grades of B or
better)
• Three letters of recommendation from individuals who can assess the applicant's academic and/or
professional preparation for graduate work
BA/MA Admission Requirements
• Complete at least 75, but not more than 90, undergraduate credits by the application due date
• Complete one course in college calculus with a grade of B or better
• Obtain a grade of B or better in a minimum of five courses in economics, including introductory and
intermediate microeconomics, introductory and intermediate macroeconomics, and statistics
• Take 30 credits and four economics courses in residence at UMass Boston and maintain a
minimum 3.0 overall GPA (grade point average)
• Submit the same admissions documentation as BA-trained applicants to the MA program, with two
exceptions: BA/MA applicants need only provide two letters of recommendation, but these must be
from faculty in the Economics Department of UMass Boston; and they are not required to provide
GRE or GMAT scores (though the scores may be submitted to strengthen an application).
About the Program
The Master's in Applied Linguistics includes concentrations in ESL & Bilingual Studies, and Foreign
Language Pedagogy. On campus we also offer a Latin track in collaboration with the Department of
Classics. This degree offers teachers a chance to combine further study of Latin with coursework in theories
of language acquisition.
Courses are offered in basic theoretical linguistics, applied linguistics, research methods in education and
applied linguistics, and the interdisciplinary areas of psycholinguistics and sociolinguistics. These courses
provide students with a thorough understanding of the linguistic, cultural, and ideological considerations that
govern the study of language in use. The program is designed to enable students to understand the diversity
of issues inherent in the study of language so that they are well prepared to teach and conduct research in
applied linguistics.
Students have the opportunity to engage in research, work with community based organizations or prepare
to teach in various contexts, such as public schools, K-12, adult education, and language schools in the
United States and abroad. Our campus program offers three types of graduate assistantships: teaching,
research, and administrative.
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Nearly 25% of our students come from outside the United States, while a variety of American minority
groups are also represented in our student body, contributing to a learning environment with linguistic and
cultural diversity that enriches the department's intellectual and social life.
We also offer an online option for our MA degree that combines our faculty's expertise and our long tradition
of excellence in applied linguistics studies with new technologies for online delivery and eLearning. This
program of study allows students to complete a fully accredited, 30-credit master's degree in two years (four
semesters and summer courses) completely online and from anywhere in the world!
Many of our students go on to pursue doctoral work in such fields as linguistics, education, and literacy
studies. Prospective students need not have teaching experience to be considered for acceptance into the
program.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Candidates must have at least a 3.0 undergraduate grade point average, preferably in a relevant
field of study such as linguistics, anthropology, English, foreign language, history, political science,
psychology, or sociology.
• Non-native speakers of English must submit a minimum TOEFL score of 600 on the paper-based
test, or a 6.5 IELTS score.
• Candidates for the ESL and Bilingual Studies concentration may be asked to indicate proficiency in
a language other than English at a level equivalent to two years of successful college study.
• Applicants should use the 1,200-word statement accompanying the application to address directly
any areas of academic weakness in the application. A discussion of the applicant's experiences in
language study, language teaching/tutoring, travel, or living in other cultural settings is also
appropriate, as is a discussion of the candidate's career goals. The statement should specify the
applicant's interest in the ESL & bilingual education, or foreign language pedagogy concentration.
About the Program
The PhD in Applied Linguistics at UMass Boston provides students with a comprehensive study and
understanding of the theoretical, empirical, and practical dimensions of the field. The curriculum is designed
to enable future researchers to understand the diversity of issues associated with the study of language in
society from a variety of critical perspectives and frameworks.
The different areas of inquiry are reflected in the scholarship of the department's outstanding faculty who are
committed to research, teaching, and mentoring new researchers/scholars. Please note that our PhD
program is only available as an on-campus program.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Evidence of a master's degree in applied linguistics or related field, with minimum graduate GPA of
3.00
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• Three letters of recommendation, at least two of which should come from individuals who can
assess the applicant's academic preparation for advanced graduate work
• One well-written sample of academic work (e.g. MA thesis, course paper, research project,
published article, etc.)
• Statement of purpose [1500 words maximum] that addresses the following questions:
o What are your career objectives? What research issues are you interested in pursuing at
UMass Boston?
o How will a PhD in applied linguistics advance those objectives?
o In what ways does the UMass Boston applied linguistics program address your particular
academic, career, and personal goals?
o What professional, personal, and academic experiences have especially equipped you for
the challenges of pursuing a doctorate?
o What personal strengths will you bring to your studies?
o What personal limitations or hurdles do you anticipate having to address in order to
complete the PhD program?
• Language requirement: Proficiency in one non-native language is required. Please consult
the Department of Applied Linguistics for more information.
• For international students without an undergraduate degree from a U.S. institution, a minimum
TOEFL score of 600 (paper), 250 (computer based), or 100 (Internet-based), with a minimum score
of 23 on the speaking section or an IELTS score of 7.0.
About the Program
The UMass Boston Applied Physics Master's Program is built around the idea that physics is an approach to
thinking about and solving problems rather than a specific set of skills. Our goal is to train students in this
approach and give them a general toolbox of techniques that will allow them to pursue quantitative
problems, regardless of the specific fields in which they find themselves. To that end, the curriculum for the
program is a balance of theoretical and experimental courses, simultaneously sharpening students
understanding of phenomena, the theoretical models that explain them, the measurements that illuminate
them, and, most importantly, the connections between the phenomena, the measurements and the models.
This generalist approach serves a broad spectrum of student needs. As a result, we seek students from a
range of backgrounds. Some of our students come to us straight out of undergraduate physics programs,
unsatisfied with their bachelor's level understanding but not necessarily ready to commit to the five to ten
years of a PhD program. Others come from the Massachusetts technical community where they have found
that their further professional advancement is hindered by their lack of a post graduate degree, experiencing
the so called parchment ceiling. Many foreign students use our program to normalize their training to
American academic standards on their way to PhDs at other institutions, bridging between the academic
systems of their home countries and that of the United States. And, we also serve students who are moving
between fields: students who having trained in one discipline and wish to transition to physics.
Our goal as a program is to provide opportunity to the full range of students for whom a master's degree in
applied physics is an essential step along their path to a fulfilling career.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
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• Familiarity with Physics at the level of upper level undergraduate work is expected. The primary
requirement for admissions into the Applied Physics Master's Program is evidence that the student
will be successful in the program. Since we accept students from a range of backgrounds, there is
no specific set of courses that is absolutely required as a prerequisite for admission
• Standardized tests are useful in establishing student's general level of academic preparation. While
the GRE Physics subject test is not required, it is strongly recommended, particularly for foreign
students as it allows for normative comparisons
• Three letters of recommendation are required. For students who have been away from academia
for some time, it is acceptable to use letters from professional colleagues or supervisors. At least
one letter should address the applicant's academic preparedness
About the Program
The PhD in applied physics prepares students for broad career options and not just academic positions. Like
our master's program, the PhD provides a framework that allows inclusion of capable, non-traditional
candidates for a PhD. Unlike many PhD programs that seek to train academics, the constituency for this
degree consists primarily of those who wish to work as independent researchers in high tech industries,
positions that demand the independent thinking developed during PhD training. Our emphasis will be on
problem solving broadly construed. We seek students for whom the discipline of thought inherent in
advanced study of physics will be an aid in finding solutions to a broad spectrum of problems.
The program design is intended to accommodate local working professionals in a variety of sectors where
physics skills, appropriately contextualized, would be useful for career advancement. The curriculum is
considerably different from a traditional physics PhD structure. For example, there is a significantly greater
emphasis on labs skills and data acquisition and a greater accommodation of cross-disciplinarily. At its core,
the curriculum develops the "three-legged stool" of theoretical, experimental and computational skills, which
together promote the widest range of applicability of core physics ideas.
The PhD is considered an extension of the applied physics master's program. All students are admitted into
the master's program. Those who satisfy the requirements for candidacy will advance into the PhD. In
certain special cases, direct admission to the PhD program will be considered for applicants with advanced
credentials on a case-by-case basis.
Admission Requirements
Applicants must meet general graduate admissions requirements in addition to the following program-
specific requirements:
• A grade of B or higher in calculus and higher-level math classes such as linear algebra, ordinary
differential equations, partial differential equations, and complex analysis
• A grade of B or higher in physics courses, especially in undergraduate quantum mechanics
courses
• Three letters of recommendation. Letters from non-academic associates are accepted, but at least
one letter must speak authoritatively to the student's academic preparation.
• A personal statement spelling out career goals and interests in the applied physics degree
• The GRE is not required, however it is strongly recommended for international students to allow us
to appropriately scale their performance to students from domestic programs
About the Program
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The MA Program in Applied Sociology is designed to help students understand the social forces that shape
their world with practical training in research methods, statistics, and evaluation research. The program's
applied focus integrates research approaches and course work that emphasizes a wide range of
faculty specializations.
Set in the vibrant city of Boston, students will find a community of scholars here at UMass Boston and the
opportunity to work closely with faculty and each other studying the current sociological issues of our
time. Graduate students regularly present at conferences, publish in academic journals and participate in
grant funded research.
Our graduates are researchers, managers, instructors, policy analysts, and service providers in health care,
social service and criminal justice agencies, and in corporate departments throughout the area and the
country. Many have continued their advanced studies in PhD programs.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A strong undergraduate record in sociology and related subjects, with at least a 3.0 GPA in
sociology and related course work and, normally, an overall GPA of at least 3.0. Applicants who do
not hold a BA in sociology should have at least 18 semester credits or the equivalent in
undergraduate sociology or another behavioral or social science field related to program objectives.
• Successful completion of one or more undergraduate courses in sociological theory, research
methodology, and statistics. Candidates admitted to the program who are deficient in any of these
areas may be admitted provisionally and required to complete additional undergraduate courses,
no later than the end of the second semester of residence, to gain full admission to the program.
• A statement of 1,200 words by the applicant on his or her academic and career interests in applied
sociology. The statement should indicate the candidate's current specialization interests (see
"Additional Instructions for All Applicants" in the Graduate Admissions Application Instructions
section of the graduate application).
• Three letters of recommendation from individuals acquainted with the applicant's interests who are
qualified to evaluate his or her potential for sustained graduate study in applied sociology. When
possible, at least one of the letters should be from a faculty member with whom the applicant is
studying or has studied.
• An academic writing sample from coursework in sociology or a related field
• Candidates for admission interested in applying for a graduate assistantship should indicate their
interest in the application. Limited awards are made by the graduate program committee to
qualified students who will be enrolling in six or more credits each semester. For complete
information, see Costs, Financial Aid, & Assistantships.
About the Program
The certificate in archives provides graduate-level training in the profession but does
not offer a full master's degree in history. Some pursuing this certificate may already
work in the archives profession but would like to acquire formal credentials. Others
may pursue the certificate as a first step toward supplementing a related graduate
degree with the intent of beginning a career as an archivist.
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Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
• Applicants will normally be expected to have majored in history as
undergraduates and maintained a 3.0 cumulative average in the major
• Graduate Record Examination scores should be submitted if available
Students already enrolled in the history MA program may add the archives certificate
program to their course of study. They do not need to go through the regular
admissions process. This option is available to graduate students in the history and
public history tracks. Students in the archives track should not enroll in the archives
certificate program.
About the Program
Assistive technology (AT) instructional specialists work to enhance access to technology for people with
blindness and visual impairment. AT specialists recommend various technologies to support people with
vision loss in their daily functioning, academic work, and careers.
Admission Requirements
Applicants must meet general graduate admission requirements.
About the Program
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A statement of purpose explaining the applicant's reasons for pursuing graduate study in autism
endorsement.
• A distinguished graduate transcript, with a minimum grade point average of 3.0.
• Proof of enrollment in the Special Education (Certificate) - Initial Licensure in Moderate Disabilities
PreK-8 or 5-12 program or hold a valid license in one of the following areas of special education:
o Moderate disabilities
o Teacher of students with severe disabilities
o Teacher of the Deaf and hard of hearing
o Teacher of the visually impaired
• Three letters of recommendation submitted by individuals who are knowledgeable about teaching
students with disabilities, who have worked closely with the applicant, and who have direct
knowledge of the applicant's teaching skills and academic performance.
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• A writing sample indicating the applicant's ability to write in a clear, concise, and professional
manner. This sample may be in the form of a recent term paper or research paper. The writing
sample should not be an Individualized Educational Program (IEP), an evaluation report, or a
lesson/unit plan.
About the Program
This master's program is designed to accommodate students with various
backgrounds in science who wish rigorous training leading to the MS degree. It
offers research and study in a wide variety of areas. Faculty have expertise in the
following areas: cell biology, microbiology, molecular biology, neurobiology,
physiology, plant sciences, population biology, and evolutionary biology.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• General Graduate Record Examination (GRE) scores are required
• An applicant is expected to have a grade point average of 3.0 in all undergraduate science and
mathematics courses
• The stated interests of a prospective student must coincide to an acceptable degree with faculty
specialties represented in the program
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A distinguished undergraduate transcript; competitive students generally have at least a 3.0 overall
GPA although lower grades can be acceptable.
• Three letters of recommendation.
• Submissions of scores from the Graduate Record Examination (GRE) Combined Aptitude Test
• The stated interests of a prospective student must coincide to an acceptable degree with the faculty
specialties represented in the program
About the Program
The environmental biology track is designed to accommodate students of various science backgrounds with
rigorous training in environmental sciences/environmental biology. With the help of a faculty advisor, a
cohesive course of study is designed from a variety of research interests. Faculty in the department conduct
research in these related areas:
• Biodiversity
• Community Ecology
• Conservation Biology
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• Deep Sea Biology
• Ecology
• Evolutionary Biology
• Global Environmental Change
• Marine Ecology
• Population Biology
• Population Genetics
• Terrestrial Ecosystem Ecology
About the Program
The molecular, cellular, and organismal biology (MCOB) track of the Biology PhD Program is an
interdisciplinary, integrative biology program that integrates basic research in cellular, molecular and
organismal biology of bacteria, plants, invertebrates, and mammals. Students may choose to concentrate in
one or more of these areas:
• bioremediation
• molecular biology and cellular biology
• defense mechanisms
• developmental biology
• genetics
• molecular ecology
• organismal physiology
• molecular evolution
• environmental monitoring
• bioinformatics
• reproductive biology.
You'll also study bacteriology, microbiology, proteomics, plant molecular biology, and systems biology. With
the help of a faculty advisor, a cohesive course of study is designed from among a wide variety of research
and study interests of MCOB faculty.
About the Program
The Boston, Dartmouth, Lowell and Worcester Campuses of the University of Massachusetts offer a joint
PhD degree program in Biomedical Engineering and Biotechnology. The program's purpose is to offer a
nationally recognized PhD that is at the intersection of biology and engineering; that will be readily
accessible to individuals with a wide range of science/engineering undergraduate degrees; that will address
contemporary biomedical/health research problems; and that will contribute significantly to meeting the
workforce needs of allied biomedical industries.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Applicants should have a background in life science, physical science, or engineering. All
applicants must have taken a full year (two semesters or three quarters sequence) of calculus.
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Individuals applying to this program should apply to one of the four participating campuses.
About the Program
Students learn the theory of and acquire the laboratory techniques used in biotechnology and biomedical
science—two high technology areas of expanding national and local importance. The program provides a
firm foundation in the principles underlying modern biotechnological techniques and integrates this
theoretical understanding with intensive training in a variety of laboratory skills and in computer applications
to biotechnology.
The curriculum of the program consists of required courses in biology and biophysics, a required research
experimentation course, and elective courses in biology, chemistry, environmental sciences, and/or physics.
Work in these courses is particularly appropriate for students with interests in the emerging fields of
biotechnology, molecular genetics, tissue culture, and advanced computerized laboratory technology.
The program can accommodate cooperative arrangements with various private and public sector
laboratories, in which some students will do supervised research as interns. Interchange between these
laboratories and the university will ensure that all students receive training that is congruent with the needs
of the private and public sectors.
Admission Requirements
Applicants must meet general graduate admission requirements. Students who are missing some basic
courses that would be appropriate for this program may be admitted provisionally and asked to complete
additional undergraduate course work before being granted full admission to the graduate program.
About the Program
Students choosing to pursue the graduate certificate in biotechnology are given a sound theoretical
background for working in the research and development divisions of biotechnology companies or
biomedical research laboratories.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• It is expected that entering students will have completed (or will soon complete) the following
courses or their equivalents:
o BIOL 252 Genetics
o CHEM 253/254 Organic Chemistry
o BIOL 334 Microbiology
o BIOL 372 Molecular Biology
o CS 110 Introduction to Computing
o PHYSIC 107 & 108 College Physics I & II
o PHYSIC 181 & 182 Physics Laboratory I & II
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About the Program
UMass Boston's Masters of Business Administration (MBA) program is a focused management curriculum of
12 courses / 36 credits: 10 Business Required Courses, and 2 Elective Courses. The MBA program can be
completed full-time or part-time. Classes meet in the evenings, either in Downtown Boston or at the UMass
Boston campus. You can also complete the MBA program entirely online. Scheduling is highly flexible, with
most classes meeting once per week. Students can join the program in the fall, spring, or
summer semesters. Massachusetts and New England residents are eligible for significantly lower tuition
rates.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Official GMAT or GRE scores
• Our minimum TOEFL score is 90 and our minimum IELTS score is 6.5
• Essay (Students may write their essay using either the standard essay prompt in the online
application or the one below.)
o Part 2 (approx. 1,200 words): State a current issue, problem or topic from your intended
field of study (This can be specific to your country, state or local community) and discuss
your strategic plan as to how you would address the issue and how attending graduate
school at UMass Boston will aid you in your pursuits.
o Part 1 (up to 300 words): Why are you interested in attending graduate school at UMass
Boston?
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A short personal essay that includes a mini research proposal
• Three letters of recommendation
• A writing sample
• Official GMAT or GRE scores. We do not consider applicants with less than 480 on the GMAT (or
its equivalent on the GRE). As in our master's degree programs, the higher your GMAT/GRE score,
the more likely your chances of acceptance, but no score on a standardized test guarantees a
positive admission decision.
• We expect prospective students to have a broad, foundation of knowledge across at least four of
the six traditional business areas of Accounting, Finance, Operations Management, Marketing,
Information Systems, and Organizational Behavior. You can demonstrate that background by
having taken five or more graduate level courses (or their equivalencies) across the business
foundation areas or across the disciplines that provide the substantive foundations for business
studies, including computer science, economics, mathematics, political science, psychology, and
sociology.
• Depending on your track, we also expect you to have a basic level of proficiency equivalent to one
semester each of calculus, statistics, linear algebra, and micro/macro economics at the
undergraduate or graduate level.
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About the Program
The cornerstone of the finance track in UMass Boston's Business Administration, PhD Program is to provide
training that facilitates innovations and provides tools for significant research grounded in the business
realities of today. Complementing classroom study with field exposure will be key to developing the next
generation of leaders in business and academics with the scientific background and skills required to
innovate and conduct research to advance knowledge and practices in the financial industry.
About the Program
Data analytics has become a critical need in industries ranging from health care and financial services to
marketing and government. Leveraging the strengths of the College of Management's faculty, the University
of Massachusetts Boston is offering a cutting-edge and flexible doctoral program in this field.
Positioned at the intersection of technology, business, and strategy, the information systems for data
sciences track in UMass Boston's Business Administration, PhD Program allows students to have a holistic
view of data science and the role it plays in competition. Students will get exposed to a variety of state-of-art
research streams in information systems and data science, with a relative focus on both data analytical
techniques from a design science perspective and the application and management of data analytics in
business settings from an organizational perspective. The program will offer students flexibility to investigate
other topics they find interesting in data science and technology fields.
About the Program
The Organizations and Social Change (OSC) track in UMass Boston's Business Administration, PhD
Program responds to the growing interest in issues at the intersection of business and society. The
interdisciplinary OSC track is distinctive among PhD programs in business schools, in our explicit
commitment to diverse perspectives, theories, and methodologies. UMass Boston is guided by a mission of
social justice and community involvement, and is an extraordinary place to learn about the relevance of
business and organizations in addressing societal issues.
About the Program
Business analytics is a crucial tool to guide business operations towards achieving
strategic objectives in any industry, from healthcare to finance and retail.
Understanding and learning business analytics (BA) is therefore becoming a
necessity for all business professionals. The College of Management at UMass
Boston is now offering an online certificate consisting of four courses focused on the
transformative capabilities of BA and the technologies needed for implementation.
The certificate is designed to facilitate integrating BA into enterprise business
processes.
Admission Requirements
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Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Minimum required score for TOEFL is 90 to be considered
• 3-5 years of related work experience preferred
• One letter of recommendation
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in Business Analytics? How will the
Certificate enhance your career aspirations?
o What is your experience in business analytics, and what problems and issues are you
interested in exploring further?
About the Program
The MSBA program is designed to prepare students for utilizing analytical techniques, methods, and
applications for data-driven practices in diverse organizations and enterprises of all sizes.
As businesses become more and more reliant on data-driven strategies, the needs and opportunities for
graduates in Business Analytics have grown rapidly. Breakthroughs in data collection, storage, and analysis
to uncover and capture business value have fueled this growth, and post-recession companies have
recognized this potential and increasingly emphasize data-driven decision-making in their business
strategies. The current annual rate of job growth in this area is approximately 11.8%, a rate that is only
expected to accelerate in the future.
This program covers theories of powerful techniques and quantitative methods in Business Analytics and
how they are applied in the real world. The program focuses on using current software tools to study
effective techniques of problem formulation, developing solutions with mathematical and algorithmic
techniques, and methods for implementing those solutions with technology.
The MSBA program offers students a choice of two specializations, Big Data Analytics and Supply Chain
Analytics. Each includes a core of analytical courses, elective courses in that specialization, and a capstone
course.
Big Data Analytics Specialization
The MSBA program is designed to prepare students for utilizing analytical techniques, methods, and
applications for data-driven practices in diverse organizations and enterprises of all sizes.
As businesses become more and more reliant on data-driven strategies, the needs and opportunities for
graduates in Business Analytics have grown rapidly. Breakthroughs in data collection, storage, and analysis
to uncover and capture business value have fueled this growth, and post-recession companies have
recognized this potential and increasingly emphasize data-driven decision-making in their business
strategies. The current annual rate of job growth in this area is approximately 11.8%, a rate that is only
expected to accelerate in the future.
This program covers theories of powerful techniques and quantitative methods in Business Analytics and
how they are applied in the real world. The program focuses on using current software tools to study
effective techniques of problem formulation, developing solutions with mathematical and algorithmic
techniques, and methods for implementing those solutions with technology.
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The MSBA program offers students a choice of two specializations, Big Data Analytics and Supply Chain
Analytics. Each includes a core of analytical courses, elective courses in that specialization, and a capstone
course.
Supply Chain Analytics Specialization
The Supply Chain Analytics specialization focuses on data analytics and decision-making in the context of a
major functional area in businesses-- supply chains. The specialization offers courses on analytics in service
operation. The objective is to use data and data modeling to optimize activities within the supply chain and
consequently maximize the organization's competitive advantage.
Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
• Official GMAT or GRE scores
• Our minimum TOEFL score is 90 and our minimum IELTS score is 6.5
• Essay (Students may write their essay using either the standard essay prompt in the online
application or the one below.)
o Part 1 (up to 300 words): Why are you interested in attending graduate school at UMass
Boston?
o Part 2 (approx. 1,200 words): State a current issue, problem or topic from your intended
field of study (This can be specific to your country, state or local community) and discuss
your strategic plan as to how you would address the issue and how attending graduate
school at UMass Boston will aid you in your pursuits.
About the Program
The Chemistry Department offers a Master of Science degree in addition to a dual degree BS/MS degree.
This flexible program is designed for recent graduates and those holding positions in chemical industry, high
schools and community colleges who seek advancement through further professional training. Attempts will
be made to arrange schedules for those who must study part time. For students who are intent upon
continuing their studies in a research-oriented graduate program, the curriculum offers the opportunity for
both extensive coursework and high impact chemistry research project. The master's program allows
students to focus on a particular research area: Biological Chemistry, Green Chemistry, Inorganic
Chemistry, Organic Chemistry, Physical/Analytical Chemistry, or Chemistry Education.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• An equivalent degree to the BS in chemistry or biochemistry at UMass Boston. Students may be
asked to make up undergraduate courses that are judged lacking on their undergraduate
transcripts. These courses will not count toward the six graduate courses required for the MS
degree.
• A minimum GPA of 3.0 in awarded bachelor's degree
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• GRE scores (unless graduate of UMass Boston)
• Statement of purpose which indicates specific faculty members' research group interests
About the Program
The Chemistry Department offers a comprehensive Doctor of Philosophy degree, dedicated to cultivating
creative and conscientious scientists. The department offers educational opportunities in six doctoral
tracks: Biological Chemistry, Chemistry Education Research, Green Chemistry, Inorganic
Chemistry, Organic Chemistry, and Physical/Analytical Chemistry, with a special emphasis on
interdisciplinary research. Students immerse themselves in research labs early in the program and tailor
their academic plan in accordance with their research interests.
Students are required to complete 60 credits of coursework consisting of two core courses, three elective
courses, a graduate seminar course and a dissertation research course. The set of core courses is dictated
by the student's track. In addition, the department's emphasis on Green Chemistry permeates the curricula
of all of its doctoral tracks. Our PhD program culminates in a public defense of the student's research and
the publication of the dissertation.
The specialty of the Department is in the field of Green Chemistry, and we are proud to be the first school in
the country to offer a doctoral degree via the PhD in Chemistry/Green Chemistry Track. It focuses
specifically on preparing chemistry doctoral students to direct, design and implement chemical research
using strategies that reduce or eliminate the impact on human health or the environment. It provides
experiences, tools, and skills needed for conducting research in a more environmentally sustainable fashion.
The strength of the green chemistry curriculum lies in its overlapping interdisciplinary themes of research.
Our faculty is committed to research designed to benefit society, and this emphasis is reflected in our course
selections at all levels of education.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• An equivalent degree to the BS in chemistry or biochemistry at UMass Boston. Students may be
asked to make up undergraduate courses that are judged lacking on their undergraduate
transcripts. These courses will not count toward the six graduate courses required for the PhD.
• A minimum GPA of 3.0 in awarded bachelor's degree
• GRE scores (unless graduate of UMass Boston)
• Statement of purpose which indicates specific faculty members' research group interests
About the Program
Clean energy is one of the fastest growing sectors globally, according to Clean Edge, and Massachusetts is
in the forefront of this trend. Markets and career opportunities are also growing rapidly in energy efficiency,
smart grid, carbon trading, and related financial and professional services. In business, managers in every
sector and every function, from operations and marketing to accounting and finance need to become
knowledgeable about sustainability management and reporting. Similarly, this topic is increasingly important
for people working in government, education, and nonprofit organizations.
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With this growth comes new expectations for workforce education and training, and UMass Boston is paving
the way. A joint venture of UMass Boston's College of Management (CM) and the School for the
Environment (SFE), these programs also feature collaborative engagement with area businesses, nonprofit
and social enterprise organizations, and other groups committed to building a more sustainable world.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Minimum required score for TOEFL is 90 to be considered
• One (1) letter of recommendation.
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in Clean Energy & Sustainability?
o How will this certificate enhance your career?
o What is your experience in the Clean Energy or Sustainability field, and what problems
and issues are you interested in exploring further?
About the Program
The program, which adheres strongly to a scientist-practitioner model, prepares students to engage in both
scientific research and clinical practice, through a consistent, dual emphasis on research and clinical
training. The program requires a minimum of five years of full-time study, consisting of required and elective
academic coursework; a minimum of two years of part-time practica in the second and third years of
graduate training; an empirical master's thesis; a qualifying examination; an empirical doctoral dissertation;
teaching experience; and completion of a one-year, full-time, American Psychological Association (APA)-
accredited internship.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A minimum of 6 courses in psychology, or a closely related social science field, including a course
in statistics.
• Highly qualified applicants who have a demonstrated commitment to a career serving the needs of
minority and urban populations will be given priority. In keeping with the mission of the university
and the particular emphases in the program, individuals from diverse racial, ethnic, and minority
backgrounds are strongly encouraged to apply.
• An important criterion for admission to the clinical psychology program is the fit between student
research interests and the research interests of the program's faculty. We require each applicant to
list up to three faculty research mentors, based on shared research and clinical interests. The
research mentor works closely with the student, helping to plan course work and select practicum
opportunities as well as guiding the student's research training.
• Please provide an essay of about 1,000 words. The primary purpose of this essay is to introduce
yourself, your passions, your interests, and your career objectives. In addition, the essay should:
o Describe your personal, academic, and professional experiences and strengths that have
prepared you for the challenges of graduate school and a career in clinical psychology.
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o Describe your interest in clinical psychology and how the UMass Boston Clinical
Psychology Program, specifically, will contribute to advancing your academic, career, and
personal goals.
o Describe the research that you are interested in pursuing as a graduate student in the
Clinical Psychology Program at UMass Boston.
• The following supplemental information should be included in your resume document as a
separate, continuous list. Please do not split items or lists across pages:
o A list of up to three faculty members with whom you would like to work and a sentence or
two describing your interest and match for each faculty member listed. Visit our faculty
mentors page for an updated list of faculty mentors and their interests.
o A two to three sentence summary of your research and clinical interests.
o A list of all undergraduate courses you took in the last 60 semester hours (i.e., the last
half, or last two full-time equivalent years) of your bachelor's degree. Include grades for
each course and compute a grade point average.
o A list of all undergraduate psychology courses you have taken at any time, the institutions
at which you took them, and the grades you received for each course. Please also
compute a grade point average for these psychology courses (and only these courses).
o A list of all graduate psychology courses you have taken at any time, the institutions at
which you took them, and the grades you received for each course. Please also compute
a grade point average for these graduate psychology courses (and only these courses).
o A list of all special honors or awards you have received for academic achievement and
explain why they were awarded.
o Any notes or comments to the committee to expand or explain any aspect of your
application that needs clarification.
Interview policy
The Clinical Psychology Program receives approximately 350 applications a year. From this applicant pool,
we undertake an extensive review of applications and invite approximately 40 finalists for a day-long campus
visit and interviews.
The Admissions Committee schedules interviews for all finalists once all applications have been reviewed.
Interviews are an important part of the application process. Interviews are usually held in February, and
applicants are notified of an invitation to interview in late January or early February.
College of Education and Human Development
College of Education and Human
Development
Website
https://www.umb.edu/education/
Office
Wheatley Hall, 1st Floor, Room 77
[email protected]
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617.287.7600
Dean
Joseph B. Berger, PhD
Schools
• School for Global Inclusion and Social Development
Departments
• Curriculum and Instruction
• Counseling and School Psychology
• Leadership in Education
Programs
• Applied Behavior Analysis for Special Populations
• Critical and Creative Thinking
• Instructional Design
Centers and Institutes
• Center of Science and Mathematics in Context (COSMIC)
• Institute for Community Inclusion
• Institute for Early Education Leadership and Innovation
• Institute for International and Comparative Education
• Institute for New England Native American Studies
Education Leadership
EDLDRS 755 - Advanced Research Methods: Participatory Action Research
Formerly EDLDRS 797
3 Credit(s) | Research | Satisfactory and Graded
Not repeatable for credit
Description:
This is an advanced research methods course to introduce graduate students to history, theory, ethics,
knowledge traditions, methods, processes, and dynamics of power in participatory action research
(PAR). Three inter-related traditions of participatory research will be covered in the course: action research,
participatory action research, and community based participatory research. In addition to these three main
lineages, examples of PAR and PAR with youth (YPAR), transnational feminist PAR, critical PAR, and
issues of research rights, social justice, and the extent to which these relate to PAR will be examined.
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Enrollment Requirements:
Prior experience with and studies of qualitative research methods is helpful but not required.
Instructor consent required for enrollment
Semester(s) typically offered: Fall and Spring
042348:1
Counseling and School Psychology
Website
https://www.umb.edu/education/academic-departments/counseling--school-psychology/
Office
Wheatley Hall, 2nd Floor, Room 167
617.287.7602
[email protected]
Department Chair
Amy L Cook, PhD
[email protected]
617.287.7585
Wheatley Hall, 2nd Floor, Room 02-99-05
Master's
Counseling (MEd)
Department of Counseling and School Psychology | College of Education and Human Development
Counseling (MEd)
Counseling (MEd) - Adjustment Counseling Concentration
Mental Health Counseling (MS)
Department of Counseling and Scholl Psychology | College of Education and Human Development
Mental Health Counseling (MS)
Mental Health Counseling (MS) - Adjustment Counseling Concentration
Mental Health Counseling (MS) - Forensic Services Concentration
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School Psychology (MEd)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including ten required courses and two additional courses.
Prerequisites to full acceptance: Passing scores on the Massachusetts Test for Educator Literacy (MTEL)
and a minimum of five courses in psychology including one course in human development (if
needed, COUNSL 620 - Life Span Human Development is recommended) and one course in statistics (if
needed, PSYCH 270 Psychology Statistics is recommended).
Capstone: Successful completion of a written comprehensive exam after completing 36 credits of
coursework.
Statute of limitations: Seven years.
Course Requirements
Required Courses (30 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)
Additional Courses (6 Credits)
Complete two from below.
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 612 - Learning and the Curriculum 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)
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Doctorate
Counseling and School Psychology (PhD)
Department of Counseling and School Psychology | College of Education and Human Development
Counseling and School Psychology (PhD) - Counseling Psychology Track
Counseling and School Psychology (PhD) - School Psychology Track
Post Master’s Certificate
Counseling (CAGS)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 18 to 30 credits from accepted prior graduate coursework and additional courses
determined by the graduate program director.
The program of study is individually designed, based on prior graduate coursework completed within seven
years of matriculation in the CAGS program at the University of Massachusetts Boston. A minimum of 18
credits are required for graduates of a counseling program at UMass Boston; a minimum of 30 credits is
required for graduates of all other counseling programs. To meet licensure requirements, more than 30
credits may be required.
Fieldwork: Complete a 100-hour practicum and 450 to 600-hour internship.
To be eligible for the CAGS, applicants must have completed their master's degree coursework in
counseling within the last 7 years.
Minimum grade: No content courses with a grade below B- and practicum/internship courses with a grade
below B may be applied toward the program.
Statute of limitations: Six years.
Course Requirements
Program Courses
The number and list of required courses for each student is set after review of their graduate coursework.
Below is a list of courses commonly required for the program.
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
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• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 630 - Orientation to Professional School Counseling 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 633 - Professional, Ethical, and Legal Issues in School Counseling 3 Credit(s)
• COUNSL 635 - Behavioral Counseling 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• COUNSL 661 - Career Development Facilitation and Training 3 Credit(s)
• COUNSL 665 - Trauma and Crisis Counseling 3 Credit(s)
• COUNSL 688 - Practicum 3 Credit(s)
• COUNSL 698 - Internship 6 Credit(s)
School Psychology (EdS)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 66 credits from 20 courses including 16 core courses and four fieldwork courses.
Prerequisites to full acceptance: Passing scores on the Massachusetts Test for Educator Literacy (MTEL)
and a minimum of five courses in psychology including one course in human development (if
needed, COUNSL 620 - Life Span Human Development is recommended) and one course in statistics (if
needed, PSYCH 270 Psychology Statistics is recommended).
Capstone: Successful completion of Praxis II exams and an internship portfolio.
Practicum: Complete 1400 hours of practicum experience.
Students who have completed the School Psychology (MEd) will apply their coursework toward the EdS
requirements.
Applicants admitted to the EdS program, who already have a master's or higher degree in a related field, are
eligible for waivers of requirements for comparable courses already completed at the graduate level. Their
individual plan of study will be tentatively determined at the interview and formally determined after
matriculation, following a review of course descriptions and syllabi.
Students who successfully complete the program are eligible to apply for licensure as a school psychologist
in Massachusetts.
Statute of limitations: Three years.
Course Requirements
290
Core Courses (48 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 617 - Child and Adolescent Counseling 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• COUNSL 650 - Group Counseling for Children and Adolescents 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 612 - Learning and the Curriculum 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)
Fieldwork Courses (18 Credits)
• SPY G 685 - Practicum I: School-Based Assessment & Intervention 3 Credit(s)
• SPY G 686 - Practicum II: School-Based Assessment & Intervention 3 Credit(s)
• SPY G 689 - Internship in School Psychology 6 Credit(s) - complete two semesters
Elective Course
SPY G 687 - Practicum in School Psychology III may be taken as an elective, but is not required.
Graduate Certificate
Applied Behavioral Analysis for Special Populations
(Certificate)
Department of Counseling and School Psychology | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 21 credits from seven required courses.
Statute of limitations: Three years.
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Course Requirements
Required Courses (21 Credits)
• ABA 650 - Philosophical Underpinnings of Applied Behavior Analysis 3 Credit(s)
• ABA 651 - Concepts and Principles of Behavior Analysis 3 Credit(s)
• ABA 652 - Assessment and Treatment of Problem Behavior 3 Credit(s)
• ABA 653 - Skill Acquisition 3 Credit(s)
• ABA 654 - Research Methods 3 Credit(s)
• ABA 655 - Organizational Behavior Management (OBM) 3 Credit(s)
• ABA 656 - Ethical & Professional Conduct 3 Credit(s)
Counseling
COUNSL 601 - Research and Evaluation in Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines several research models and strategies with respect to their various rationales and
methodologies. Relevant statistical topics are introduced conceptually, especially as they are applied in
research about specific academic settings.
012740:1
COUNSL 605 - Principles of Vocational, Educational, and Psychological
Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course provides a survey of standardized tests used in assessing aptitudes, interests, and personality
traits. The course covers technical and methodological principles and social, ethical, and legal implications
of psychological testing and assessment.
000977:1
COUNSL 606 - Ethical Standards and Professional Issues in Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to create awareness among counselors-in-training of their contribution in the
therapeutic process and helping relationship. Topics include foundations for an ethical perspective; models
for ethical decision making; ethical codes of professional organizations; client rights and counselor
292
responsibilities; ethical concerns in multicultural counseling and with special client populations; ethical
issues in specific modalities (i.e., group, marriage, and family counseling).
Enrollment Requirements:
Pre-req = Graduate degree student
000976:1
COUNSL 608 - Psychopathology and Diagnosis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with information relevant to the diagnosis, etiology, and treatment of mental
illness. Psychopharmacological interventions are addressed. The epistemological assumptions that ground
traditional theories of psychopathology and diagnostic systems such as the DSM are discussed, and
avoiding bias in psychiatric diagnosis is a major focus of the course. The following DSM categories are
covered: mood disorders, anxiety disorders, psychotic disorders including schizophrenias, disorders usually
first evident in childhood, and personality disorders.
012741:1
COUNSL 613 - Vocational Development and Career Information
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The vocational development component of the course concentrates on the theories of Roe, Holland,
Ginzberg, Super, and Tiedeman. The career information component, a major emphasis, directs the student
to locate and use sources of educational-vocational information. These sources will include but not be
limited to the Dictionary of Occupational Titles, the Occupational Outlook Handbook, the Guide to
Occupational Exploration, information on local labor markets and on military careers, occupation-education
information, college and vocational school guides and catalogues.
000971:1
COUNSL 614 - Counseling Theory and Practice I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to provide grounding in the commonalities of counseling techniques and
practice in the use of various techniques. The course covers the essentials of interviewing, note taking, and
report writing, as well as the role of diagnosis. Tapes and role playing are required.
000970:1
COUNSL 615 - Counseling Theory and Practice II
293
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an extension of Counseling Theory and Practice I. Major theoretical approaches (dynamic,
humanistic, behavioral) are considered. The course also involves the exploration of some non-traditional
approaches and the use of tape recordings, films, written records of interviews, and role playing.
000969:1
COUNSL 616 - Group Counseling and Group Dynamics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to group dynamics that uses the group process of the class to provide
experience of group membership and data for interpretation. Participation as a group member is required.
Readings and lectures build a cognitive base for evaluating experiential learning.
000968:1
COUNSL 617 - Child and Adolescent Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on facilitating the unique development and emotional growth of children through the
counseling process. The course is designed to enhance students' theoretical and practical understanding of
the major schools of child psychotherapy. Emphasis is given to a multidimensional view of intervention, with
attention to developmental, cognitive, behavioral, educational, multicultural, and environmental issues.
Through lectures, videotapes, and structured exercises, students learn a distinct group of interventions,
including play and communication skills, as integral components of the therapeutic process.
Enrollment Requirements:
Pre-req = COUNSL 614
012743:1
COUNSL 620 - Life Span Human Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with a comprehensive view of lifespan development from childhood through
adulthood from several perspectives: 1) the interaction of age with such factors as gender, cultural
background, disabilities, and other significant issues encountered at particular stages of life; 2) how
individuals at specific stages of cognitive development process information and experience; and 3) a
structural approach to ego development.
294
000967:1
COUNSL 630 - Orientation to Professional School Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The basic philosophy, scope, and techniques of guidance counseling in schools are reviewed and analyzed.
Discussion covers practical issues relevant to school counseling: the school as an institution; relations
among counselor, administrators, teachers, and parents; developmental education; sex education;
counseling standards and legislation; roles of the school counselor; professional development.
000959:1
COUNSL 631 - Professional Orientation: Foundations of School and Community
Mental Health Counseling
Formerly Principles and Practices of School Adjustment Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is focused on the foundations of school and community mental health and adjustment
counseling, addressing the history and philosophy of school and community mental health counseling,
professional identity and roles of the school and community mental health / adjustment counselor,
professional ethics, organizational structures of schools, community-based practices, including an overview
of managed care systems and wraparound services, knowledge of the juvenile justice systems, crisis
intervention services, prevention, federal and state laws and regulations, medical conditions and learning
disabilities, consultation with school and community stakeholders, substance abuse counseling, overview of
school and community mental health counseling theories and practice, and an understanding of how
sociocultural factors and diversity influences the practice of school and community mental health counseling.
Particular attention will be paid to interpreting concepts and knowledge for the practice of school and
community mental health counseling in an urban setting and serving diverse populations.
033273:1
COUNSL 632 - Collaborative Consultation in Schools
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a theoretical foundation and practical skills in consultation designed to prepare
students to apply their professional preparation in education and psychology to solve problems in school
settings. Consultation is viewed as a process of collaboration, intervention, and evaluation. An eco-
behavioral model of consultation is emphasized. Case studies are used to develop analytical and problem-
solving skills. Issues involved in serving diverse student populations are examined. The course is intended
to foster an identity as a caring, dedicated, principled, and respectful consultant committed to social justice.
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033263:1
COUNSL 633 - Professional, Ethical, and Legal Issues in School Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to create awareness among school counselors-in-training of their contribution
in the counseling process and helping relationships. Topics include foundations for an ethical perspective
and legal issues; models for ethical decision-making; ethical codes of professional organizations, including
American counseling Association and American School counselor Association; client/student rights and
counselor responsibilities; ethical concerns in multicultural counseling and with special client/student
populations; professional and ethical issues in specific modalities (e.g., group counseling, consultation).
038999:1
COUNSL 635 - Behavioral Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a rigorous examination of social learning theory as a basis for practice of therapeutic
behavioral counseling. Through lectures, readings, demonstrations, and discussions, students become
familiar with fundamental techniques of behavioral counseling, including operant, classical, modeling, and
cognitive methods.
000958:1
COUNSL 650 - Group Counseling for Children and Adolescents
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course studies group counseling and group process with children, adolescents, and their families.
Participants acquire knowledge and skills through critical and reflective readings, lecture, discussion, role-
plays, interviews, and films. Emphasis is given to theoretical and experiential perspectives, as well as
multicultural counseling in competence, to enhance participants' growth and training as thoughtful and
responsive practitioners in diverse urban settings. Discussions address such themes as group dynamics,
group composition and management, stages of group empowerment, and leadership styles.
Enrollment Requirements:
Pre-req = COUNSL 614
012752:1
COUNSL 653 - Sociocultural Considerations in Counseling
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3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the role of culture in counseling and psychology by looking both at history and at
current issues. Discussions use an interdisciplinary framework to approach the question of counseling in a
multicultural society. The course seeks to contribute to both the personal and the professional development
of its participants.
000954:1
COUNSL 660 - College Readiness Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to prepare school counselors at all levels of practice to engage in equity-based
college readiness counseling. Topics include aspirations and academic planning in elementary and middle
school-aged children, the college exploration and selection process, college admissions processes and
assessment, financial planning, and resources counselors, students, and parents can use in the process.
039425:1
COUNSL 661 - Career Development Facilitation and Training
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The Career Development Facilitator (CDF) Training course provides students with knowledge and skills
needed to effectively interact with clients and consumers of career development services across a variety of
settings such as schools, colleges, college access agencies, and government agencies. This course is
designed to meet the requirements of the CDF certificate by developing knowledge and competence in the
following subject areas related to career development: helping skills, diverse populations, ethical and legal
issues, consultation, career development models, assessment, labor market information and resources,
technology, employability skills, training clients and peers, program management and implementation, and
promotion and public relations.
Enrollment Requirements:
Pre-req: COUNSL 614
040151:1
COUNSL 665 - Trauma and Crisis Counseling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the psychology of trauma in childhood, adolescence, and adulthood, caused by child
abuse and neglect, disasters, and complex environmental cultural and socio-political factors. Students learn
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different approaches to counseling clients who have experienced trauma as well as those in the middle of a
crisis.
040582:1
COUNSL 666 - Sex and Sexuality in Counseling Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Counselors are often unprepared for the kinds of issues that children and adults bring to therapy that focus
on sex, sexual identify, and sexual experiences. This course explores various approaches to understanding
sex and sexuality in the counseling hour. Students will discuss and analyze historical approaches to issues
of sexual function, dysfunction, intimacy, and sexual identity in individuals and couples and families (and to
some extent societies). We focus on healthy sexuality but also integrate theory and practice around
victimization and sec offending. Students will examine their own sexual histories and understand their own
values, biases and assumptions regarding sexuality and sexual functioning, and the potential impact of
these issues on their ability to become effective, compassionate therapists.
040581:1
COUNSL 667 - Counseling Families and Couples: Theories and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course reviews the application of systems thinking, the relevance of context and process,
communication, change, and circular causality, to advance an understanding of couples, families, and
organizations as living systems. This course addresses the purposive family therapy models,
transgenerational, interactional, Milan systemic, brief strategic, and solution-focused models. It also explores
original family and couples therapy applications: ecomaps, genograms, circular questions, to acquire a
grounded understanding of systems thinking. The course also introduces students to work with individuals
around family issues and work with couples.
040580:1
COUNSL 670 - Substance Abuse in Counseling Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course surveys the broader problems caused by substance abuse in modern society, both presenting
and analyzing data. Part of the course is devoted to a study of the physiological consequences of substance
abuse. Consideration is also given to the family of the substance abuser, to various treatment modalities,
and to the relationship between the criminal justice system and substance abuse rehabilitation.
012753:1
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COUNSL 674 - Psychopharmacology for Counselors
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines psychopharmacology for counselors and is taught from a social justice perspective. It
will provide students with an overview of the medications used for treating mental disorders. The basic
principles of pharmacology and the interrelationships between pharmacokinetics and pharmacodynamics
will also be addressed. The emphasis is on practical and clinical application. Special topics will include: the
nature of alcohol and narcotics and the ways they affect addicts in mind and body before, during, and after
treatment as well as psychopharmacological treatment for addictions; informed consent; how to find
accurate and balanced information about the efficacy and side effects of psychotropic medications; how to
educate my clients about the medications they are taking; how to collaborate with prescribing providers and
other mental health professionals. Students will also become conversant with regulatory standards for the
approval of new medications. Social justice and bioethical issues will figure predominately in this course with
reference to for-profit IRB's, recruitment of marginalized groups such as undocumented immigrants, the
homeless, and people living in poverty, and discrepancies in prescription practices.
Enrollment Requirements:
Pre-req = COUNSL 614 and COUNSL 670 or 672
000949:1
COUNSL 688 - Practicum
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of the practicum is to expose the student to his/her particular field in counseling through actual
placement in a facility where appropriate supervision is provided. Class discussions include a review onsite
observations and experiences and discussions of current issues in the field.
Department consent required for enrollment
000982:1
COUNSL 690 - Internship Extension
1-3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will be taught in the summer for students who have completed two semesters of internship but
still need supervision over the summer. With the supervision, students will be asked to keep a journal,
present their final capstone, do advanced readings, and discuss advanced topics related to the profession.
Enrollment Requirements:
Pre-Req: Two semesters of COUNSL 698
037836:1
299
COUNSL 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course allows for the comprehensive study of a particular topic or a field work experience under the
direction of a faculty member. A detailed proposal must be submitted to the faculty member prior to
registration.
041502:1
COUNSL 696 - Independent Study in Counseling
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course allows for the comprehensive study of a particular topic or a field work experience under the
direction of a faculty member.
Course Note
A detailed proposal must be submitted to the faculty member prior to registration.
Instructor consent required for enrollment
000945:1
COUNSL 697 - Special Topics in Counseling
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of a selected topic in counseling psychology. Course content
varies according to the topic and will be announced prior to registration.
Instructor consent required for enrollment
012690:1
COUNSL 698 - Internship
6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 24 / total completions: 4
Description:
Students are placed as apprentice counselors in schools or agencies under the direct supervision of
qualified professionals. Students meet weekly for a three-hour seminar.
Instructor consent required for enrollment
300
000941:1
COUNSL 699 - Advanced Practice I and II
6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 12 / total completions: 2
Description:
This course accompanies a student's Practicum experience (first 7 weeks of first semester) and internship
experience (next 7 weeks of first semester through 2nd semester). Students are placed in sites as
counselors in training under the direct supervision of licensed and qualified professionals. Students meet
weekly for a seminar where they discuss readings, present cases, and are evaluated on their development
of counseling skills.
040789:1
Counseling and School Psychology
CSP 641 - Cognitive and Affective Foundations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate course is designed to introduce you to human cognitive and affective processes. topics cross
the lifespan and include contemporary issues in cognitive psychology and cognitive neuroscience, including
vision, attention, memory, language, emotions, social cognition, and cognitive development. These topics
will be explored within the context of neuroscientific and developmental aspects of these fields. This course
also surveys affective aspects of psychological science and how basic psychological science is related to
applied research.
038961:1
CSP 660 - Physiological Bases of Behavior
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will give graduate students foundational knowledge of the biological bases of human behavior.
Course content covers systems and structures of the nervous system, neuronal communication, genetics,
hormonal, and environmental influences on the brain and nervous system. The course includes exploration
of physiological processes such as perception, memory, language, and emotion. Activities designed to
increase understanding of neurodevelopment, problems that cause pathology, and interventions are
included.
Course Note
This course has traditionally been offered as an in-person/on-campus course. The primary modality for
delivering the content is via a series of online modules covering the organization of brain structures and
functions. Therefore, pedagogically remote (online) delivery aids with the teaching and learning in the
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classroom.
038891:1
CSP 680 - History & Systems in Counseling and School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the theoretical and methodological underpinnings of contemporary psychology from a
historical perspective. It provides a broad overview of psychology's development as an independent
discipline, and of the development of the various sub-specialities in the field. By examining intellectual
antecedents and underlying assumptions, the course seeks to evaluate the significance of new movements
and methods. It provides a broad overview of the history of psychology and evaluates the significance of
new movements and methods by examining intellectual antecedents and underlying assumptions about
mental health issues and systems.
038248:1
CSP 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent Study in Counseling and School Psychology.
041829:1
CSP 701 - Social Justice in Counseling and School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course analyzes theoretical, pedagogical, and methodological frameworks relevant to the practice of
social justice in counseling and school psychology. These frameworks will be considered in the context of
multicultural issues. It also focuses on techniques to promote systems change, advocacy, and policy
development in schools and counseling agencies, such as: problem identification, problem analysis, goal
setting, evaluating and selecting programmatic options, predicting social and fiscal impact, designing and
testing pilot programs, constituency development, and planning program implementation and evaluation.
038388:1
CSP 702 - Foundations and Ethics in Counseling Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
302
This course covers the history and development of the field of counseling Psychology, current trends and
relevant research and practice issues within the discipline, and future directions. The course also reviews
ethics of research, teaching, and practice within Counseling Psychology, including the role of the American
Psychology Association's Ethical Standards, and ethical principles. Students will learn about common ethical
conflicts and processes for conflict resolution. The role of social justice in the specialization will also be
discussed.
038389:1
CSP 703 - Research in Counseling and School Psychology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 18 / total completions: 18
Description:
This course involves participation in a research team with a core faculty member within either the
Counseling or School Psychology track of the CSP doctoral program. The specific area of research will vary
and be specific to each faculty member's team.
038391:1
CSP 704 - Qualitative and Quantitative Research Methods in Counseling and
School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the basic principles and techniques of research steps necessary to design and write
a research proposal in counseling and school psychology. Topics include developing research hypotheses,
the nature of correlation and causal relationships, survey research, group comparison experimental
research, qualitative research methods, single subject and quasi-experimental research, and ethical issues
in clinical research. Upon completion of the course, it is expected that students will have a deep
understanding of qualitative and quantitative research design and theory and will be able to pose a wide
variety of research questions that match appropriate methodology.
038392:1
CSP 705 - Social and Cultural Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course in social psychology that covers both classic and contemporary theory and
research. Topics covered include social cognition, social perception, the self, attitudes, stereotyping-
prejudice-discrimination, interpersonal attraction-close relationships, social influence, prosocial behavior,
aggression, groups/individuals, and conflict/cooperation. Throughout the course broad themes to be
included are: emotion, culture, gender and social aspects of human behavior, the web and other
technologies. It is intended for graduate students with some background in social psychology who desire a
more in-depth exposure to the major issues in the field.
303
038393:1
CSP 706 - Personality Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The focus of this course is on advanced psychological assessment and testing skills. Students learn how to
administer, score, and interpret objective (structured) and projective personality tests that assess personality
characteristics. Skills include the use and interpretation of a battery of psychological tests, the identification
of relevant developmental and cultural factors that affect the assessment and testing process, and the
integration of test and non-test data into a comprehensive, integrative report. Commonly used objective tests
(e.g., MMPI-2, MCMI-III) and projective tests (e.g., Rorschach, TAT) will be covered in depth. Development
of effective consultation and test interpretation feedback skills will be emphasized throughout.
038153:1
CSP 708 - Intermediate Statistics in CSP
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course instructs students in intermediate data analysis techniques in their application to psychological
research. The course emphasizes modern statistical methods for social and behavioral sciences, including
hypothesis testing, as well as one-way, factorial, and repeated measures analysis of variance, simple
analysis of covariance, and advanced correlational methods, bivariate regression and an introduction to
multiple regression, selected nonparametric methods, and introduction to multivariate analysis of variance.
Students will learn how to perform these procedures using a SPSS statistical software package.
Instructor consent required for enrollment
038154:1
CSP 713 - Advanced Career and Group Theory and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with advanced knowledge in both career and group theory and application.
Students will be expected to plan and develop a group that relates to career or vocational counseling and
facilitate this experience for 8 weeks. This course will prepare students in advanced group skills with
application to career development.
038962:1
CSP 717 - Advanced Theory and Practice in counseling and School Psychology
304
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses theories and practice in the advanced practice of counseling and school psychology.
Informed by the paradigm shift from pathology to strengths-based psychology, this course will examine the
growing body of work on resilience and well-being across the lifespan. Psychotherapy and systems
integration of traditional and emerging therapy approaches and interventions across sociocultural contexts
will be practices and developed by students.
038394:1
CSP 752 - Health Psychology: Current Theory, Research, and Interventions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Health psychology studies the intersection of psychological theory and intervention in health, illness, and
healthcare. Traditionally it has been based on a biopsychosocial approach: a person's health is determined
by an interaction among biological (e.g., genetics), psychological (e.g., thoughts and behaviors) and social
factors (e.g., culture, family, and social support). Health psychologists are involved in the promotion and
maintenance of health, the prevention and management of illness, and the identification of psychological
factors contribution to physical illness. This course adds current transdisciplinary developments addressing
the question of health disparities and social determinants of health.
038247:1
CSP 770 - Advanced Statistics in Counseling and School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for students who have had a previous course covering up to simple ANOVA and
multiple regression. Students will learn to conduct further variations of the GLM including two-way and
higher ANOVAs, analysis of covariance (ANCOVA), multivariate analysis of variance (MANOVA), advanced
multiple regression models, and exploratory and confirmatory factor analysis. Students will also be
introduced to structural equation modeling (SEM), hierarchical linear modeling/multilevel modeling
(HLM/MLM), and generalized linear models, although deeper understanding of these models will be outside
the scope of this course. The course will be hands-on, meaning that students will be required to conduct the
above analyses using appropriate statistical software.
038963:1
CSP 780 - Supervision and Training in Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will address theories of supervision in counseling and school psychology, techniques associated
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with those theories, and assessment of supervision models. The course surveys research on supervision
issues and introduces students to the training and service delivery issues associated with professional
supervision. This course is conducted as a seminar-practicum and attempts to maximize (a) live input from
other "supervisors" and the instructor as students provide supervision to a trainee in the mental health field,
as well as (b) discussion based on assigned readings. Issues of race, class, gender, school change, and
technology in supervision will be discussed.
038395:1
CSP 782 - Teaching in Counseling and School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course addresses theories, research and practice regarding teaching and learning in the fields of
counseling and school psychology. Topics include pedagogy, techniques for effective teaching, motivation,
working with diverse students, writing and delivering lectures, and conceptualizing exams. This course is
designed to be taken simultaneously while co-teaching a content course as a Teaching Assistant.
038396:1
CSP 783 - Practicum in Counseling Psychology I
3 Credit(s) | Practicum | Graded
Not repeatable for credit
Description:
Counseling psychology doctoral training includes systematic, intensive supervised experiences in the
application of psychological principles and skills to human problems. Practica are intended to provide the
psychologist-in-training experiences with a diversity of client populations and prepare the learner for the
predoctoral internship. This supervised clinical experience will include exploration of theoretical
perspectives, a scientific approach to clinical work, treatment planning, and case conceptualization.
Students will also explore their own clinical work with clients and the therapy process. It is designed to be
taken congruently with a field placement in counseling psychology.
038397:1
CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice
3 Credit(s) | Practicum | Graded
Not repeatable for credit
Description:
Counseling psychology doctoral training includes systematic, intensive supervised experiences in the
application of psychological principles and skills to human problems. Practica are intended to provide the
psychologist-in-training experiences with a diversity of client populations and prepare the learner for the
predoctoral internship. This supervised clinical experience will include exploration of theoretical
perspectives, a scientific approach to clinical work, treatment planning, and case conceptualization.
Students will also explore their own clinical work with clients and the therapy process. It is designed to be
taken congruently with a field placement in counseling psychology.
306
038398:1
CSP 785 - Practicum in School Psychology I
3 Credit(s) | Practicum | Graded
Not repeatable for credit
Description:
The purpose of this course is to provide graduate students in school psychology a field-based school
psychology practicum experience that focuses on the assessment of children and adolescents. Each student
is matched with a practicing school psychologist two days per week in order to apply the skills, particularly
assessment and intervention skills.
Course Note
The class seminar meets on campus weekly.
038399:1
CSP 786 - Practicum in School Psychology II: Evidence-Based Practice
3 Credit(s) | Practicum | Graded
Not repeatable for credit
Description:
The purpose of this course is to provide graduate students in school psychology a field-based school
psychology practicum experience that focuses on the assessment of children and adolescents. Each student
is matched with a practicing school psychologist two days per week in order to apply the skills, particularly
assessment and intervention skills.
Course Note
The class seminar meets on campus weekly.
038400:1
CSP 787 - Advanced Practicum III in Counseling and School Psychology
3 Credit(s) | Practicum | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course focuses on the application of theory-guided and evidence-based advanced counseling and
school psychology practice to complement field experience. Critical analysis of qualitative and quantitative
research methods and design, and strategies to improve dissemination and application of counseling and
school psychology research findings, as well as efforts toward systems and policy change, and social
justice, are emphasized.
038401:1
CSP 797 - Special Topics
307
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
037839:1
CSP 801 - Transnational Social Justice in Counseling and School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers issues of social justice in counseling and school psychology in international settings. It
provides graduate students with the opportunity to apply their knowledge to an international social justice
issue either through collaborative consultation, program evaluation, or clinical intervention. The capstone of
the course is a two week immersion experience in another country collaborating with professionals on a
social justice issue. It is the second in a series of two courses that address social justice concerns in
counseling and school psychology.
Enrollment Requirements:
Pre-Req: CSP 701
038964:1
CSP 888 - Internship in School and Counseling Psychology Seminar I
1-9 Credit(s) | Field Studies | Multi-Term (year long)
Repeatable for credit - total credits: 9 / total completions: 2
Description:
Doctoral candidates in school and counseling psychology are required to complete this one-year full-time
predoctoral internship in a setting approved by the program. This course accompanies the first semester of
this year long placement. During the internship, students have a variety of experiences, including individual
and systemic assessments and therapeutic interventions. They are closely supervised by mental health
professional, some of whom must be doctoral-level licensed psychologists. A letter from the on-site
internship director documenting satisfactory completion must be in the student's file at the University before
the degree can be granted.
Department consent required for enrollment
039743:1
CSP 889 - Internship in School and Counseling Seminar II
1-9 Credit(s) | Field Studies | Multi-Term (year long)
Repeatable for credit - total credits: 9 / total completions: 2
Description:
Doctoral candidates in school and counseling psychology are required to complete this one-year full-time
308
predoctoral internship in a setting approved by the program. This course accompanies the second semester
of the year-long placement. During the internship, students have a variety of experiences, including
individual and systemic assessments and therapeutic interventions. They are closely supervised by mental
health professionals, some of whom must be doctoral-level licensed psychologists.
Course Note
A letter from the on-site internship director documenting satisfactory completion must be in the student's file
at the University before the degree can be granted. This course is a second semester continuation of CSP
888, which is a pre-req.
Enrollment Requirements:
Pre-req: CSP 888
Department consent required for enrollment
039745:1
CSP 891 - Dissertation Seminar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar assists students in developing research ideas, writing their research plan, preparing a
dissertation proposal, and forming a dissertation committee. Satisfactory completion of the seminar requires
submission of a paper of dissertation proposal quality and a planned proposal meeting with the student's
dissertation committee.
038402:1
CSP 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Various Topics in CSP.
039478:1
CSP 899 - Dissertation Research
1-9 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 9
Description:
This course centers on original research conducted under the supervision of a dissertation faculty advisor
and the dissertation committee, and leads to the proposal and defense of a doctoral dissertation.
Enrollment Requirements:
Pre-req: CSP 891
309
038403:1
School Psychology
SPY G 601 - Issues and Ethics in School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the professional identity and function of the psychologist in the public school setting.
An intensive analysis of philosophical, technical, and administrative issues is conducted. The organization
and operation of schools, federal and state educational laws, ethical issues and dilemmas, APA standards,
and nondiscriminatory assessments are explored in depth. The course also examines contemporary
educational issues that go beyond the role of the individual psychologist. The most current issues in the field
are discussed. A pre-practicum field component is required.
028963:1
SPY G 602 - Standardized Assessment and Report Writing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to develop basic skills in the individual assessment of intellectual and cognitive
functioning. Both theoretical and practical aspects of the assessment process will be emphasized. Factors
affecting test results, including racial, cultural, and ethnic diversity, language difference, and ability
difference, will be considered. Successful students will become proficient in test administration and scoring,
assessment planning and interpretation using the Cattell-Horn-Carroll (CHC) theory, and communicating
assessment findings orally and in writing. Topics include ethical, professional, and legal aspects of cognitive
assessment, understanding and minimizing bias in testing, and approaching assessment with a social
justice lens. This course is designed for counseling and school psychology students only as the tests
covered in this course are secure instruments that can be administered only by appropriately-credentialed
psychologists.
Enrollment Requirements:
Pre-req = Graduate degree student in School Psychology
028967:1
SPY G 603 - Foundations of Educational Assessment and Data-Based Decision
Making
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the assessment of core achievement domains (e.g., reading, mathematics) and the
use of curriculum-based assessment and measurement procedures. It emphasizes educational assessment
310
as a means of problem solving and on using data from educational measures to inform instructional and
entitlement decisions. Students are expected to demonstrate proficiency in the administration and
interpretation of achievement tests, in using assessment data to directly inform intervention
recommendations and in reporting findings both orally and in writing.
Enrollment Requirements:
Pre-req = SPY G 602 and Graduate degree student in School Psychology
028972:1
SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course develops competence in administering and scoring selected personality, behavioral,
social/emotional, and adaptive behavior measures, and in preparing meaningful interpretations of those test
results. Topics include psychological theory and practical issues involved in clinical assessment. Close
attention is paid to the psychometric adequacy of various assessment methods, ethical aspects of
assessment, and issues of clinical judgment. Emphasis is placed on multi-method, multi-source strategies
using approaches such as direct observation, interviewing techniques, rating scales, and self-report
measures. The projective hypothesis and projective methods are reviewed, including storytelling and
drawing techniques. Special issues in cross-cultural assessment and in assessing minority students and
students with disabilities are considered. Links between assessment results and intervention
recommendations are stressed.
Enrollment Requirements:
Pre-req = Graduate degree student in School Psychology
028974:1
SPY G 607 - School-Based Interventions and Data-Based Decision Making
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Attention is focused on the techniques of synthesizing educational, child development, and psychological
information into effective prevention programs as well as individual and group interventions for students at-
risk for special education and with disabilities. The course uses a problem solving approach and the
theoretical and practical underpinnings of the evidence-based practice movement to facilitate student
development, monitoring, and evaluation of effective academic, social, emotional, and behavioral
intervention strategies with emphasis on direct and indirect evidence-based interventions. The course will
also emphasize data-based decision making pertaining to matching treatments to reasons for problems
students are experiencing, progress monitoring, as well as determining student responses to intervention.
Enrollment Requirements:
Pre-req = SPY G 602 and 604 and COUNSL 614
028983:1
311
SPY G 608 - Systems Consultation, Prevention, and Organizational Change
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide students with competencies regarding system-level prevention
programming in schools and organizational change. The course will provide theoretical, empirical, and
practical foundations for school prevention programming as it related to the academic, behavioral,
socio/emotional, mental health and crisis related problems in grades k-12.
Enrollment Requirements:
Pre-Req: SPY g 603 and SPY G 604 and COUNSL 614 and Co-Req COUNSL 632
038965:1
SPY G 612 - Learning and the Curriculum
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course uses theoretical and applied perspectives to explain how children and adolescents develop
skills and knowledge in schools. Theoretical perspectives emphasize ecological, behavioral, and cognitive
models of learning. With regard to application, theoretical perspectives on learning point to curriculum as a
source of learning objectives and goals intended to guide instruction and assessment. Empirical research
pertaining to instruction, assessment, and curriculum will be reviewed for purposes o using a rigorous
evidence base to evaluate curriculum programs in core content (e.g., English language arts, mathematics).
034861:1
SPY G 635 - Behavior Therapy in Schools
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Understanding and managing student behavior is critical for educator to establish a positive and effective
learning environment. Research supports the use of positive behavior supports and interventions to address
challenging behaviors in order to increase active academic engagement and adaptive behaviors for all
students, especially high risk populations. The purpose of this course will be to develop knowledge and skills
int he principles of applied behavior analysis and to apply these principles and procedures to individuals and
classrooms. Functional behavior assessment procedures covered include indirect assessments, descriptive
assessments, and functional analysis. Treatments covered include antecedent intervention, differential
reinforcement procedures, extinction, and punishment among others. Mastery in this course will be obtained
through readings, participation in lecture/discussions, preparing for exams, and completing assigned
projects.
Enrollment Requirements:
Pre-Req: COUNSL 614 and SPY G 602 and SPY G 604
039162:1
312
SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide an introduction to cultural, socioeconomic, and ethnic factors that impact
service delivery by counselors and school psychologists in schools. Students will develop an appreciation for
and understanding of their own cultural, socioeconomic, and ethnic backgrounds. From there, they will
develop appreciation for and understanding of their clients-children and adolescents in schools, their
families, and entities that support them-as well as other educators and professionals in the educational
systems.
036732:1
SPY G 685 - Practicum I: School-Based Assessment & Intervention
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Each student is matched with a practicing school psychologist 1.5 days per week in order to apply the skills
consistent with the NASP blueprint. 125 clock hours of field experience are required in addition to the weekly
seminar. The twofold purpose of this course it sot provide graduate students in school psychology: 1. A field-
based practicum experience in an urban setting with students of diverse backgrounds. Activities focus on
individual and systemic variables as well as policies and practices while engaging in the implementation of
consultation, assessment, prevention and intervention activities. Formal and informal needs assessments
will also be a continuous aspect of this practicum with services determined by the needs identified by
students, staff, and administration. 2. A field-based practicum experience that focuses on the assessment of
children and adolescents.
Enrollment Requirements:
Pre-req = SPY G 601 and 602 and COUNSL 614 and Graduate degree student in School Psychology
Department consent required for enrollment
028994:1
SPY G 686 - Practicum II: School-Based Assessment & Intervention
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Each student is matched with a practicing school psychologist 1.5 days per week in order to apply the skills
consistent with the NASP blueprint. 125 clock hours of field experience are required in addition to the weekly
seminar. The twofold purpose of this course is to provide graduate students in school psychology: 1. Field-
based practicum experience in an urban setting with students of diverse backgrounds. Activities will focus on
individual and systemic variables as well as policies and practices while engaging in the implementation of
consultation, assessment, prevention and intervention activities. Formal and informal needs assessments
will also be continuous aspect of this practicum with services determined by the needs identified by
students, staff, and administration. 2. Field-based school psychology practicum experience that focuses on
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the assessment of children and adolescents.
Enrollment Requirements:
Pre-Req: SPY G 601 and SPY G 602 and COUNSL 614 and Co-Req: SPY G 603 and SPY G 604
Department consent required for enrollment
032240:1
SPY G 687 - Practicum in School Psychology III
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
This Practicum is a continuation of Practicum I and II and integrates assessment and intervention services
provided. It provides student with the opportunity to attain additional field work hours prior to the 1200 hour
internship. Students are assigned to a school site, with a supervising school psychologist, and complete 250
field work hours over the course of a semester. Additionally, they meet with the university
supervisor/seminar instructor on a weekly basis after school hours. Student performance on site is assessed
via evaluation by the field supervisor; student skills in conducting psychoeducational evaluations and case
studies is assessed by the university supervisor/seminar instructor. This course can be repeated for credit.
Enrollment Requirements:
Pre-Req: SPY G 685 and SPY G 686
036737:1
SPY G 688 - Internship in School Psychology
3 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This full-time practicum/internship placement consists of at least 600 clock hours of full-time fieldwork
experience at both the elementary and secondary school levels, under the supervision of a practicing
certified school psychologist. The two required repetitions of this course provide the 1,200 clock hours of
supervised fieldwork required for state and national certification. The first internship must be in an approved
school setting. The second may be in a school setting or a clinical setting (under the supervision of a
licensed or certified psychologist). University supervision and the approval of the program coordinator are
required.
Course Note
May be taken twice for credit.
Department consent required for enrollment
028996:1
SPY G 689 - Internship in School Psychology
314
6 Credit(s) | Internship | Graded
Repeatable for credit - total credits: 12 / total completions: 2
Description:
The internship placement consists of a full-time fieldwork experience at the elementary, middle, and high
school levels, under the supervision of a practicing licensed school psychologist. This course provides 1200
hours of supervised internship required for state and national certification. The first 600 hours of the
internship must be in an approved school setting. The second may be in a school setting or a clinical setting
(under the supervision of a licensed or certified psychologist). Students take this course in conjunction with
an internship seminar. The seminar includes lectures and discussions about state and national certification
requirements, case studies, assessments and multidisciplinary evaluations, legal and ethical concerns,
issues of inclusivity, diversity, equity, and access, and general topics related to the internship experience.
Capstone portfolio and daily log are required. University supervision and the approval of the Program
Director are required. The course is taken for 6 Lecture Hours (6 credits during fall semester), and 6 Lecture
Hours (6 Credits during spring semester).
Enrollment Requirements:
Prerequisites:
• Satisfactory completion of required pre-internship coursework and fieldwork with grades of B or
better in each,
• Satisfactory completion of practica (i.e., SPY 685, 686, as well as 687 if applicable) with minimum
ratings on the Practicum Student Evaluation Form of:
o 3.0 in Critical Personal Qualities and
o 2.5 in Professional Knowledge and Skills,
• Passing score on the MTEL,
• Passing score on the master's comprehensive exam (if the student earned the MEd in the School
Psychology program at UMass Boston), and
• Recommendation of the School Psychology program faculty
039567:1
SPY G 691 - Seminar in School Psychology
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This seminar is taken in conjunction with the Internship in School Psychology (SPY G 688). It includes
lectures and discussions about state and national certification requirements, case studies, assessments and
multidisciplinary evaluations, legal and ethical concerns, cultural diversity factors, and general topics related
to the internship experience.
Course Note
Capstone portfolio and daily log required. May be taken twice for credit.
Department consent required for enrollment
000148:1
SPY G 696 - Independent Study in School Psychology
315
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Research and reading in an area of school psychology chosen by the student and approved by the
instructor. Open only to matriculants in the School Psychology program.
Course Note
A detailed proposal must be submitted to and approved by the program coordinator before registration for
this course.
Instructor consent required for enrollment
029001:1
Curriculum and Instruction
Website
https://www.umb.edu/education/academic-departments/curriculum-instruction/
Office
Wheatley Hall, 2nd Floor, Room 93
617.287.7591
Department Chair
Lisa Gonsalves, PhD
[email protected]
617.287.7642
Master's
Critical and Creative Thinking (MA)
Department of Curriculum and Instruction | College of Education and Human Development
Critical and Creative Thinking (MA)
Critical and Creative Thinking (MA) - Science in a Changing World Track
Education (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
Education (MEd) - Initial Licensure in Early Childhood Education Track
Education (MEd) - Teach Next Year Early Childhood Initial Licensure
Education (MEd) - Initial Licensure in Elementary Education Track
316
Education (MEd) - Teach Next Year Elementary Initial Licensure
Education (MEd) - Initial Licensure in Middle/Secondary Education Track
Education (MEd) - Teach Next Year Middle/Secondary Initial Licensure
Education (MEd) - Non-Licensure in Early Childhood Education Track
Instructional Design (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including eight required courses and four electives.
Capstone: Completion of a project or thesis.
Statute of limitations: Five years.
Course Requirements
Core Courses (24 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 602 - The Adult as Learner 3 Credit(s)
• INSDSG 604 - Communication Theory and Practice 3 Credit(s)
• INSDSG 607 - Using Primary Research for Evidence-Based Practice 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 642 - Assessment and Evaluation in Instructional Design 3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
• INSDSG 690 - Capstone Seminar 3 Credit(s)
Electives (12 Credits)
Complete four courses from below.
Independent study and internship courses can only be taken with advance permission of the graduate
program director.
Students may take up to two courses from other departments with advance permission of the graduate
program director.
• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
317
• INSDSG 634 - Project Management in Instructional Design 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
• INSDSG 655 - Project in Multimedia 3 Credit(s)
• INSDSG 696 - Independent Study 1-6 Credit(s)
• INSDSG 697 - Special Topics in Instructional Design 1-6 Credit(s)
• INSDSG 698 - Internship 1-6 Credit(s)
Special Education (MEd)
Department of Curriculum and Instruction | College of Education and Human Development
Special Education (MEd) - Successive Licensure in Moderate Disabilities PreK-8 or 5-12 Track
Special Education (MEd) - Non-Licensure in Moderate Disabilities PreK-8 or 5-12 Track
Special Education (MEd) - Transition Leadership
Doctorate
Early Childhood Education and Care (PhD)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 63 credits from 19 courses including five core courses, six research methods courses, one
teaching seminar, two doctoral seminars, two research team seminar, and three concentration courses; as
well as a nine credit dissertation.
Doctoral candidacy: Completion of a comprehensive examination.
Dissertation: Compose and defend a dissertation based on original research.
Statute of limitations: Nine years.
Course Requirements
Core Courses (15 Credits)
• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
• ECHD 705 - The Science of Early Learning 3 Credit(s)
318
• ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education and Care. 3
Credit(s)
Research Methods Courses (18 Credits)
Complete one introductory course, one quantitative course, one qualitative course, and three advanced
qualitative research electives.
Introductory Course:
• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)
Qualitative Courses (choose one):
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
Quantitative Courses (choose one):
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
Advanced Quantitative Research Courses (choose three):
• EDLDRS 743 - Measurement and Research Instrument Design 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)
Teaching Seminar (3 Credits)
• ECHD 707 - Teaching Early Childhood Education and Care in Higher Education 3 Credit(s)
Doctoral Seminars (6 Credits)
• ECHD 709 - ECEC Doctoral Seminar I 3 Credit(s)
• ECHD 710 - ECEC Doctoral Seminar II 3 Credit(s)
Research Team Seminars (3 Credits)
Complete two semesters.
• ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar 1.5 Credit(s)
Concentration Courses (9 Credits)
319
Take three courses from one of the concentrations below.
Learning and Teaching in the First Five Years Concentration
Leadership, Policy and Finance Concentration
Urban, Multilingual and Global Contexts Concentration
Individual Concentration
Post Master’s Certificate
Early Education, Research, Policy, and Practice (Post-
Master's Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
Graduate Certificate
Autism Endorsement (Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
320
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• SPE G 661 - Autism Spectrum Disorder: Foundations & Characteristics 3 Credit(s)
• SPE G 662 - Autism Spectrum Disorder: Assessment and Collaboration 3 Credit(s)
• SPE G 663 - Autism Spectrum Disorders: Programs, Services, and Supports 3 Credit(s)
• SPE G 664 - Autism Spectrum Disorder: Field Experience 3 Credit(s)
Critical and Creative Thinking (Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
Critical and Creative Thinking (Certificate)
Critical and Creative Thinking (Certificate) - Science in a Changing World Track
Initial Licensure in Middle/Secondary Education
(Certificate)
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 28 credits from at least nine courses including two foundations core courses, two
diversity core courses, four or five pedagogy core courses, and one practicum core course.
Fieldwork: Complete at least 30 hours of fieldwork in approved after school programs, approved
educational camps, and/or classroom time.
Pre-practicum: Complete at least 100 hours in a classroom with English Language Learners for at least
one full day a week or one period every day for a semester.
Practicum: Complete a full practicum of five days a week for 14 weeks (one full semester) of supervised
student teaching.
Exams: Take the Communication and Literacy MTEL before starting the diversity core; pass both parts of
the Communication and Literacy MTEL before starting the pedagogy core; take the Subject Area MTEL
before starting the pedagogy core; pass the Subject Area MTEL before starting the practicum core; pass the
Pre-Practicum Gateway Assessment (Unit Plan from EDC G 660) before starting the pedagogy core. Pass
the Practicum Gateway Assessment (Teaching Video from Methods) before starting the practicum core.
Portfolio: Completion of a practicum portfolio.
Schools will require CORI/SORI (Criminal/Sex Offender Record Information) and finger-printing prior to
fieldwork. Allow enough time for results.
321
Competency 1 of the state's regulations for licensure covers the knowledge base that teachers must bring to
the classroom. For middle/secondary teachers, this is one of the disciplines taught in high school (e.g.,
English, History, Political Science/ Philosophy, French, Spanish, Biology, Mathematics, Physics, etc.). Most
commonly, middle/secondary teachers are licensed in the fields in which they hold their BA or BS.
UMass Boston only endorses students for an initial license in a subject area. For an additional license,
students need to pass the two courses in their chosen concentration core, complete the applicable DESE
requirements listed on their own, and apply to DESE directly after obtaining a content area initial license.
GPA: A minimum cumulative GPA of 3.0 is required.
Minimum grade: A grade of B or higher is required for all core courses.
Statute of limitations: Three years.
Course Requirements
Foundations Core Courses (6 Credits)
• EDC G 644 - Developmental Stages across the Lifespan 3 Credit(s)
• EDC G 660 - Using Data to Plan Curriculum and Instruction 3 Credit(s)
Diversity Core Courses (6 Credits)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
• EDC G 630 - Inclusion PreK-12:Diversity and Equity in Inclusive Settings 3 Credit(s)
Pedagogy Core Courses (10 to 13 Credits)
• EDC G 643 - Fostering Equitable and Affirming Classroom Environments 3 Credit(s)
• EDC G 650 - Rethinking Equity and Teaching for English Language Learners 3 Credit(s)
• EDC G 658 - Pre-practicum seminar 1 Credit(s)
Methods Courses
Those seeking licensure in middle school math/science must take both Math and Science methods.
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• EDC G 665 - Science Methods 3 Credit(s)
• EDC G 662 - Social Studies Methods 3 Credit(s)
• EDC G 667 - English Methods 3 Credit(s)
• EDC G 669 - Math Methods 3 Credit(s)
Practicum Core (6 Credits)
• EDC G 687 - Graduate Practicum: Student Teaching Middle School Education 6 Credit(s)
or
• EDC G 688 - Graduate Practicum: Student Teaching Secondary Education 6 Credit(s)
Instructional and Learning Design (Certificate)
322
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including four required courses and one elective.
Statute of limitations: Five years.
Course Requirements
Required Courses (12 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 602 - The Adult as Learner 3 Credit(s)
• INSDSG 642 - Assessment and Evaluation in Instructional Design 3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
Elective (3 Credits)
Complete one from below.
• INSDSG 604 - Communication Theory and Practice 3 Credit(s)
• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 607 - Using Primary Research for Evidence-Based Practice 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
• INSDSG 634 - Project Management in Instructional Design 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
Instructional Technology Design (Certificate)
Instructional Design Program | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses and two electives.
Statute of limitations: Five years.
323
Course Requirements
Required Courses (9 Credits)
• INSDSG 601 - Foundations in Instructional Design and Learning Technology 3 Credit(s)
• INSDSG 640 - Planning, Design and Development of eLearning 3 Credit(s)
• INSDSG 655 - Project in Multimedia 3 Credit(s)
Electives (6 Credits)
Complete two courses from below.
• INSDSG 605 - Collaborative Learning Design 3 Credit(s)
• INSDSG 610 - Video Principles for Instructional Design 3 Credit(s)
• INSDSG 616 - The Design and Authoring of eLearning 3 Credit(s)
• INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult Learning for All
3 Credit(s)
• INSDSG 684 - Design and Instruction of Online Courses 3 Credit(s)
• INSDSG 697 - Special Topics in Instructional Design 1-6 Credit(s)
Special Education (Certificate) - Initial Licensure in
Moderate Disabilities PreK-8 or 5-12
Department of Curriculum and Instruction | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 27 credits from eight courses including five required courses, two track courses, and one
practicum course.
Tracks: Students must select a track in PreK to 8 or 5 to 12.
Field experience: Complete 75 hours of monitored pre-practicum field-based experience, and a minimum
semester-long supervised practicum (including hours in an inclusive setting).
Candidates for the Graduate Certificate Leading to Initial Licensure in Moderate Disabilities will experience a
subset of the coursework for the MEd and can continue on to complete the additional four courses, leading
to the MEd fulfilling the academic requirements for Professional Licensure in Moderate Disabilities.
Statute of limitations: Three years.
Course Requirements
Required Courses (15 Credits)
324
• EDC G 650 - Rethinking Equity and Teaching for English Language Learners 3 Credit(s)
• SPE G 607 - Behavioral and Classroom Management 3 Credit(s)
• SPE G 621 - Introduction to Disabilities for Educational Professionals 3 Credit(s)
• SPE G 624 - Standardized Assessments for Students with Moderate Disabilities, PreK-12 3
Credit(s)
• SPE G 633 - Legal and Political Issues in Special Education 3 Credit(s)
Track Courses (6 Credits)
Complete two courses from one of the tracks below.
PreK to 8 Track
5 to 12 Track
Practicum Course (6 Credits)
• SPE G 698 - Moderate Practicum 3-6 Credit(s)
Critical and Creative Thinking
CRCRTH 601 - Critical Thinking
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course explores issues about the nature and techniques of critical thought, viewed as a way to
establish a reliable basis for our claims, beliefs, and attitudes about the world. We explore multiple
perspectives, placing established facts, theories, and practices in tension with alternatives to see how things
could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and
judging, and the production of knowledge in its social context are considered. Special attention is given to
translating what is learned into strategies, materials, and interventions for use in students' own educational
and professional settings.
012819:1
CRCRTH 602 - Creative Thinking
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course seeks to increase the participants' understanding of creativity, to improve their creative problem-
solving skills, and to enhance their ability to promote these skills in others, in a variety of educational
settings. Students participate in activities designed to help develop their own creativity and discuss the
creative process from various theoretical perspectives. Readings are on such topics as creative individuals,
environments that tend to enhance creative functioning, and related educational issues. Discussions with
artists, scientists, and others particularly involved in the creative process focus on their techniques and on
ways in which creativity can be nurtured.
325
012820:1
CRCRTH 603L - Foundations of Philosophical Thought
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
By discussing four or five traditional substantive problems in philosophy-morality, the nature of knowledge,
freedom of the will, the nature of mind, and social organization-we attempt to derive a common approach
that philosophers bring to these problems when developing their own solutions or criticizing the solutions of
other philosophers. We also consider some of the ways that substantive issues and debates in philosophy
relate to contemporary non-philosophical issues in our society and can be introduced into a broad range of
educational environments outside standard philosophy courses.
Course Note
PHIL 501L and CRCRTH 603L are the same course.
This course is cross-listed as PHIL 501L
000350:2
CRCRTH 611 - Seminar in Critical Thinking
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course involves research on and discussion of important issues of current concern about critical
thinking. Issues include critical thinking; logic and knowledge; critical thinking about facts and about values;
knowledge in its social context; teaching to be critical; and evaluating critical thinking skills. The course
addresses these issues through cases of topical interest.
Course Note
Note: The thematic emphasis for each semester is described on the program website: www.cct.umb.edu
012821:1
CRCRTH 612 - Seminar in Creativity
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course delves deeply into the theory and practice of promoting creativity, using a specific theme, such
as invention and innovation, humor, realizing creative aspiration, building creative communities, as a focus
for the readings, discussions, class activities, and semester-long students' projects. The course materials,
which are drawn from a variety of sources to match the instructor's specialty, student interests, and evolving
trends in the literature, include biographies, intellectual histories, psychological studies, educational
research, the popular media, guest speakers, and outside mentors. Details for the specific semester are
publicized in advance by the Program.
326
012878:1
CRCRTH 615 - Holistic & Transformative Teaching
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course explores approaches to realize teachers' and students' potential for learning, thinking, and
creativity. It's primary focus is on holistic strategies to engage students in the creative arts and design.
Participants are actively involved in preparing practical applications and demonstrations of concepts
emerging from the class.
012879:1
CRCRTH 616 - Dialogue Processes
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Genuine dialogue provides a creative space in which may emerge entirely new ways of thinking, acting, and
relating to others. At the heart of such dialogue is holding respect for oneself, for one another, and for a
commonly created pool of meaning. Course participants learn and experience approaches to listening and
dialogue derived from Buber, Bohm, Isaacs, Jackins, Weissglass, and others, that allow us to become more
aware of the underlying beliefs, assumptions, and emotions that limit our thinking and our responses to the
world. Discussions explore applications of dialogue processes in educational, organizational, social, and
personal change.
012880:1
CRCRTH 618 - Creative Thinking, Collaboration, and Organizational Change
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Through interactive, experiential sessions and structured assignments, students learn critical and creative
approaches to working in organizations. Skills addressed include: communication and team-building;
facilitation of participation and collaboration in groups; promotion of learning from a diversity of perspectives;
problem-finding and solving; and reflective practice. Students apply these skills to situations that arise in
business, schools, social change groups, and other organizations with a view to taking initiative and
generating constructive change.
012881:1
CRCRTH 619 - Biomedical Ethics
3 Credit(s) | Seminar | Graded
Not repeatable for credit
327
Description:
This course develops students' critical thinking about dilemmas in medicine and health care policy, such as
those that arise around allocation of scarce resources, criteria for organ transplants, informed consent,
experimentation on human subjects, AIDS research, embryo research and selective termination of
pregnancy, euthanasia, and physician-assisted suicide. Through such cases the course introduces methods
in moral reasoning, rights-based reasoning, decision-making under uncertainty, and utilitarianism in classic
and contemporary normative reasoning.
033037:1
CRCRTH 627 - Issues and Controversies in Antiracist and Multicultural Education
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course explores two related forms of education-antiracist education and multicultural education-
approaching them as issues in moral and value education and exploring controversies in the theories and
practices of antiracist and multicultural education. The course deals with both practical and theoretical
issues but concentrates more on theory. Specific topics include racism, race, and school achievement;
ethnic identity and self-esteem; Afrocentrism; religious pluralism; multiculturalism as a unifying or divisive
force.
012883:1
CRCRTH 630 - Criticism and Creativity in Literature and the Arts
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Expression and evaluation, freedom and discipline, creative production and its critique-how do these
dualities relate to visual and verbal imagination as they are demonstrated in literature and the arts? Specific
strategies for eliciting imaginative work in these areas are demonstrated, as are specific strategies for
evaluating imaginative works. Finally, this course focuses on ways of helping others (including children) to
develop these skills and utilize these strategies effectively.
012885:1
CRCRTH 645L - Biology in Society: Critical Thinking
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Current and historical cases are used to examine the political, ethical, and other social dimensions of the life
sciences. Close examination of developments in the life sciences can lead to questions about the social
influences shaping scientists' work or its application. This, in turn, can lead to new questions and alternative
approaches for educators, biologists, health professionals, and concerned citizens. The specific thematic
emphasis each semester is publicized by the Program.
328
Course Note
BIOL 545L and CRCRTH 645L are the same course.
This course is cross-listed as BIOL 545L
Instructor consent required for enrollment
012897:1
CRCRTH 649L - Scientific & Political Change
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Prior to WW II, the US government played a relatively small role in the support of science, especially outside
of its own institutions. That situation changed dramatically with the war and the Cold War that followed. We
explore how these events transformed the role of science in United States life, vastly enhancing the prestige
of scientists, and shaping the extent and the nature of federal involvement in science. These and later
developments in the USA and internationally, including the proliferation of new forms of citizen participation
and the commercialization of academic research, raise important questions about the appropriate role of
science and scientists in shaping political change and the changing meanings of democratic control of
science.
Course Note
CRCRTH 649L and PPOL-G 749L are the same course.
This course is cross-listed as PPOL-G 749L
026020:2
CRCRTH 650 - Mathematical Thinking
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course explores several types of mathematical thinking in the context of number theory, algebra,
geometry, and introductory calculus, and relates them to critical and creative thinking skills. Developmental
and experiential factors in learning and teaching mathematics are considered, as well as techniques for
determining a learner's mathematical abilities and learning styles. Readings, discussion, research, and
problem-solving are used to provide a historical context, and to suggest connections with other disciplines.
Individual and small-group projects are adapted to student interests.
Course Note
No formal mathematical background beyond high school algebra and geometry is required.
012901:1
CRCRTH 651L - Advanced Cognitive Psychology
329
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course gives a survey of the field of cognitive psychology from an information-processing viewpoint.
The course considers how people encode, organize, transform, and output information. Emphasis is given to
such topics as concept formation, problem-solving, and creative thinking.
Course Note
CRCRTH 651L and PSYCH 550L are the same course.
This course is cross-listed as PSYCH 550L
027149:2
CRCRTH 653L - Epidemiological Thinking and Population Health
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Introduction to the concepts, methods, and problems involved in analyzing the biological and social
influences on behaviors and diseases and in translation such analyses into population health policy and
practice. Special attention given to social inequalities, changes over the life course, and heterogeneous
pathways. Case studies and course projects are shaped to accommodate students with interests in diverse
fields related to health and public policy. Students are assumed to have a statistical background, but the
course emphasizes epidemiological literacy with a view to collaborating thoughtfully with specialists, not
technical expertise.
Course Note
CRCRTH 653L and NURSNG 753L and PPOL-G 753L are the same course.
This course is cross-listed as NURSNG 753L and PPOL-G 753L
035089:3
CRCRTH 655 - Metacognition
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course considers various aspects of metacognition and how they influence behavior in children and
adults. Topics include the individual's knowledge of his or her own cognition, self-awareness, the monitoring
of conscious thought processes, inferences about unconscious thought processes, metacognition as a
decision process, metacognitive strategies, the development of metacognition, and metacognition as a
source of individual differences in children.
012904:1
CRCRTH 670 - Thinking, Learning, and Computers
330
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course considers the consequences of using computers to aid our thinking, learning, communication,
and action in classrooms, organizations, and social interactions. Class activities acquaint students with
specific computer-based tools, the ideas and research behind them, and themes for critical thinking about
these ideas and tools.
012826:1
CRCRTH 688 - Reflective Practice
1-3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 3
Description:
Reflective practitioners in any profession pilot new practices, take stock of outcomes and reflect on possible
directions, and make plans to revise their practice accordingly. They also make connections with colleagues
who model new practices and support the experimenting and practice of others. Students in this course gain
experiences and up-to-date tools for reflective practice through presentations, interactive and experiential
sessions, and, optionally, supervised pilot activities in schools, workplaces, and communities.
035471:1
CRCRTH 692 - Processes of Research and Engagement
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
In this course student identify issues in educational or other professional settings on which to focus their
critical and creative thinking skills. Each student works through the different stages of research and action -
from defining a manageable project to communicating findings and plans for further work. The classes run
as workshops, in which student are introduced to and then practice using tools for research, writing,
communicating, and supporting the work of others.
012870:1
CRCRTH 693 - Action Research for Educational, Professional & Personal change
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course covers techniques for and critical thinking about the evaluation of changes in educational
practices and policies in schools, organizations, and informal contexts. Topics include quantitative and
qualitative methods for design and analysis, participatory design of practices and policies in a framework of
action research, institutional learning, the wider reception or discounting of evaluations, and selected case
studies, including those arising from semester-long student projects.
012909:1
331
CRCRTH 694 - Synthesis of Theory and Practice Seminar
3 Credit(s) | Seminar | Multi-Term (year long)
Not repeatable for credit
Description:
This seminar provides participants with an opportunity to review and reflect on their work in the program and
its impact on their current and future professional and personal lives, through a final project that
demonstrates knowledge and integration of critical and creative thinking skills, processes, and strategies. To
facilitate the synthesis of ideas and the identification of a final project option, the seminar begins with group
experiences. Students choosing the same final project option meet in small groups weekly to present their
plans and progress notes for support and critique. A three-page final project description is presented early in
the course, and all projects are presented during the last four weeks.
000939:1
CRCRTH 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course involves the comprehensive study of a particular topic or area of literature determined by the
student's need; the study is pursued under the guidance, and subject to the examination, of the instructor.
Course Note
An application or outline of study should be submitted to the instructor by the end of the semester previous
to that in which this course is to be taken.
Instructor consent required for enrollment
012827:1
CRCRTH 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
033710:1
Early Childhood Education
ECHD 601 - Foundational Understandings of Early Childhood/Early Intervention
and Special Education
332
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the historical background of legislation, policies and procedures influencing children's
educational services (Birth-2nd grade). There is a comprehensive review of educational services for
children, including community services, health services, families, informal and formal group settings; such as
home childcare and public schools. The tenets of Universal Design for Learning (UDL) are explored in their
impact on instruction delivery and modes of assessment. A philosophical viewpoint, including moral and
ethical perspectives, is developed and strengthened with appropriate literature. The basic tenets of teacher
inquiry are reviewed and practiced. This course requires 10 hours of observation in early intervention,
preschool or public school programs that serve students with special needs and from diverse
ethnic/language backgrounds.
033885:1
ECHD 608 - Introduction to Infant and Toddler Care and Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the strengths and needs of infants and toddlers with regard to communication, motor,
problem solving, and personal-social domains. Types of programs serving infants, toddlers and their
families, focusing on the design of optimum environments and curricula, will be studied. Special topic issues
of infants and toddlers with disabilities and/or at risk for developmental delays, child development and
referral to early intervention will be explored in depth. This course is designed to teach students how to
apply theory, research and evidenced-based practices with infants and toddlers (prenatal-3 years). The
coursework is developed on the premise of an ecological systems model using culturally responsive and
diverse abilities practices.
Enrollment Requirements:
Co-requisite: ECHD 611 and ECHD 666
041973:1
ECHD 611 - Development and Characteristics of All Young Learners Including
Those with Special Needs.
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers the span of physical, cognitive, social, emotional, and moral development of children
from birth through second grade. Implications for curriculum and instruction from brain research findings and
their significance for learner differences are explored. The appropriate technical terminology used to convey
those concepts is addressed. The significance of the sociocultural and political contexts for the implications
of the codifications of development along with the consequences of medical and health access are
discussed. The course is delivered utilizing Universal Design for Learning (UDL) level-appropriate strategies
and assessments.
033886:1
333
ECHD 621 - Creating Effective Learning Environments and Fostering Positive
Social Interactions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students explore the relationship of space, time, curriculum and instruction in creating the most positive and
effective learning environments for young children. Careful consideration is given to the supports young
children need to develop skills in learning and social interactions, including self control, attention, initiative,
separation issues appropriate to age and development. Field experiences include observations in medical
settings, early intervention and home and group educational facilities.
033888:1
ECHD 622 - Observing, Documenting and Assessing in Early Childhood/Early
Intervention
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an introduction to early childhood measurement and assessment techniques. The course covers
fundamentals of psychometric theory, structure and uses of standardized tests and skills for alternative
classroom assessment techniques for child study. The principles of Universal Design for Learning (UDL) in
assessment are identified and practiced. Candidates learn about goals, benefits, and uses of assessment.
They systematically observe, document, and use effective assessment strategies in responsible ways-in
partnership with families and other professionals- to positively influence children's development and
learning. This course requires 10 hours of clinical observation in various settings, including natural settings
(home, day car, Head Start) and medical settings.
033889:1
ECHD 640 - Language Development and Literacy in Early Childhood/Early
Intervention
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course looks at language development from infants through primary-aged children. Topics will include
speech and language processes for communication, language development stages, theories of language
acquisition, assessment of language development and activities in order to foster language development.
Special attention will be paid to linguistically diverse populations as well as to children whose language
development is different from the reference group with regards to the most recent advances in the field.
Selection and development of prereading/prewriting and reading and writing curricula for preschool,
kindergarten and primary grades will be addressed. The will be an emphasis on development of literacy in
the primary grades that employs a Universal Design for Learning (UDL) approach. The course includes 10
hours of clinical experiences.
033890:1
334
ECHD 641 - Science and Mathematics Instruction for All Young Children
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course reviews developmental theory and research as related to the curriculum areas. A foundation for
selection and design of curriculum materials and activities appropriate for children in kindergarten and
primary grades is discussed and documented via student products. Fundamental concepts and skills for
teaching math and science to young children are practiced, as well as optimum, hands-on pedagogical
methods and those derived from Universal Design for Learning (UDL). Math and science developmentally
appropriate activities for infants, toddlers, preschoolers, and primary children are practiced during a 10 hour
clinical experience.
033891:1
ECHD 654 - Instructional Leadership and Quality Improvement in Early Care and
Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This leadership course is designed to strengthen the knowledge, skills, and competencies of early education
instructional leaders to support high quality teaching practices with diverse learners. The course begins with
an evidence-based framework and a set of concrete strategies for instructional leaders, and then provides
multiple opportunities to apply these frameworks and strategies in early childhood education settings. The
course examines early childhood curriculum, job-embedded professional learning, and the role of
instructional leaders in early education settings, including program directors, education coordinators, lead
teachers and teachers, coaches and others. Participants will learn about organizational change, and new
research on methods for accelerating improvement and creating a culture of collaborative learning.
041288:1
ECHD 666 - Early Intervention: Curriculum, Methods, and Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course covers methods of service delivery for infants and toddlers with disabilities and their families.
Explores key aspects of consultation, interdisciplinary collaboration, service coordination, and family-
centered services. The course focuses on culturally responsive practices, including developmental
screening, home visits, and IFSP/IEP development. The course also prepares personnel with the skills
necessary to be effective members of interdisciplinary teams that operate from a developmental framework
and that incorporate a family-guided approach to early intervention service delivery. 10-hours of clinical
experience.
Enrollment Requirements:
Co-requisite: ECHD 611 and ECHD 608
041974:1
335
ECHD 685 - Practicum II-PreK-2nd grade
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the second of a two-course practicum sequence that requires students to complete a 14 week, full-
time practicum field experience. The experience provides the opportunity to put theory and technique into
practice in a kindergarten (one third of total time), and first or second grade classroom (two thirds of total
time) under the guidance of a Massachusetts licensed teacher. Students develop teaching competencies,
with assistance from both a licensed supervising practitioner and a program supervisor. They also attend a
weekly seminar with the university supervisor to explore the connections between theory and practice and
share practicum experiences. Students design and implement curriculum, assess individual child and group
progress demonstrating a command of Universal Design of Learning (UDL) techniques, and observe role of
family and community in children's education, and develop identity as an early childhood/early intervention
professional.
Enrollment Requirements:
Pre-req: ECHD 601 and ECHD 611 and ECHD 621 and ECHD 640 and ECHD 641 or ECHD 690.
039531:1
ECHD 689 - Early Childhood Pre-Practicum PreK-2
1 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This one-credit field experience is organized around the Preservice Performance Assessment (PPA) tool,
which guides both candidates' observations of experienced teachers at work, and candidates' own lesson
delivery later in the semester. University supervisors hold two organizational meetings during the semester
(beginning and end) to discuss general issues stemming from field placements and to ensure candidates
have a solid grasp of the PPA tool with which their lesson delivery is assessed. Students spend one day a
week in a PreK-2nd grade public school classroom where they start observing and incrementally taking
responsibilities. From helping one single student to small group monitoring, the experience leads to the
teaching of a lesson to the whole class that is assessed by the university supervisor. Such assessment is
discussed with each individual student and a plan to identify areas and strategies for improvement is
completed.
036493:1
ECHD 690 - Planning Curriculum in Early Childhood
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students use the state's curriculum frameworks and related resources to design, implement, and evaluate
meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for
all young children. They learn about curriculum theory and other professional standards related to early
childhood education organization and practice. Students become collaborative learners who make informed
decisions that integrate knowledge from a variety of sources and geared towards maximizing service to a
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wide diversity of children, employing a Universal Design of Learning (UDL) approach. Using the Preservice
performance assessment tool as guideline for the basic elements of teaching, students identify and collect
artifacts that demonstrate their growing understanding of effective classroom practice.
033892:1
ECHD 696 - Independent Study: Early Education and Care in Inclusive Settings
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This is a directed study of a particular topic in education. The work is guided and assessed by the instructor.
Course Note
A proposal or outline of study, signed by the instructor, must be submitted for approval to the Graduate
Program Director before the beginning of the semester in which the project is to be undertaken. On
approving the proposal, the Graduate Program Director will authorize registration.
037901:1
ECHD 697 - Special Topics: Early Education and Care in Inclusive Settings
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of selected topics in the field of early childhood education and
care. Course content and credits vary according to topic and are announced prior to the advance -pre-
registration period.
037902:1
ECHD 701 - Early Education and Care Policy and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students will examine early care and education (ECE) policies, programs, and practices.
Particular attention is focused on analyses of national and state ECE policies and systems, including the
implications of the current knowledge base and research to policies and practices at the federal, state, and
program levels. Analyses are guided by several complementary conceptual frameworks and will be informed
by the science of early childhood on developmentally appropriate practice, parenting, family support, parent
engagement and empowerment, the importance of relationships, and the ecology of child development.
Issues related to comprehensive services, the workforce, quality, costs and affordability, funding and return
on investment, child outcomes, and advocacy are included. Implications of the ECE field will be identified
and analyzed with a focus on advocacy for change.
038311:1
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ECHD 702 - Advanced Child Development and Early Learning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Through this advanced course in child development, student will examine theories related to human
development and contemporary research findings in areas of child development and early learning. The
course offers an opportunity to investigate selected topics in cognitive, social, emotional, and physical
development from conception through late childhood. Diverse perspectives will be used to understand
development, both typical and atypical, in these various domains of development. Emphasis will be given to
understanding individual and cultural difference while interpreting child development and assessment.
038312:1
ECHD 703 - Translating Early Education Research into Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with a comprehensive conceptual understanding of qualitative and
quantitative research methods with an emphasis on linking theory to practice, and interpreting and applying
research findings. The course examines connections among theoretical frameworks, research questions,
design, methods of data collection, and analysis and reporting. Students will critique research and explore
methods for evaluating research and translating research findings for use in early education settings. The
course will help learners to become better consumers of research, and to understand the ways education
research relates to practice and early care and education quality improvement.
038313:1
ECHD 704 - Leadership and Change in Early Education and Care
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores multidisciplinary approaches to leadership, change, and leading for change applied to
the early care and education context. We will examine the theory and practice of change to gain an
understanding of what contributes to the carrying out of successful and lasting change. Participants will
analyze the forces that drive change, examine impediments to change, and survey a range of approaches
for making change more effective. In addition, the course focuses on leadership in its many forms (in
teaching, administration, policy, research, ethics). Participants will gain a deeper understanding of
themselves as developing leaders and change agents, and explore ways to improve professional practice,
early education quality, and promote social justice and caring in programs and systems serving young
children and families.
038314:1
ECHD 705 - The Science of Early Learning
338
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course is designed to provide an overview of the learning sciences in regards to children birth to age
eight. The learning sciences is a relative new field that draws upon interdisciplinary research from cognitive
science, sociology, neuroscience, educational psychology, and education. Class readings and discussions
will examine the physical, cognitive, and social aspects of learning environments including how learning
interactions unfold in those settings. It will also address the design of effective learning environments for
young children in diverse education settings including center, home, and school-based programs for young
children.
038885:1
ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education
and Care.
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course will introduce the major curricular theories and ideologies that influence teachers' concepts of
instruction in early childhood. Class readings and discussions will explore the history of the American
education system, including theoretical perspectives on the purposes of schooling, the conceptions on the
nature of knowledge, and the role of the "hidden curriculum" or other social constructs in curricula. Emphasis
will be placed on historical and political contexts in relation to theories of learning for young children and
both traditional and non-traditional models of instruction for children birth through age eight.
038886:1
ECHD 707 - Teaching Early Childhood Education and Care in Higher Education
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course prepares students in the ECEC Ph.D. program to be effective facilitators of learning for college
and university students and other adult learners specializing in early childhood education and care. Topics
include research on early childhood professional development in preservice and inservice settings, including
adult learning, effective content and pedagogy, and assessment. Students will gain skills in course design,
syllabus development, alignment of assignments and assessments with student outcomes, and adaptations
to the learning needs of diverse adult learners. Reflective approaches to teaching and learning will be
emphasized throughout.
Course Note
The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038887:1
ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar
339
1.5 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 6
Description:
This course involves participation in a research team with a core faculty member within the ECEC PhD
program. The specific area of research will vary and be specific to each faculty member's team.
Course Note
The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care
038888:1
ECHD 709 - ECEC Doctoral Seminar I
3 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course develops the ability of students in the ECEC Ph.D. program to integrate and synthesize
transdisciplinary and global perspectives on critical issues in early childhood education and care. Topics of
this course include issues of social justice, diversity, policy and leadership, and special education to which
multiple perspectives may be brought to bear. Taken in students' second semester, the course offers
opportunities for students to interact with members of the ECEC Graduate Group from different
concentrations as well as other experts. The course provides multiple perspectives on selected core issues,
with students considering these perspectives in light of their own experiences and probably research
interests.
Course Note
The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038889:1
ECHD 710 - ECEC Doctoral Seminar II
3 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar course develops the ability of students in the ECEC Ph.D. program to plan and conduct
research leading to the dissertation, and to broaden their knowledge of, and readiness for careers within or
beyond academia. Depending on individual students' dissertation status, the seminar provides structured
support as students plan the proposal, gather and analyze data, and write the dissertation. The course is
designed as a semi-structured working group to assist students in various stages of the dissertation process.
Students will learn from and critique one another's research plans, present work-in-progress to the group,
and support fellow students in making progress.
Course Note
The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038890:1
340
ECHD 711 - Qualitative Inquiry and Research Design: Examining Five Main
Approaches
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an introduction to the field and practice of qualitative inquiry. Qualitative research is an
umbrella term that encompasses many methodologies and methods, many of which aim to understand
everyday social life as it occurs in its natural environment. In this course, you will be introduced to some of
the varied perspectives related to qualitative inquiry, as well as the theoretical and historical foundations of
qualitative research. As a result of readings and discussion, students will aim to better understand the
assumptions of theory, method, and analysis guiding their research choices. Further, you will have an
opportunity to learn about the practice some of the research methods that are common to qualitative
research. As such, this course is also practical in scope, as you will complete a mini-research study. Finally,
this course aims to prepare you for more advanced study of qualitative inquiry.
041289:1
ECHD 799 - Dissertation Research in Early Childhood Education and Care
1-9 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 4
Description:
This course centers on original research conducted under the supervision of a dissertation faculty advisor
and the dissertation committee, and leads to the proposal and defense of a doctoral dissertation.
Enrollment Requirements:
Pre-requisite: ECHD 708 and ECHD 709
041115:1
Education
EDC G 556 - Advanced High School Biology for Urban Teachers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for current or future high school teachers o f biology in urban settings. It is
especially designed for those who are teaching an advanced or capstone biology course for high school
juniors or seniors, and want to prepare students for college level work in biology or for the College Board AP
Biology exam in May. All elements of the course will be anchored in a cognitivist theoretical framework that
utilizes Learning Progressions as a means to understand how to teach concepts and skills to high school
student in ways that build from what they already understand and prepare them for more advanced material
in college.
Instructor consent required for enrollment
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035797:1
EDC G 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics in the field of education. Course content and credits vary
according to topic and are announced prior to the registration period.
014280:1
EDC G 603 - Creating Effective Learning Environments
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This introductory course is designed to provide students with knowledge of current early childhood
curriculum theory, research, and methods. The course also introduces methods for the creation of effective
learning environments in classrooms that are increasingly diverse, culturally and linguistically. Students
explore a variety of methods to facilitate planning, classroom organization for cooperative and active
learning, curriculum development, student evaluation and assessment, team and co-teaching, and the uses
of new educational technologies. Attention is given to challenges posed by inclusionary classrooms and to
the ways in which student cultural and linguistic differences can be recognized and respected in order to
enhance the educational and linguistic experiences of all students.
Enrollment Requirements:
Pre-req = Graduate Education Students only Students in the following (sub)plans must obtain Permission of
Instructor: MEd w/Prof PhysEd, SPED MEd w/o Licensure, MEd w/Initial Licensure, MEd w/Prof Licensure,
or Certificate w/Prof Licensure
014287:1
EDC G 606 - Sociocultural Foundations of Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the interrelationships among students, schools, and society. Participants learn about
the ways in which race, class, language, and ethnicity influence how we define ourselves and each other in
our various encounters within the broader culture of US society. The course examines the historical
antecedents influencing how the lives of the immigrant and colonized peoples in the US are defined. It is
designed as a foundation for understanding the policies, goals, assumptions, strategies, and practices of
multicultural approaches to education. It draws on a variety of models to construct educational curricula that
are multicultural and socially reconstructionist. Readings are placed within the context of public schooling
today in order to develop students' "cultural consciousness" and awareness of the individual and shared
societal assumptions we bring to our teaching experiences. This class includes required fieldwork hours.
342
014292:1
EDC G 611 - Internet Application for Educators
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will explore the use of online resources and tools in education. Special attention will be given to
the integration of web resources with curriculum. Topics will include Internet search strategies, utilization of
web resources, and development of instructional web sites, electronic portfolio assessments, and online
instruction.
032350:1
EDC G 612 - Coding for Non-Coders
Formerly Evaluation and Design of Educational Software
3 Credit(s) | Lecture | Multi-Term (Year Long)
Not repeatable for credit
Description:
This course is designed for students who have no previous coding experience to learn the basics of coding
by using iterative design to solve a series of problems embedded within a gamestory. In doing so, students
will learn how to use decomposition to break tasks into sub-problems, debug software to troubleshoot code,
and design algorithms to solve problems. By the end of the course, students will be able to code an
interactive game using block-based programming.
014299:1
EDC G 619 - Designing Instruction: Science
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores techniques for teaching science concepts to students in grades N-6, examining
materials, methods, and curricula currently in use. The course focuses on the development of participants'
skills in science and on the use of questioning methods that help develop higher-order thinking skills in the
young child. Participants have the opportunity to be both learners and instructors in a wide range of science
activities.
Enrollment Requirements:
Pre-req = Permission of Instructor except in the following case: MEd w/Initial - Elementary: EDC G 603, 606,
630, 644
014311:1
EDC G 621 - Teaching Writing in the K-12 Classroom
343
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course deals with the teaching of writing, the teacher as writer, and the interactions between reading
and writing. Readings and presentations offer up-to-date information, theory, and practical techniques for
teaching reading and writing in all subject areas. Students meet regularly in reader-writer response groups
to work on their own writing and to respond to one another's writing about reading. There are a number of
guest lecture-demonstrations by elementary and secondary teachers who are teacher/consultants with the
Boston Writing Project. The course combines writing process theory with practical methods.
Enrollment Requirements:
Pre-req = Permission of Instructor except in the following cases: MEd w/Initial - Elementary: EDC G 603,
606, 630, and 644, or in (sub)plans MEd w/Prof - Elem-Mid-Second, Post-Mast Cert w/Prof - Elem-Mid-
Seond, or MEd w/Initial or Prof Licensure
014316:1
EDC G 625 - Designing Instruction in Mathematics and Science
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores theoretical and practical perspectives on teaching mathematics and science in Grades
K-6. It aims to enable participants to create classroom environments that promote inquiry and make
mathematics and science accessible to all children. Principles of curriculum and instruction, issues of equity,
and the processes of learning mathematics and science are central themes of the course. Participants
engage in extended investigations in order to deepen their understanding of mathematics and science. They
also design and evaluate curriculum materials for K-6 classrooms using national and state standards and
critically analyze their own roles in helping children learn mathematics and science.
014321:1
EDC G 626 - Integrating Social Studies and the Arts
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to engage prospective teachers in developing philosophical perspectives and
practical approaches to teaching art, social studies, and language arts. Critical thinking about issues in art,
social studies, and language arts education, including curriculum, instruction, and assessment, is integral to
this course. Special emphasis is given to practices that are responsive to the needs and strengths of
elementary students in social groups, classrooms, and schools.
014322:1
EDC G 628 - Community, School & Classroom Structures
3 Credit(s) | Lecture | Graded
Not repeatable for credit
344
Description:
This course explores school and classroom structures that are relevant to teachers preparing to teach in
urban middle and high schools. It also explores relationships between school and community that can be
crucial to creating an effective learning environment in urban classrooms. The course includes three main
parts: (1) A study of school/community collaboration in urban settings; (2) a look at the history of American
middle and high school structures, including those that are currently being tried as ways of improving on the
traditional models; and (3) an exploration of possible ways for structuring classrooms to achieve effective
learning environments for all students, including a focus on the inclusion model and a study of various
classroom management approaches. A field-based component is required.
033021:1
EDC G 630 - Inclusion PreK-12:Diversity and Equity in Inclusive Settings
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course participants will study the theoretical and practical issues that educators must address as they
implement effective culturally and linguistically relevant inclusion of children with disabilities in general
education classrooms. Using principles of Universal Design of Learning (UDL), Multicultural Education, and
Linguistically Relevant Pedagogy, we will identify and apply appropriate strategies to design and modify
curriculum, instructional materials, and assessment for students with moderate disabilities in general
education classroom environments. Grounded in Narrative Inquiry, participants will examine various
perceptions of disability and diversity; study the historical and legal foundations of inclusion; interrogate the
misrepresentation of culturally and linguistically diverse students in special education; design inclusive,
academically rigorous, culturally and linguistically responsive environments for all students; and develop and
reflect on their philosophy of inclusion. Students will anchor their analysis of these issues on a pedagogy of
equity, diversity, and transformation by applying the framework of intersectionality. Through Backwards
Design Planning, Team-Based Learning, the Jig-Saw classroom, reflective teaching, and digital storytelling
we will investigate the intersections among various social categories -- among them ability, language,
culture, race, and socioeconomic status -- and explore how we can promote inclusive and equitable
educational practices for all learners.
Enrollment Requirements:
Pre-requisite/Co-requisite: EDC G 644 or ECHD 611
014325:1
EDC G 634 - Introduction to Game-Based Teaching
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The primary objective in this course is for students to design their own curricular game by incorporating
techniques from video games. In doing so, students will use a wide range of software tools to make thinking
visible such as concept mapping and comic strip creation tools; use technologies to uncover, discover,
represent, redesign, and experiment with systems including tools to design diagrams and flowcharts; use
technologies such as googledocs, googleforms, and wikis to collaborate in designing new products; use
technologies to maximize accessibility and usability for all by addressing the needs of English Language
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Learners and students with special needs and repurpose technology tools such as video editing tools,
spreadsheets, presentation software, social media, animation software, and word processing tools to teach
problem-solving skills in a gaming environment. In the process, students will develop criteria for evaluating
pedagogical uses of video games; examine the legal, ethical, and moral issues surrounding pedagogical
uses of technologies; and make the argument for the pedagogical soundness of their own curricular game.
Students will use rigorous playtesting to revise their curricular game and write a teaching implementation
plan which will include how their curricular game teaches, assesses, and adjusts to student needs. Lastly,
students will help a k-12 teacher outside of class develop his or her own curricular game.
038966:1
EDC G 643 - Fostering Equitable and Affirming Classroom Environments
Formerly Behavior&Clsrm Mgt
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores a diverse range of dispositions and strategies that lead to equity-based and affirming
classrooms and support all students' abilities to grow and thrive. The course focuses on the role of social
inequity in the history of school discipline, examines routines and structures that create positive classroom
environments, and offers ways to build better connections between the classroom and students' home lives
and families. All students in this class should have a field placement in a public school classroom or be a
teacher of record in a public school.
014339:1
EDC G 644 - Developmental Stages across the Lifespan
Formerly Dvlp Stgs:Chld-Adlsc
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines current research and theory about human intellectual, social, and affective
development across the lifespan. Topics include the development of linguistic, symbolic, and quantitative
systems; cognition; creativity; the developmental interactions of culture; thought, language, and learning;
and the implications of current developmental theory and research for educators. Students are required to
tutor at least three individuals at different stages of development.
014344:1
EDC G 646 - Understanding Reading: Principles and Practices
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first of a two-course literacy sequence required for the Graduate Program leading to Initial
Licensure as an elementary Teacher. It introduces the foundations of reading development and engages
participants in reflective, critical consideration of student's diverse needs in the acquisition of literacy.
Emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring a
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minimum of six hours observing and assessing an elementary reader. Topics include: oral language
development for emergent literacy; lesson planning with clear assessment goals for enduring
understandings; foundational reading skills for meaningful text comprehension; organization of classroom
literacy instruction; management of responsive, differentiated literacy classrooms; and strengthening
home/school connections. A consistent focus is the teachers as a knowledgeable and skilled decision
maker.
014345:1
EDC G 648 - New Literacies and Emerging Technologies across the Content Areas
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the changing landscape of reading and writing as emerging technologies place new
demands, challenges, and opportunities for readers and writers. To do so, this course aims to deepen
students' understandings of the reading and writing processes with written, hyper, and multi-modal texts as
well as content-specific strategies for assisting K-12 students' development in these processes. This include
selecting developmentally appropriate reading materials and composition activities for a range of learners;
identifying prerequisite skills, concepts, and vocabulary necessary for content-specific learning activities;
and determining which strategies best meet particular content learning objectives. In doing so, techniques
for incorporating new technologies into teaching as well as the legal and ethical challenges for both teachers
and students will be examined.
033022:1
EDC G 650 - Rethinking Equity and Teaching for English Language Learners
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course fulfills the Sheltered English Immersion (SEI) endorsement requirement for core academic
teachers outlined by the Massachusetts Department of Elementary and Secondary Education as part of the
Commonwealth's Rethinking Equity and Teaching for English Language Learners (RETELL) initiative. The
purpose of this course is to prepare the Commonwealth's teachers with the knowledge and skills to
effectively shelter their content instruction so that our growing population of English language learners
(ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural
resources as participants and future leaders in the 21st century global economy. This course debunks
notions of linguistic deficit and explore avenues to support multilingual students in the construction of
knowledge and skills in the content areas. Participants will engage in the reflective and interactive design of
instruction that integrates the WIDA (ELD) standards with Massachusetts Curriculum Frameworks, exploring
and implementing strategies to teach multilingual learners to read and write in the content areas.
Course Note
All students in this class should have a fieldwork placement in a classroom with multi-lingual learners.
Department consent required for enrollment
038234:1
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EDC G 656 - Teaching the English Language Arts at the Elementary Level
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the second of a two course literacy sequence required for the Graduate Program leading to initial
licensure as an Elementary teacher. This course addresses the subject matter knowledge necessary for
integrating the English Language Arts when teaching in an elementary classroom where learners have
different academic needs and are socially, culturally and linguistically diverse. It prepares pre-service
elementary teachers to address three of the four areas important to the Common Core State Standards (and
related MA ELA Curriculum Frameworks): Reading Literature, Reading Informational text, and Writing. The
class will focus on teaching students to become critically literature as they analyze, comprehend, and
compose genres important to academic and social success in the 21st century including children's literature,
informational texts found in content area disciplines, and multimodal texts.
038770:1
EDC G 658 - Pre-practicum seminar
1 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Students observe, co-plan, and assist in teaching in a school, with supervision by both a certified
cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter.
The seminar provides an opportunity for student teachers to share their experiences, to try out and critique
plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming
education professionals. A formal application must be filed by March 15th to do a fall pre-practicum. This
course is taken in conjunction with a Methods class.
Enrollment Requirements:
Co-requisite: EDC G 665 or EDC G 666 or EDC G 667 or EDC G 669 or APLING 611
041394:1
EDC G 660 - Using Data to Plan Curriculum and Instruction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on how to design and implement diagnostic, formative, and summative assessments
and how to analyze the data from such assessments as well as formal, large group standardized
assessments in order to improve curriculum and instruction to better assist middle and secondary students
in meeting state and national standards. Students are asked to design curriculum units and lesson plans
designed to elicit such data and to be able to respond to the results.
014351:1
EDC G 662 - Social Studies Methods
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Formerly EDC G 666
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the theory and practice of teaching the social studies, including
history, civics and government, geography, and economics, at the middle and secondary levels. Students
will design units of study, individual lessons, and assessments in social studies attentive to the increasing
socioeconomic, cultural, linguistic, and ability-level diversity of students in today's classrooms. A required
field experience component is included; students are responsible for securing access to a classroom at the
level of licensure sought.
Enrollment Requirements:
Pre-requisite: EDC G 660 and co-requisite: EDC G 658
Department consent required for enrollment
033455:1
EDC G 663 - Assessment in Teaching
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an introduction to the theoretical and practical issues of classroom assessment. Participants develop
competence in selecting and using appropriate and educationally sound assessments. They compare and
analyze different forms of authentic and standardized assessment (including the MCAS and MCET exams);
gain practice in evaluating and responding to student work; compare and design rubrics and rating scales;
consider the premises and effects of high-stakes testing; and develop assignments and assessment tasks.
The focus throughout is on assessment strategies that enhance the learning of all students and that make
creative use of the cultural diversity that characterizes urban classrooms.
014354:1
EDC G 664 - Digital Literacies/Computer Science Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the theory and practice of teaching Computer Science in middle and
secondary classrooms, in particular in ways that take into account the needs and expectations of diverse
learners in a multicultural society. As such, a variety of teaching methods will be explored and practiced. The
course focuses on participants' on-going inquiry and reflection of field experiences. Participants will connect
observed teaching practices, experiences of learners within the major components of the computer science
curriculum, and the relationship and impact of the Massachusetts Curriculum Frameworks on best
practices. All students must be in a pre-practicum field placement or be a teacher of record.
Enrollment Requirements:
EDC G 660 Data-based Planning
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Semester(s) typically offered: Fall
042144:1
EDC G 665 - Science Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the teaching of science at the middle and secondary levels. It explores strategies
that support the implementation of current standards in science education, addressing inquiry and
experimentation as well as the role of technology in science teaching. The course examines various
approaches to teaching selected topics and core concepts in the content areas of earth and space science,
life science, physical science, the history and nature of science, and science as it relates to technology and
social perspectives. The course introduces participants to resources and legal obligations relevant to the
teaching of science and provides experience in designing standards-based lessons and assessments.
Course Note
All students must be in a field placement or be a teacher of record.
Enrollment Requirements:
Pre-requisite: EDC G 660 and co-requisite: EDC G 658
014355:1
EDC G 667 - English Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the theory and practice of teaching English in middle and secondary
classrooms, in particular in ways that take into account the needs and expectations of diverse learners in a
multicultural society. The course focuses on participants' on-going inquiry and reflection of field experiences.
Participants will connect observed teaching practices, experiences of learners within the major components
of the English curriculum, and the relationship and impact of the Massachusetts Curriculum Frameworks and
high stakes testing preparation on the best practices.
Enrollment Requirements:
Pre-requisite: EDC G 660 and co-requisite: EDC G 658
Department consent required for enrollment
033456:1
EDC G 668 - Content & Methods for Teaching Elementary School Mathematics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
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This course examines content knowledge and methodologies for teaching mathematics to Elementary
School students. Primary emphasis is given to the development of the number systems; the decimal system;
the use of technology and various manipulatives; the standard algorithms for addition, subtraction,
multiplication and division of integers, fractions and decimals, and their rationales; and the relationship of
elementary mathematics and various curricula to more advanced mathematics. Lesson planning,
assessment, mathematics curricula, and making mathematics lessons and concepts accessible to all
students are discussed. The course is intended to help the prospective elementary school teacher see
elementary school mathematics education as an integral and fundamental part of a student's overall
mathematical education.
033469:1
EDC G 669 - Math Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines content knowledge and methodologies for teaching mathematics to Middle and
Secondary School students. The course covers various aspects of problems solving; the use of calculators,
Excel and other technologies; number theory, complex numbers, the solution of polynomial equations with
real and complex coefficients, and probability. Lesson planning, assessment, curricula, and making
mathematics lessons and concepts accessible to all students are discussed.
Course Note
All students must be in a field placement or be a teacher of record.
Enrollment Requirements:
Pre-requisite: EDC G 660 and co-requisite: EDC G 658
Department consent required for enrollment
033526:1
EDC G 670 - Mathematics for Elementary Teachers 2
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the second of a two-course series of mathematics courses for prospective elementary school
teachers. The course is designed to continue the process of providing the mathematical content knowledge,
pedagogical content knowledge, and special content knowledge needed to teach mathematics in elementary
school, which was begun in EDC G 668. Topics covered include linear relationships, their various
representations, linear models and linear problem solving; introduction of basic geometric concepts including
congruence and similarity and the effect of various transformation; perimeter, area and volume of basic
geometric figures; properties of circles and the number pi; basic definitions and concepts of algebra
including variables and unknown quantities. Lesson planning, assessment, mathematics curricula, use of
manipulatives, and making mathematics lessons and concepts accessible to all students are discussed. The
course is intended to help the prospective elementary school teacher see elementary school mathematics
education as a foundational and integral part of a student's overall mathematical education.
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Course Note
Please note: Because this course is the second in an integrated sequence of two courses, it should be taken
as soon as possible after EDC G 668.
035571:1
EDC G 676 - Advanced Strategies for Teaching Social Studies and History to ELL
and SPED students
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course in the theory and practice of teaching social studies, including history, civics and
government, geography, economics, and ethnic studies. Students will develop an understanding of social
justice-oriented and inquiry-focused curriculum and develop equity-based pedagogies for history and the
social sciences. Intended for pre-service or in-service history, social studies or ethnic studies teachers.
038568:1
EDC G 686 - Graduate Practicum: Student Teaching Elementary Education
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
(Elementary Education)See EDC G 687 and 688. Each practicum provides students with the opportunity to
put theory and technique into practice at the level of their specialization. Students demonstrate their
teaching skills in a school, with supervision by both a certified cooperating teacher and a member of the
University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for
student teachers to share their practicum experiences, to try out and critique plans and ideas, to air and
solve problems, and to reflect on the process by which they are becoming education professionals.
Course Note
A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring
practicum or by March 1 for a fall practicum.
Department consent required for enrollment
000758:1
EDC G 687 - Graduate Practicum: Student Teaching Middle School Education
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Each practicum provides students with the opportunity to put theory and technique into practice at the level
of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a
certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the
latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try
352
out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are
becoming education professionals.
Course Note
A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring
practicum or by March 1 for a fall practicum.
Department consent required for enrollment
000757:1
EDC G 688 - Graduate Practicum: Student Teaching Secondary Education
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Each practicum provides students with the opportunity to put theory and technique into practice at the level
of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a
certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the
latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try
out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are
becoming education professionals.
Course Note
A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring
practicum or by March 1 for a fall practicum.
Department consent required for enrollment
000756:1
EDC G 689 - Teacher Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to introduce students to the methodology and methods of teacher research.
Teacher research is characterized by a careful documentation and analysis of teaching practice over time.
Participants ask critical questions, analyze methods, and develop a teacher-research project. This course
lays the groundwork for the professional licensure clinical experience.
014362:1
EDC G 690 - Teacher Research for Professional Licensure
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to introduce practicing teachers seeking professional licensure to the field of
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teacher research. Teacher research is characterized by the systematic and intentional documentation and
analysis of teaching practice over time. Participants discuss the theory and implementation of teacher
research, conduct a literature review in the area of interest, ask critical questions about their practice, design
a research project, and develop a publishable teacher research paper.
033276:1
EDC G 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This is a directed study of a particular topic in education. The work is guided and assessed by the instructor.
Course Note
A proposal or outline of study, signed by the instructor, must be submitted for approval to the Graduate
Program Director before the beginning of the semester in which the project is to be undertaken. On
approving the proposal, the Graduate Program Director will authorize registration.
Instructor consent required for enrollment
014364:1
EDC G 697 - Special Topics in Education
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of selected topics in the field of education. Course content and
credits vary according to topic and are announced prior to the advance pre-registration period.
014384:1
EDC G 698 - Internship in Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An intern is an employed teacher, fulfilling the practicum requirement for licensure in his or her own
classroom, under the joint supervision of a University-based faculty member and a designated mentor at the
school. As a regularly employed teacher, the intern works with children and applies practical and theoretical
knowledge. Interns plan lessons, teach classes, and evaluate students. They also review student records
and apply their knowledge of curriculum by selecting materials and designing learning activities. They draw
on current ideas and research to develop and demonstrate their own classroom teaching. Interns meet
regularly with the University supervisor and other practicum students in a seminar to reflect on the practicum
experience. Applicants for an internship must take two steps: 1) a special internship application form must
be approved by the Department of Education, the school-based supervisor, and the University Licensure
Officer; and 2) a program practicum application form must be approved by the Graduate Program Director.
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Course Note
This application must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for
a fall practicum.
Instructor consent required for enrollment
000754:1
Instructional Design
INSDSG 601 - Foundations in Instructional Design and Learning Technology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the field of instructional design and learning technologies. Students
explore the phases of instructional design including analysis, design, development, implementation, and
evaluation; through the creation of an instructional design document that outlines a plan for a learning or
training event. This course includes a team assignment allowing students to explore tools and processes
related to online collaboration.
020196:1
INSDSG 602 - The Adult as Learner
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course students research the practices and theoretical underpinnings of adult learning. An
experiential process will allow students to increase their understanding and ability to apply theories of adult
learning, to set appropriate learning climates conducive to the characteristics of adult learners, and to
become familiar with a variety of existing and emerging tools and techniques for facilitation the adult learning
process.
020220:1
INSDSG 604 - Communication Theory and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is based on communications strategies and practices as supported by current communications
theory. Learners apply theory and strategies to their organizational environments and learning contexts. The
course addresses theories of media communication and the study of communication as applied to
instructional design.
Enrollment Requirements:
Pre-req = INSDSG 601 or permission of instructor
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020225:1
INSDSG 605 - Collaborative Learning Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is a hands-on introduction to the many web-based, digital tools used in teaching and learning.
Students will have the opportunity to explore how these tools enable instructional designers to provide
diverse learners with opportunities for both formal and informal collaborative learning. Students will also be
reviewing mobile learning concepts and their implications for instructional designers. Moreover, students will
investigate how online and social media tools have been adapted to the mobile environment.
Enrollment Requirements:
Pre- req = Master's or Certificate student in Instructional Design
020228:1
INSDSG 607 - Using Primary Research for Evidence-Based Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines how understanding data, research methodology and research reports can contribute
to informed evidence-based practice. The course emphasizes research relevant to the field of instructional
design. Students will be introduced to the processes and vocabulary of research designs, including the
questions, methodologies and standards of validity and reliability. Students learn to formulate a unique
research question and look to academic sources to answer that question. Students will learn to locate,
critically read and evaluate research reports, and synthesize research findings to inform design practice.
Enrollment Requirements:
Pre-req: INSDSG 601 and INSDSG 602
038293:1
INSDSG 608 - Information Design and Visual Literacy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students explore the principles of visual literacy and apply them to a variety of instances in
instructional design, instructional technology, and information presentation. Topics include the theoretical
foundations of visual learning, the role of perception in communication and learning, verbal and visual
communication, and visual and information design.
Enrollment Requirements:
Pre-req = INSDSG 601 or permission of instructor
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020231:1
INSDSG 610 - Video Principles for Instructional Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a comprehensive introduction to video production theory and technique, including the
study of principles for analyzing and synthesizing information, and of some basic video instructional formats.
The goal is to equip those responsible for developing instructional materials with the skills they need in order
to work with video professionals in creating, designing, and producing instructional video programs.
Enrollment Requirements:
Pre-req = INSDSG 601 or permission of instructor
020235:1
INSDSG 612 - Instructional Strategies and the Adult Learner
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to assist participants in making classroom training more effective. Emphasis is on
instructor roles and tasks, determining learning styles, and selecting appropriate techniques. Techniques
focus on stand-up teaching skills, including lecture, question-and-answer, discussion and facilitation, as well
as common media formats, role-playing, games and simulations, and case studies.
Enrollment Requirements:
Pre-req = INSDSG 602 and Graduate Degree Student
020236:1
INSDSG 616 - The Design and Authoring of eLearning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This project-based learning course is designed to introduce students to key components of creating self-
paced and technology mediated learning. Students have an immersive learning experience by exploring the
development process of eLearning programs using current and emerging eLearning tools. Research-based
techniques are examined and applied during the development process. Through hands-on assignments
students address user interface design, the execution of effective instructional strategies and techniques of
graphic production. Students work individually and in teams to create prototypes and produce eLearning
portfolio-ready projects.
Enrollment Requirements:
Pre-requisite = INSDSG 601 and matriculated student in Instructional Design or permission of instructor.
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020241:1
INSDSG 634 - Project Management in Instructional Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Project management is an essential tool for instructional designers. rarely will you be the only person on a
project. The success or failure of the intervention depends on the work of many people and you will often be
in charge of managing the process. Traditional project management methods can be used for building
anything from buildings to software. In this course, we will explore strategic project management, including
goal setting, diffusion of innovations, the interaction of social and technical interventions and the arc of
project implementation.
Course Note
There will be three REQUIRED synchronous online course meetings, at this point scheduled for Sunday
early evening East Coast time.
Enrollment Requirements:
Pre-Req: INSDSG 601
038902:1
INSDSG 640 - Planning, Design and Development of eLearning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an overview of the process of designing and developing eLearning. Students define
the characteristics of effective eLearning, and look at the implementation of sound instructional design
principles in designing and developing digital learning experiences. Students will explore various activity
types and their learning contexts. The course emphasizes development strategies, visual design and
navigation. Throughout this course, students will examine the role of the instructional designer working in
multidisciplinary teams involving diverse stakeholders.
Enrollment Requirements:
Pre-req = INSDSG 601 or permission of instructor
020253:1
INSDSG 642 - Assessment and Evaluation in Instructional Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores data collection and analysis in two key aspects of instructional design: the needs
analysis phase and the evaluation phase. these two phases not only bookend the instructional design
process but are also data-driven decision points by nature. Students explore methods and approaches of
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collecting, organizing, and analyzing data through the lens of these two instructional design junctures.
Enrollment Requirements:
Pre-req: INSDSG 601 and INSDSG 602
040291:1
INSDSG 646 - Universal Course Design: A Pathway to Mindful and Creative Adult
Learning for All
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This online elective course will investigate the principles and theories of Universal Course Design for
Learning. The focus will be primarily on access tools for diverse learners with particular emphasis on
learners with disabilities. The practical application of Universal Design principles to the discipline of
Instructional Design will be explored. Some examples of instructional design tools that can be re-purposed
to support universally designed learning are reusable learning objects and gaming. Reusable learning
objects can be embedded into learning environments to support divers learning styles and gameification is a
useful resource for educating learners with learning and cognitive disabilities. The development of
accessible multi-media and the use of on-line for the establishment of inclusive teaching practices will also
be presented.
Enrollment Requirements:
Pre-Req: INSDSG 601
038901:1
INSDSG 651 - Designing Your Professional Online Presence
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides instructional design students and educational professionals with the necessary web-
literacy skills to create and maintain a self-hosted website on which to showcase their online digital
presence. Learners will produce items for a WordPress-based website such as digital stories describing their
unique strengths and differentiators as instructional designers and educational professionals. Further, the
course provides learners with skills in blogging and publishing of thoughtful opinion insights on how to build
a professional network, how to select signature portfolio pieces to showcase on their website, as well as
personal branding and design for learning considerations. Further, the course provides learners with
proficiencies in self-directed learning in order to support life-long knowledge enhancement.
Enrollment Requirements:
Pre-requisite: INSDSG 601
041554:1
INSDSG 655 - Project in Multimedia
359
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an opportunity for students to create a website or eBook project using multimedia
including text, hypertext, images, video, audio, and interactivity. The process begins with the creation of an
instructional design document specific to multimedia projects. Students use their choice of technology tools
to complete the project.
Enrollment Requirements:
Pre-req = INSDSG 601 and 640 Instructional Design grad student or permission
020255:1
INSDSG 684 - Design and Instruction of Online Courses
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is for instructional designers, instructors, teachers, or trainers who want to explore the critical
success factors in designing and delivering online instruction. Through readings, discussion, and various
activities, students will examine the pedagogical implications of technology-mediated learning, the dynamics
of the virtual classroom, the elements of effective online course design, as well as some of the tools and
technologies available to create and deliver online instruction. Through group-based and individual project
work, students will design and create online modules. This course will use a range of interactive and
collaborative instructional methods.
Enrollment Requirements:
Pre-Req: INSDSG 640 and matriculated Instructional Design student or permission of instructor
034699:1
INSDSG 690 - Capstone Seminar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The capstone project is the culminating activity for the Instructional Design Master's program. In completing
the capstone, students identify performance or educational problems and demonstrate expertise in design
practice to address those problems. Under the guidance of a capstone advisor, students construct a formal
proposal that outlines a complete plan for their capstone work. Once approved, the student designs,
develops, and implements the project. The outcome of this coursework will be a learning intervention.
Instructor consent required for enrollment
020256:1
INSDSG 696 - Independent Study
360
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
The comprehensive study of a particular topic or area in instructional design, as determined by the needs of
the individual student. The student works under the guidance and supervision of the instructor.
Instructor consent required for enrollment
020202:1
INSDSG 697 - Special Topics in Instructional Design
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in instructional design. Course content varies
according to the topic and will be announced prior to registration.
020209:1
INSDSG 698 - Internship
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This internship is a culminating experience in which the student assumes the responsibility for an
instructional design and technology project, a research project or other work assigned by the host
organization or institution. The student works under the guidance and supervision of both the instructor and
the organization for which the project is to be done.
Instructor consent required for enrollment
020303:1
Special Education
SPE G 607 - Behavioral and Classroom Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course identifies major theorists, techniques, and procedures for facilitating constructive behavior in the
classroom. Topics include observational recording systems, contingency contracting, and monitoring of
behavioral progress. Emphasis is on pro-social skill development and classroom structures conducive to
collaborative learning. Field-work components are included.
028840:1
361
SPE G 621 - Introduction to Disabilities for Educational Professionals
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the physical, cognitive, behavioral, and psychological aspects of the atypical
developmental patterns of children and adolescents with varying disabilities. Emphasis is given to the
conceptual frameworks for understanding normalcy, including cultural, racial, ethnic and linguistic
expectations, family, community, and peer group norms, and gender roles and stereotypes within the
context of today's urban schools. Legal definitions of disabilities are stressed as well as the range of learning
differences within typical development. This course includes a fieldwork component
028850:1
SPE G 624 - Standardized Assessments for Students with Moderate Disabilities,
PreK-12
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines standardized assessment procedures and tools for nondiscriminatory screening and
identification of students with special educational needs (PreK-8 and 5-12). Primary emphasis is given to
appropriate administering, scoring, and interpreting norm-referenced and criterion-referenced tests designed
to assess student learning styles and academic achievement. Through field-based experiences participants
administer a test battery to an individual student and learn how to analyze patterns of strength and
weakness, how to synthesize findings into professional reports, and how to determine appropriate goals,
objectives, and instructional recommendations.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028855:1
SPE G 625 - Reading and Writing Assessment and Instruction for Students with
Moderate Disabilities, Pre K-8
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the major causes of difficulties in reading, spelling, and writing (PreK-8). Topics include
the description and evaluation of a variety of effective teaching approaches, methods, and materials used in
teaching students with diverse special needs in these areas. Attention is given to matching appropriate
methods of teaching to the student's learning style; to models of teaching and learning in inclusionary
settings; and to the mechanics of writing an effective IEP. The course includes a field-work component.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
362
028856:1
SPE G 626 - Math, Science, and Social Science Assessment and Instruction for
Students with Moderate Disabilities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the major causes of difficulties in math and the content areas (Pre-K-8). Topics include
the description and evaluation of a variety of effective instructional approaches, methods, and materials
used in teaching students with diverse special needs in these areas. Attention is also given to career
education and social skills training and their infusions within an across-the-curriculum framework. The
course includes 15 pre-practicum hours.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028914:1
SPE G 629 - Consultation and Interpersonal Skills
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students demonstrate an understanding of the principles involved in consultation and interpersonal skills.
Intervention strategies and interviewing techniques will be stressed. Discussions include dynamics of the
team process, roadblocks to communication, and analysis of a school system, with subsequent in-service
recommendations. Students have an opportunity to apply these learned skills while examining theory
concurrently. The course includes a fieldwork component.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028863:1
SPE G 630 - Building Collaborative Partnerships with Families of Students with
Disabilities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course focuses on implementing effective strategies in working with parents of exceptional children.
Participants become sensitive to the issues of parenting a child with special needs and learn to establish a
collaborative relationship with parents that makes the best possible use of available resources.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
363
028865:1
SPE G 631 - Clinical Teaching: Secondary
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the development of teaching strategies to be used with the secondary learner with
special needs (5-12) in the basic academic skill areas. The mechanics of writing an effective IEP are
addressed. In addition, the critical issues of adolescent development are examined with respect to choosing
appropriate alternative strategies. The course includes a fieldwork component.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028866:1
SPE G 632 - Alternative Strategies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents an overview of the vocational assessment process and alternative vocational training
programs for the secondary special needs learner. A central strand examines transition to work and adult
life. The course includes a fieldwork component.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028867:1
SPE G 633 - Legal and Political Issues in Special Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The field of special education is governed by laws (Chapter 766, PL 94-142, PL 101-476, and PL 99-457)
and is thus subject to the political process. This course addresses the critical legal aspects of special
education, with an in-depth review of legislation, regulations, and current practice issues. The major goal of
the course is to clarify for special education teachers their obligations under the law, and to develop
strategies for implementing the law with full compliance.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028925:1
364
SPE G 654 - Youth Development and Self Determination
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate-level secondary transition course focuses on youth development and the importance of
preparing youth to take the lead in their education, career development, and community participation. Upon
completing this course, scholars will understand the principles of youth development and self-determination
and be able to integrate these principles into their work with all youth. This course has 15 fieldwork hours
that is intended to assist scholars to enable youth to create a vision for life after high school, create goals
and objectives to meet that vision, and assume a leadership position in transition planning activities.
038058:1
SPE G 655 - Career Development and Competitive Employment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate-level, secondary transition course is designed to give participants both an overview of the
career development process and a student-centered framework for career preparation. course goals are
based on career-related transition competencies, and are designed to help participants assess students'
career interests, use formal and informal career assessments, assist students to develop a course of study
related to career interests, identify and assist students to engage in career exploration activities, incorporate
connection activities into a student's career plan, and develop work-based learning opportunities. Field-
based assignments involve identifying a focal person/student, and using a student-centered approach to
career development and planning, in order to pave the way for integrated, competitive work experiences
during and following high school. As with other courses in this program, participants in this class will hear
from experts across the state whose focus is on career awareness and development for youth with and
without disabilities.
038059:1
SPE G 656 - Postsecondary Education for Students with Disabilities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate-level, secondary transition course is designed to give participants an overview of
postsecondary education options and the processes of applying for, enrolling in, and completing a
postsecondary education course of study, using a person-centered framework. In particular, participants will
learn how important it is that youth with disabilities are better prepared for college, both academically and
with self-determination skills, and what specific documentation of disabilities is needed to insure receiving
appropriate accommodations from disability services on campus. Participants in this class will work directly
with a student with a disability who has expressed an interest in attending college as a bridge to integrated
paid employment. Field-based assignments will involve a focal person interested in postsecondary
education, who will be supported to develop an action plan, visit a college,and begin to compile an e-
portfolio.
365
038060:1
SPE G 657 - Transition Topics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Transition Topics covers a variety of subjects that influence secondary transition for students with a wide
range of abilities and disabilities, such as those with healthcare issues or mental health challenges, those in
foster care or the justice system, students from diverse cultural and linguistic background or who have
dropped out of school, in addition to students with intellectual and developmental disabilities. Topics include
transition-related laws, the requisite use of the State Performance Plan (SPP) for the Annual Performance
Report (APR), the state's Transition Planning Form (TPF). Also covered are age-appropriate transition
assessments, measurable postsecondary IEP goals, Summary of Performance (SOP), family involvement in
planning, interagency collaboration, social security and disability benefits, self-determination and
guardianship, healthcare issues that impact transition, community living options, social networks,
transportation, and technology and accommodations. Participants will have a choice of options for both an
individual student support project and a case study presentation, which offer opportunities to apply
promising practices in transition to authentic student, classroom, school, or district circumstances.
038062:1
SPE G 658 - Transition Leadership
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses training and sustainability activities required for transition education to be
institutionalized in school districts across the Commonwealth. Participants will be equipped to take a lead in
establishing up-to-date transition practices in their respective school districts. To this end, participants will
learn how to develop and lead professional development workshops that demonstrate that the transition
related needs of students with disabilities is a shared responsibility. Field-based assignments will include
presenting a series of transition-related, in-service workshops to educators and/or human services
professionals and attending professional meetings for MA transition specialists and other transition
stakeholders.
038063:1
SPE G 661 - Autism Spectrum Disorder: Foundations & Characteristics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on providing an understanding of autism including the co-morbid conditions associated
with autism spectrum disorder (ASD) and he differences between a medical diagnosis of autism and the
definition of the term autism under state and federal special education laws. The course will address
knowledge of the unique characteristics of autism as related to communication, social/emotional
development, behavior, sensory processing, cognition, and learning.
366
041550:1
SPE G 662 - Autism Spectrum Disorder: Assessment and Collaboration
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on assessment of students with autism spectrum disorder (ASD) including: an ability to
identify, administer, and interpret a range of formal and informal tools in a culturally and linguistically
appropriate manner that assess the unique strengths, skills (including academic , social, behavioral and
adaptive) and learning styles of students with autism ages 3-22. Knowledge of how ongoing assessment
and data collection can be used to inform instruction, services and supports; monitor progress and rates and
patterns of skill acquisition; and ensure the maintenance and generalization of skills across settings.
Understanding and supporting the roles of other disciplines and professionals involved in the education of
students with autism and facilitation coordination and collaboration of relevant IEP team members, including
parents or caregivers, related service providers and medical professionals, to meet the unique needs of
students with autism and a culturally sensitive manner.
041536:1
SPE G 663 - Autism Spectrum Disorders: Programs, Services, and Supports
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the design of effective educational programs and individual supports for students
with ASD based on peer-reviewed research to the extent practicable to support students in the least
restrictive environment. Knowledge of the range of specialized and individualized instructional strategies and
supports for students with autism, including assistive technology, to address needs related to the core
symptoms of autism will be discussed.
041537:1
SPE G 664 - Autism Spectrum Disorder: Field Experience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the field-based experience required for the Massachusetts Autism Endorsement for
Educators (603 CMR 7.00). Due to the varying nature of the presentation of autism spectrum disorder (ASD)
within individuals, candidates' eligible for the endorsement should be evaluated based on the demonstration
of course- and field-work experiences and assignments that comprehensively and specifically address the
required competencies. This course meets the requirement of field experience working with students with
ASD and includes related experience to focus upon core areas (e.g., classroom climate, assessment,
instructional practices, social skill development, working with paraprofessionals and other school staff,
working with families).
041538:1
367
SPE G 684 - Computers in Special Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Universal Design for Learning is the model used for evaluating software and assessing school-specific and
classroom-specific uses of technology to support the learning of students with special needs. The course
focuses on curriculum applications of technology that can improve the learning opportunities for all students,
especially those with special needs, and enhance their problem-solving capabilities, organization skills, and
social competence. Attention is also given to adaptive computing technologies that help students
compensate for visual, auditory, motor, and/or cognitive limitations.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
000153:1
SPE G 692 - Capstone Research Seminar in Special Education: Professional
Licensure
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course utilizes current research in educational practices and qualitative research methodology as a
foundation for the critical analysis of the student's own teaching. Students conduct and original research
project based on a thematic interdisciplinary unit, which allows them to evaluate the impact of the unit as
well as reflecting on their teaching. This research project represents the final capstone experience required
for M.Ed. Degree leading to Professional Licensure.
034961:1
SPE G 693 - Practicum: Transition Leadership I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar supports Transition Specialist (TS) candidates who are applying evidence-based transition
policies and practices in high-need school districts in the first of semester-long practica. Assignments for this
seminar are focused on supporting TS candidates as they work with and build the capacity of a school
district to develop and sustain an interagency transition team that will support tall transition-ages students
with disabilities. TS candidates will meet every week, via web conferencing, to discuss both the successes
and challenges of team creation and facilitation. Related activities include determining team membership,
securing commitment from members to meet regularly, communicating the purpose of the team, establishing
roles and responsibilities for all members, setting goals and deadlines, and evaluation the team's
effectiveness in meeting its goals.
038064:1
368
SPE G 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Faculty-directed course of study in a particular area of interest or a fieldwork experience. A detailed proposal
of intent must be submitted to the faculty member prior to registration.
Instructor consent required for enrollment
028880:1
SPE G 697 - Special Topics in Special Education
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course involving intensive study of selected topics in special needs education. Course content
will vary according to the topic and will be announced prior to registration.
Enrollment Requirements:
Pre-req = Graduate Degree Student in Special Ed
028881:1
SPE G 698 - Moderate Practicum
3-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 24 / total completions: 3
Description:
A supervised practicum and seminar for trainees working with school-aged children identified as having mild
to moderate special needs (Pre K-8, 5-12) who are receiving Chapter 766 services.
Course Note
Pre-registration is required one semester prior to enrollment. Seventy-five state-required pre-practicum clock
hours must be documented prior to entering first-level practicum. The practicum site must be approved by
program faculty.
Department consent required for enrollment
028907:1
Leadership in Education
Website
https://www.umb.edu/education/academic-departments/leadership-in-education/
369
Office
Wheatley Hall, 1st Floor, Room 77
617.287.7601
[email protected]
Department Chair
Denise Patmon, EdD
[email protected]
617.287.7618
Master's
Educational Administration (MEd)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve required courses.
Capstone: Passage of a comprehensive portfolio examination synthesizing a significant portion of their
course work. The portfolio offers students an opportunity to collect and reflect systematically upon the
various components of their own learning, drawing on readings, course work, and pre-practicum and
practicum experiences.
Practicum or internship: A 500-hour, two-year-long practicum or internship in educational administration is
required for aspiring principals/assistant principals and special education directors. Students normally begin
their practicum in the first semester and continue adding hours over the next two years (although this
schedule may vary with different districts).
Licensure: Applicants seeking licensure as principal, supervisor/director, or administrator of special
education must pass the communication and literacy portion of the Massachusetts Test for Educator
Licensure to be recommended for licensure. For complete information on this requirement, see
the Massachusetts DESE website on Educator Services. Applicants seeking licensure as principal/assistant
principal must also pass the Massachusetts Performance Assessment for Leaders (PAL). We will assist you
with the assessment tasks as part of your regular coursework.
In addition to the MEd in Educational Administration, students will receive the Sheltered English Instruction
(SEI) endorsement for administrators upon graduation.
Statute of limitations: Five years.
Course Requirements
Required Courses (36 Credits)
370
• ADM G 610 - Research Design 3 Credit(s)
• ADM G 613 - Personnel: Administration, Supervision and Evaluation 3 Credit(s)
• ADM G 621 - Curriculum: Theories, Development, and Evaluation 3 Credit(s)
• ADM G 622 - Curriculum: Status, Issues, and Trends 3 Credit(s)
• ADM G 627 - Legal Issues In Educ 3 Credit(s)
• ADM G 632 - Facility Design and Fiscal Management 3 Credit(s)
• ADM G 646 - Leadership Development 3 Credit(s)
• ADM G 655 - Advanced Seminar in Supervision 3 Credit(s)
• ADM G 686 - Internship I Ed Adm 1.5-3 Credit(s)
• ADM G 687 - Practicum II in Educational Administration 1.5-3 Credit(s)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
Doctorate
Higher Education (EdD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 51 credits from 17 courses including eight core courses, five research courses, one elective, two
dissertation seminars, and six credits of dissertation research.
Doctoral candidacy: Completion of a qualifying paper.
Dissertation: Compose and defend a dissertation based on original research.
Independent study: Students can enroll in up to four independent studies (3 credit hours each).
Transfer courses: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other
institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or
UMass Boston taken more than seven years before admission to the program will be accepted.
Statute of limitations: Seven years.
Course Requirements
Core Courses (21 Credits)
• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)
371
Research Courses (15 Credits)
Please take the four classes below and an additional advanced research methods class chosen in
consultation with your pre-dissertation advisor or dissertation committee chair.
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)
Electives (3 Credits)
Complete one additional course chosen in consultation with your pre-dissertation advisor or dissertation
committee chair.
Dissertation Seminars (6 Credits)
• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)
Dissertation Research (6 Credits)
• HIGHED 899 - Dissertation Research 3 Credit(s)
Higher Education (PhD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from 20 courses including seven core courses, six research courses, three electives,
two dissertation seminars, and six credits of dissertation research.
Doctoral candidacy: Completion of a qualifying paper.
Dissertation: Compose and defend a dissertation based on original research
Independent study: Students can enroll in up to four independent studies (3 credit hours each).
Transfer coursework: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at
other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other
institutions or UMass Boston taken more than seven years before admission to the program will be
accepted.
Statute of limitations: Seven years.
372
Course Requirements
Core Courses (21 Credits)
• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)
Research Courses (18 Credits)
Complete the four courses below and two advanced research methods courses chosen in consultation with
your pre-dissertation advisor or dissertation committee chair.
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)
Electives (9 Credits)
Complete three courses chosen in consultation with your pre-dissertation advisor or dissertation committee
chair.
Dissertation Seminars (6 Credits)
• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)
Dissertation Research (6 Credits)
• HIGHED 899 - Dissertation Research 3 Credit(s)
Urban Education, Leadership, and Policy Studies (EdD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
373
Complete 65 credits from 21 courses including twelve core courses, two concentration courses, two
electives, and five dissertation courses.
Students who enter with a master's degree in an equivalent discipline may be considered for advanced
graduate standing on a case-by-case basis. Alternatively, if a student is ineligible for advanced standing, the
student may transfer up to 6 credits of coursework taken beyond the master's level that has not contributed
toward the award of any other degree.
Doctoral candidacy: Pass a comprehensive assessment and qualifying paper.
Dissertation: Propose, compose, and defend a dissertation based on original empirical research.
Statute of limitations: Seven years.
Course Requirements
Core Courses (32 Credits)
• EDLDRS 701 - Leadership Workshop I 3 Credit(s)
• EDLDRS 703 - Critical Issues I 3 Credit(s)
• EDLDRS 705 - Introduction to Inquiry for Educational Leaders 3 Credit(s)
• EDLDRS 714 - Integrative Seminar I 1 Credit(s)
• EDLDRS 715 - Integrative Seminar II 1 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• EDLDRS 750 - Education Policy for School Leaders 3 Credit(s)
• EDLDRS 760 - Qualifying Paper Seminar 3 Credit(s)
Concentration Courses (6 Credits)
Complete two courses from one of the concentrations below.
Administration and Leadership Concentration
Teaching, Learning, and Leadership Concentration
Electives (6 Credits)
Complete two courses chosen in collaboration with the graduate program director.
Dissertation Courses (15 Credits)
• EDLDRS 891 - Dissertation Seminar 3 Credit(s)
• EDLDRS 892 - Dissertation Seminar II 2 Credit(s)
• EDLDRS 893 - Dissertation Seminar 2 Credit(s)
• EDLDRS 899 - Dissertation Research 1-9 Credit(s) - complete twice for 8 total credits
374
Certification
Students may use Urban Education courses to fulfill many of the requirements for certification as a principal,
supervisor-director, or special education administrator.
Urban Education, Leadership, and Policy Studies (PhD)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 65 credits from 26 courses including 15 core courses, 5 elective courses, 1 advanced mathods
course, and 5 dissertation courses.
Students who enter with a master's degree in an equivalent discipline may be considered for advanced
graduate standing on a case-by-case basis. Alternatively, if a student is ineligible for advanced standing, the
student may transfer up to 6 credits of coursework taken beyond the master's level that has not contributed
toward the award of any other degree.
Doctoral candidacy: Pass a comprehensive assessment and qualifying paper.
Dissertation: Propose, compose, and defend a dissertation based on original empirical research.
Statute of limitations: Seven years.
Course Requirements
Core Courses (32 Credits)
• EDLDRS 701 - Leadership Workshop I 3 Credit(s)
• EDLDRS 703 - Critical Issues I 3 Credit(s)
• EDLDRS 705 - Introduction to Inquiry for Educational Leaders 3 Credit(s)
• EDLDRS 714 - Integrative Seminar I 1 Credit(s)
• EDLDRS 715 - Integrative Seminar II 1 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• EDLDRS 750 - Education Policy for School Leaders 3 Credit(s)
• EDLDRS 760 - Qualifying Paper Seminar 3 Credit(s)
Electives (6 Credits)
375
Complete two courses chosen in collaboration with the graduate program director.
Dissertation Courses (15 Credits)
• EDLDRS 891 - Dissertation Seminar 3 Credit(s)
• EDLDRS 892 - Dissertation Seminar II 2 Credit(s)
• EDLDRS 893 - Dissertation Seminar 2 Credit(s)
• EDLDRS 899 - Dissertation Research 1-9 Credit(s) - complete twice for 8 total credits
Certification
Students may use Urban Education courses to fulfill many of the requirements for certification as a principal,
supervisor-director, or special education administrator.
Post Master’s Certificate
Educational Administration (CAGS)
Department of Leadership in Education | College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve required courses.
Capstone: Passage of a comprehensive portfolio examination synthesizing a significant portion of their
course work. The portfolio offers students an opportunity to collect and reflect systematically upon the
various components of their own learning, drawing on readings, coursework, and pre-practicum and
practicum experiences.
Practicum or internship: A 500-hour, two-year-long practicum or internship in educational administration is
required for aspiring principals/assistant principals and special education directors. Students normally begin
their practicum in the first semester and continue adding hours over the next two years (although this
schedule may vary with different districts).
Licensure: Applicants seeking licensure as principal, assistant principal, or administrator of special
education must pass the communication and literacy portion of the Massachusetts Test for Educator
Licensure to be recommended for licensure. For complete information on this requirement, see
the Massachusetts DESE website on Educator Services. Applicants seeking licensure as principal/assistant
principal must also pass the Massachusetts Performance Assessment for Leaders (PAL). We will assist you
with the assessment tasks as part of your regular coursework.
In addition to the CAGS in Educational Administration, students will receive the
Sheltered English Instruction (SEI) endorsement for administrators upon graduation.
Statute of limitations: Three years.
Course Requirements
376
Required Courses (36 Credits)
• ADM G 603 - Organizational Change 3 Credit(s)
• ADM G 610 - Research Design 3 Credit(s)
• ADM G 613 - Personnel: Administration, Supervision and Evaluation 3 Credit(s)
• ADM G 627 - Legal Issues In Educ 3 Credit(s)
• ADM G 632 - Facility Design and Fiscal Management 3 Credit(s)
• ADM G 655 - Advanced Seminar in Supervision 3 Credit(s)
• ADM G 686 - Internship I Ed Adm 1.5-3 Credit(s)
• ADM G 687 - Practicum II in Educational Administration 1.5-3 Credit(s)
• ADM G 691 - Advanced Seminar in Administration 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
• EDC G 606 - Sociocultural Foundations of Education 3 Credit(s)
• SPE G 633 - Legal and Political Issues in Special Education 3 Credit(s)
Education Leadership
EDLDRS 701 - Leadership Workshop I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, offered in the first summer, focuses on the knowledge, skills, attitudes and behaviors that
participants in the doctoral program need to develop or acquire to be effective leaders in promoting
organizational changes in schools. Participants explore five interrelated facets of their own leadership
development: 1) their operating conceptions and definitions of leadership and their set of understandings
and beliefs about organizations, change and leadership; 2) their visions and goals for schools and why those
goals are important to them; 3) their individual, interpersonal and group skills, including their sensitivity to
how issues of race, ethnicity, class and gender affect these; 4) the organizational and broader sociocultural
contexts in which they work and their understandings about how these contexts affect issues of leadership
and organizational change; and 5) their personal journey toward leadership roles in schools, including their
own history and how it is affected by their cultural background, their self-assessment of their strengths and
weaknesses and their plans for personal learning. Participants develop a leadership and learning portfolio,
which is added to and modified over the course of their doctoral work.
014674:1
EDLDRS 703 - Critical Issues I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, offered in the first summer, examines a range of critical issues of importance to urban school
leaders in the context of the changing relationship between schools and society. Issues discussed in Critical
Issues I typically include demographic changes in the K-12 student population, multiculturalism,
desegregation, bilingual education, special education, tracking, curricular and pedagogical reform, school
reform movements and school finance reform. Critical Issues II covers fewer issues in greater depth; typical
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issues might include conflict resolution or the relationship between educational technology and school
change.
014677:1
EDLDRS 705 - Introduction to Inquiry for Educational Leaders
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students in the leadership in urban schools programs to the
philosophical, social, and psychological foundations of inquiry in the social sciences and education,
particularly as it pertains to leadership in urban schools. Students will be exposed to multiple research
paradigms and the long-standing debates around what constitutes quality research in the social sciences, in
general, and in education specifically. Through this course, students will develop a conceptual base for
designing research about urban schools.
Department consent required for enrollment
038954:1
EDLDRS 712 - Comparative Study Tour: Educational Change in China and the
United States
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide students with opportunities to explore the educational system and
education reforms in China. Recent changes and progress in the People's Republic of China have been
historic and highly significant. As the Chinese continue to improve their economic, political, and social
foundations, they also look to strengthen their educational systems. These changes can serve as basis for
comparison for educators interested in examining the process of educational change. By examining these
reform efforts in China, both in educational systems and instructional practices, educators will develop the
ability to assess the impact of educational change and to plan effectively for activities that will enhance the
learning experiences in their own schools
037702:1
EDLDRS 714 - Integrative Seminar I
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities
for students to integrate their daily experiences as practitioners with the goals and academic content of their
coursework. They also provide a bridging mechanism to form connections between and among courses and
to discuss issues which cut across several courses. In them, students continue to develop interpersonal
group process and leadership skills helpful to supporting and making change in schools.
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014682:1
EDLDRS 715 - Integrative Seminar II
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities
for students to integrate their daily experiences as practitioners with the goals and academic content of their
coursework. They also provide a bridging mechanism to form connections between and among courses and
to discuss issues which cut across several courses. In them, students continue to develop interpersonal
group process and leadership skills helpful to supporting and making change in schools.
014683:1
EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course investigates common concerns in addressing the needs of urban students in
elementary and secondary learning environments and community settings. It considers questions of human
development in several domains, current problems and controversies about learning and responsive
curricula and pedagogies. Readings frame issues across age groups and educational contexts, with
additional materials for each topic focusing on particular age groups and levels of schooling.
014688:1
EDLDRS 730 - Historical Roots of Contemporary Urban Schooling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course, taken in the first fall semester, is built on the premise that most issues of educational
policy and practice are rooted in some historical context that is deeply influential but often widely
unexamined. This course considers the historical development of several contemporary educational issues,
recognizing their roots in intense debates in American history. Although it does not provide explicit guidance
for today's practitioners, this historical understanding should inform their approaches to the complexities of
their current concerns. With 19th-21st-century urban schooling as the focus, topics include responses to
racial, ethnic and gender identities of students; the development of national standards for curriculum and
testing; the relative responsibilities of public and private educational institutions; the professional identities of
teachers and school administrators; and schools as the site of social reform.
014691:1
EDLDRS 732 - Organization and Leadership in Educational Institutions
379
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course, taken in the first spring semester, helps participants develop a diverse set of
perspectives for analyzing organizations. Practitioners who are interested in leadership roles in schools and
other urban educational settings function in a variety of roles in many large and small organizations:
teachers and classroom administrators in buildings or programs, members of a department or team,
students in a graduate classroom, union members and leaders, parents of school-aged children and part of
a school community. Practitioners also play roles in organizations outside of schools-in community groups,
sports teams, religious groups, etc. The course helps look at those organizations and the roles played within
them, by offering a broad set of perspectives drawn from the extensive literature on organizations. Learning
to understand and use multiple perspectives for analyzing organizations allows us to reflect on our roles in
them, even as it expands the set of possible choices for taking action and leadership within them.
Department consent required for enrollment
014692:1
EDLDRS 734 - Scholarly Writing in Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This three-credit elective helps student sin both Ed.D tracks will induct practitioners into the intricacies of
professional writing and scholarly discourse, both to make them better consumers of research and to help
them respond to No Child Left Behind's mandates for administrators and other educational leaders to
research and publish through developing forms like Classroom-based Inquiry, Teacher Research, and
Action Research. The class is grounded in three theoretical frameworks (Writing Process Theory, Genre
theory, Cultural Capital Theory) and conducted primarily as a writing workshop. Students will write, be part
of writing response groups in which they share their own writing and respond to the writing of others, and
conference with the instructor about work-in progress. Course includes lectures and exercises on academic
writing, substantial reading and writing assignments outside of class.
033527:1
EDLDRS 740 - Research Methods in Educational Leadership I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course, offered in each cohort¿s second year, provides both theoretical grounding and hands-
on experience with design and implementation of qualitative and quantitative research methods.
000752:1
EDLDRS 741 - Research Methods in Educational Leadership II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
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033104:1
EDLDRS 743 - Measurement and Research Instrument Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide doctoral student with knowledge and skills needed for developing a
research instrument. Various methods and strategies of instrument design will be explored, with an
emphasis on developing qualitative interview protocols and quantitative survey questionnaires in the
educational environment. Through a series of brainstorming activities, direct, hands-on exercises, students
will become more confident and competent in integrating instrument design into their dissertation study.
Enrollment Requirements:
EDLDRS 740 & 741
038744:1
EDLDRS 748 - Evaluation: Theory and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to the theory and practice of educational evaluation by
reviewing evaluation reports and papers, preparing evaluation designs, and developing evaluation
instruments. Throughout the course, students will be introduced to major evaluation theories and the
practice of program evaluation. These practices include determining which evaluation approach to use in a
given context, developing an evaluation plan on data collection and analysis, and considering the ethical
issues surrounding the role of the evaluator.
Enrollment Requirements:
Pre-req: EDLDRS 740 and EDLDRS 741
038955:1
EDLDRS 750 - Education Policy for School Leaders
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide students with a deep understanding of the characteristics of K-12 education policies
and the issues to which they apply. Students will be given an introduction to several central educational
policy debates, from both an American and international/comparative perspective, and many policy issues
will be examined from an urban context. The course will be taught from a critical perspective and aims to
give students the tools to critique policies through a variety of lenses. Themes to be covered include:
characteristics of an education policy; unique attributes of urban education policies; issues/problems that K-
12 educational policies are meant to solve; the determinants of and influences on educational policies;
theories of policy change and policy analysis; how to critique and analyze policies; the distinctions between
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local, rational, and global level policies. The course is divided into three sections: (1) Concepts and Policy
Analysis; (2) Policy Contexts; (3) Policy Issues. Both primary and secondary sources will be used (i.e. Policy
documents and critiques of such policies), and as well texts which assist in guiding students on doing policy
analysis. The course is designed to foster discussion and debate around policy issues and offer potential
alternatives to our current educational policy landscape.
038745:1
EDLDRS 751 - International and Comparative Perspectives on Urban Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course engages global and cross-cultural analyses to examine critical issues in urban education within
a variety of contexts, and from a number of stakeholder perspectives. Employing various units or levels of
analysis, the course pays special attention to different theoretical frameworks used to explain the
relationship between education and economic, political, and social development and related policies and the
interventions in urban contexts. It also explores the workings of institutions involved in educational reform at
the sub-national, national, and international levels.
038956:1
EDLDRS 752L - International Education Policy and Leadership
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers a range of theories that apply to the study of globalization and international education
policies, as well as the history of aid to education. Students will study the characteristics and critiques of
major institutions that design policies and conduct operations which impact education globally, including
multilateral agencies, non-governmental organizations, and private foundations. Students will furthermore
study key issue areas that are targeted by international education policies, including testing, privatization,
education in fragile states, and gender equity.
Course Note
EDLDRS 752L and GCPA 752L are the same course.
This course is cross-listed as GCPA 752L
038957:1
EDLDRS 753 - Cognition & Context: Social, Psychological and Cultural Dynamics
of Teaching and Learning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students in the leadership in urban schools programs engage in depth with sociological,
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psychological and anthropological theories about how people learn. Course texts will provide various
interpretations about learning as a life-long process that is individual and collective, cognitive and contextual,
occurring in the home, peer groups, classroom, workplace and community. The course will pay particular
attention to the implications of learning theories for research, policy, and leadership in diverse communities
and urban education settings.
038958:1
EDLDRS 754 - Dialogical Learning Communities and Praxis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students in the leadership in urban schools program will examine and engage with structural
and constructivist approaches to framing learning as a socially dynamic and dialogical learning, students
trace the historical, cultural and social specificities that situate contemporary educational phenomena as
composited, not single, instances. The course will pay particular attention to the implications of critical
pedagogy, dialogism, and place-based learning theories for research, policy and leadership in diverse
communities of practice in urban education.
038959:1
EDLDRS 760 - Qualifying Paper Seminar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course taken in the student's third fall semester supports the work of developing the Qualifying
Paper.
014697:1
EDLDRS 796 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course involves the comprehensive study of a particular topic or area of literature determined by the
student's need; the study is pursued under the guidance and subject to the examination of the instructor.
Course Note
An application or outline of study should be submitted to the prospective instructor by the end of the
semester previous to that in which this course will be taken. The instructor must agree to supervise the
student, and the program director must approve the independent study.
014700:1
EDLDRS 797 - Special Topics
383
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of selected topics in the field of educational leadership. Course
content and credits vary according to topic and are announced before the advanced pre-registration period.
014702:1
EDLDRS 891 - Dissertation Seminar
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar is designed to assist students in developing research ideas, writing their research plan,
preparing a dissertation proposal and forming a dissertation committee. Satisfactory completion of the
seminar requires submission of a dissertation proposal acceptable to the instructor and the chair of the
student's dissertation committee.
Department consent required for enrollment
000750:1
EDLDRS 892 - Dissertation Seminar II
2 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar follows Dissertation Seminar 891, providing structured support as students gather data,
research and analyze their dissertation topics; write the dissertation; prepare for its defense; and submit the
final dissertation.
014728:1
EDLDRS 893 - Dissertation Seminar
2 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar follow Dissertation Seminar 891, providing structured support as students gather data,
research and analyze their dissertation topics; write the dissertation; prepare for its defense; and submit the
final dissertation.
Department consent required for enrollment
014729:1
EDLDRS 899 - Dissertation Research
384
1-9 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 9
Description:
Research conducted under the supervision of faculty and the dissertation committee leading to the
presentation of a doctoral dissertation.
Department consent required for enrollment
014732:1
Education and Administration
ADM G 603 - Organizational Change
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Principles and practices drawn from behavioral science theory are employed as means of studying the
processes of change and renewal in educational organizations. Field experience is a required component of
the course.
009065:1
ADM G 606 - Social Justice and Anti-Racist Perspectives on Education
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course examines the interrelationships between students, schools, and society. Participants learn about
the ways in which race, class, language, and ethnicity influence how
we define ourselves and each other in our various encounters within the broader culture of US society. The
course examines the historical antecedents influencing how the lives of the immigrant and colonized peoples
in the US are defined. It is designed as a foundation for understanding the policies, goals, assumptions,
strategies, and practices of multicultural approaches to education. It draws on a variety of models to
construct educational curricula that are multicultural and socially reconstructionist. Readings are placed
within the context of public schooling today in order to develop students' "cultural consciousness" and
awareness of the individual and shared societal assumptions we bring to our teaching experiences.
Enrollment Requirements:
Educational Administration students only or with instructor's consent
Instructor consent required for enrollment
Semester(s) typically offered: Fall
042220:1
ADM G 610 - Research Design
385
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces quantitative and qualitative methods of research and evaluation to help educational
administrators use data for school improvement. Emphasis is laid on question formulation, data analysis,
observation and inquiry, and interview and questionnaire design. Field experience is a required component
of the course.
009068:1
ADM G 611 - Using Data
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of the "Using Data" module is to ensure that teachers have a solid understanding of
assessment literacy and that they can use that foundation to help their peers strengthen their capacity for
data-based decision-making. The secondary goal of this work is to support teachers to find greater
satisfaction in the teacher leadership roles they hold, opportunities which offer advancement but do not lead
them out of the classroom. Course participants will gain the knowledge, skills, resources and tools to use
data on teaching, learning and school culture; quantitative and qualitative data; and using data for
monitoring and evaluation progress as well as to inform decision -making.
037834:1
ADM G 613 - Personnel: Administration, Supervision and Evaluation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines staff development and supervisory approaches that can assist in the creation of
improved teaching-learning climates in classrooms. Field experience is a required component of the course.
009069:1
ADM G 621 - Curriculum: Theories, Development, and Evaluation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Beginning with an examination of the definition of curriculum from multiple perspectives, this course focuses
on the interrelationships among curriculum, instruction, and assessment. Participants examine the
implications for curriculum development and evaluation of the research on cognition and of alternative
approaches to assessment. Field experience is a required part of the course.
009074:1
386
ADM G 622 - Curriculum: Status, Issues, and Trends
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
While meaningful change happens at the local school level, national standards and state curriculum
frameworks influence local reform efforts by establishing "world class" standards for student achievement.
This course draws both on research on how children learn and on the standards movement that defines
what children need to know and be able to do. Field experience is a required component of the course.
009076:1
ADM G 627 - Legal Issues In Educ
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Current legal concepts and practices concerning the rights, liabilities, duties, and responsibilities of all
personnel employed by public schools and school systems are explored. Particular attention is given to
these matters as they pertain to those who are, or aspire to be, administrators or supervisors.
009079:1
ADM G 632 - Facility Design and Fiscal Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores three related areas. The first is the process of design, construction, and equipping of
school facilities to meet the needs of a given community. Second, the course focuses on topics related to
fiscal management: strategic planning, analysis of resources, and developing a budget through an
integrated approach to school management. Finally, the course examines legal issues pertaining to facility
and fiscal concerns. Field experience is a required component of the course.
009085:1
ADM G 646 - Leadership Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Concepts drawn from the behavioral sciences are used as a basis for leadership skill development.
Participants engage in a series of leadership strategies in simulated situations which will enable them to
better understand, predict, and modify their own behavior and that of others in organizational settings.
009114:1
387
ADM G 655 - Advanced Seminar in Supervision
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Both traditional and contemporary practices of supervising teachers and related support staff in educational
settings are examined in the light of municipal budgets, collective bargaining positions, legal rights, and
other such factors generally perceived as playing significant roles in the supervisory process.
009098:1
ADM G 670 - Special Education Law for PreK-12 School Leaders
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the accountability requirements of the most recent federal and state legislation in
regards to educating students with disabilities aged 3-22 along with the associated federal and state
regulations and court decisions. Students will explore the variety of supports students with disabilities
require in order to receive Free Appropriate Public Education (FAPE) including assistive technology and
related services. The critical roles school leaders play in the implementation of current best practices in
parental engagement, inclusion, universal design for instruction, transition services, and the importance of
providing a continuum of educational services for students with disabilities will be explored. The course is
designed for aspiring school principals, directors of special education and other PreK-12 administrators.
Field work is a required component.
040472:1
ADM G 686 - Internship I Ed Adm
1.5-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 3 / total completions: 2
Description:
A laboratory course providing practical experience in educational administration on a part-time basis, with
special focus on the role of the principal/assistant principal, the supervisor/director, or the administrator of
special education. This course combines field experience in an appropriate setting with a seminar focused
on relevant issues and concerns. It is designed for part-time students who are able to devoted ten hours per
week over a 15-week span to administrative or supervisor duties and responsibilities.
001198:1
ADM G 687 - Practicum II in Educational Administration
1.5-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 3 / total completions: 2
Description:
A continuation of ADM G 686, which must be taken within two years of completing ADM G 686.
388
033017:1
ADM G 691 - Advanced Seminar in Administration
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Through group discussions, this course explores the major features of important issues facing school
systems today and the implications of these issues for individuals in school leadership roles.
009099:1
ADM G 696 - Research Project
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
In close consultation with a staff member, students undertake a research project treating an actual problem
or concern in an educational institution.
009100:1
ADM G 697 - Special Topics in Educational Administration
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in educational administration. Course content
varies according to the topic and will be announced prior to the advance pre-registration period.
009101:1
Higher Education
HIGHED 601 - Educational Leadership Skills
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course focuses on a set of the individual, interpersonal and group skills that leaders of educational
institutions must acquire if they are to effectively promote organizational change. At the individual level, the
course focuses on five major areas of self-awareness: trust and trustworthiness, personal values and moral
development, orientation toward change, interpersonal orientation and personal temperament (including
cognitive style). At the interpersonal level, the course assists students in forming accurate interpersonal
perceptions and building communication skills. At the level of the group, students learn to diagnose group
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problems using theory and research about (1) group size, composition and characteristics of group
members; (2) stages of group development and team culture; (3) cognitive and relational roles in teams; and
(4) patterns of intra-group communication. Particular attention is given to developing skills that enable
students to function effectively in committees, interdepartmental working groups and leadership teams. In all
coursework, students are encouraged to consider the impact of gender and culture on skill development and
practice.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018316:1
HIGHED 610 - Administration and Governance in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core seminar introduces students to the organizational structure and systems of colleges and
universities, including governance, strategic planning, assessment, and accreditation. A major goal of the
course is to ensure that students learn about and are able to describe the functions of an institution of higher
education. Key debates in governance and administration are framed in the context of understanding how
institutional cultures and external accountability pressures shape organizational behavior. Special emphasis
is placed on strengthening analytic skills.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018318:1
HIGHED 611 - Access and Equity in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core seminar is designed to allow students to explore issues in higher education access and equity for
students. Issues are place into the context of fiscal affairs and policy, including financial aid and admissions.
The seminar also addresses the broader frameworks and language within which specific problems of access
and equity are considered. Particular emphasis is given to the effect of current institutional practices in urban
higher education.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018319:1
HIGHED 612 - Research on Students
3 Credit(s) | Lecture | Graded
Not repeatable for credit
390
Description:
This doctoral-level course is aimed at providing students with an opportunity to develop and understanding
of the theory and research focused on college students. There are three intended outcomes. Students in this
course will (1) develop an understanding of the theory and literature focused on college students; (2)
increase their current levels of knowledge about areas of critical research on students in higher education,
and; (3) apply their increased understanding of the theory and literature on college students to efforts aimed
at the improvement of higher education policy and practice.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
035543:1
HIGHED 615 - Critical Race Theory in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide students with an opportunity to understand Critical Race Theory (CRT)
and its application to the field of higher education. In doing so, students will explore how race intersects with
ethnicity, class, gender, sexual, orientation, and citizenship to shape the experiences of individuals in higher
education. Specifically, students in the course will (1) understand and critically analyze the primary tenets of
Critical Race Theory and (2) apply the tenets of Critical Race Theory as a conceptual lens to think critically
bout higher education research, policy, and practice.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
038236:1
HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course investigates common concerns in addressing the needs of urban learners, both in K-12
and in community and four-year colleges. It considers questions of human development in several domains,
current problems and controversies about learning and responsive curricula and pedagogies. Readings
frame issues across age groups and educational contexts, with additional material for each topic focusing on
particular age groups and levels of schooling.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018320:1
HIGHED 622 - Community Engagement in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
391
Description:
This course will review the philosophical, historical and programmatic antecedents of this movement in
higher education along with current examples of community engaged campuses. We will critically review
engagement across the domains of teaching, scholarship and service and in regard to various types of
campuses. We will also grapple with the particular challenge of assessing community engagement.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
037848:1
HIGHED 628 - Gender in Higher Education: Research, Theory, Policy, and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers the opportunity for students to develop an understanding of issues surrounding gender in
higher education, with a focus on the experiences of women, men, and transgender students, faculty,
administrators, and staff as well as the institutional contexts and practices that shape those experiences. An
especially important goal of the course is to provide students with the opportunity to engage in these topics
through developing critical understandings of theories used to understand gender in higher education, along
with implications for research, policy, and practice.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
040953:1
HIGHED 630 - The History of Higher Education in the United States
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course surveys the history of higher education in the United States with a dual focus on
mainstream collegiate institutions and non-traditional alternatives. Early class sessions explicate the
development of traditional higher education from its liberal arts origins through the growth of the research
university. Subsequent sessions explore how, over two centuries, various groups such as women, blacks,
working-class, immigrant and older students contended for places within higher education. Participants
explore how institutions and their leaders responded to these challenges, sometimes creating
accommodations or changes in traditional settings, and other times prompting new structures that often
marginalized the newcomers. Several questions guide inquiry through the various eras and subjects: Whom
do we educate? Why do we educate (our purposes and expectations)? How do we educate (in what sorts of
institutions)? Where does responsibility lie for education? With what effects (or results) do we educate?
Course Note
The course does not presume a strong background in history.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
392
018323:1
HIGHED 632 - Organization and Leadership in Educational Institutions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course focuses on educational institutions as complex organizations. It pays attention to the
operation of institutions with few resources, as well as those with more plentiful resources. Drawing on
readings and examples from many sources, participants look both inside and outside educational
institutions, especially those that affect resources; the industry as a whole and sectors within it and social
definitions of educational institutions. Close attention is also given to the internal structures in these
institutions, especially the interactions between bureaucratic structures and professionals; to organizational
cultures; and to governance and decision-making. The course then turns to a close analysis of
organizational change from several points of view.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018324:1
HIGHED 634 - Public Policy Issues in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course explores the development of higher education policy. It is both a primer in how economics
and politics form public policy and a critical look at this fusion in higher education. The course examines the
formation of higher education policy at the federal, regional, and state levels or government.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018325:1
HIGHED 641 - Effecting Change in Higher Education: Strategies and Processes
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core seminar analyzes and evaluates both the challenges to change and the strategies and processes
designed to effect change in higher education. It is an interactive seminar, consisting of lectures, case
studies and student reports. Each student is responsible for a seminar presentation and the completion of a
term project.
Enrollment Requirements:
Pre-req = Graduate degree student
393
018326:1
HIGHED 648 - Researching Higher Education: Foundations and Approaches
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
An introduction to social science research, students in this course will learn about, engage with, and critically
reflect on the theoretical and philosophical foundations of higher education research, as well as the range of
disciplinary and methodological approaches to studying educational issues, particularly those that invoke
questions about equality and social justice. students will also have opportunities to develop the practice of
analyzing and critiquing scholarship and turning a research topic/interest into researchable problem. Finally,
students will examine their own assumptions about the nature and construction of knowledge, how these
assumptions inform choices about methodology and methods, and what these assumptions mean for their
development as scholar-practitioners.
041654:1
HIGHED 692 - Capstone in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course comes at the end of a student's coursework. It is designed to help students assess their
development as educational leaders as they move toward the independent work of the qualifying paper and
dissertation. Emphasis is given to clarifying various theoretical frameworks that contribute to the study and
practice of educational leadership. The course is also designed to help students evaluate ways in which the
doctoral program has influenced their leadership development and to assist them in thinking about how
completing the program will enhance their work as educational change agents.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
000548:1
HIGHED 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
394
018269:1
HIGHED 740 - Understanding the Academic Profession
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The academic profession is essential to the mission and purpose of higher education. Faculty members
carry out the core functions of teaching, research, and service to the public. Therefore, any effort to improve
institutional outcomes - Including student retention and degree completion - depends upon the involvement
and grassroots leadership of faculty members. Given the central role of faculty in nearly every aspect of
Institutional operations, academic leaders need a thorough understanding of the history, values, and
traditions of the academic profession. The development of effective academic policies and practices may, In
fact, depend upon developing accurate analyses of the issues that are challenging and reshaping the
academic profession. Furthermore, faculty members themselves may need a more Informed understanding
of their own profession, so that they can more effectively advocate for the priorities of the professoriate. This
course examines the historical foundations and contemporary policies and practices that shape the
academic profession. We explore the professional identity and values of faculty, including academic
freedom, professional autonomy, and shared governance, as well as the external and institutional forces that
challenge those values. We also seek to understand how faculty work is shaped by contextual factors such
as discipline and institutional type. Students will examine research on the socialization and training or future
faculty, as well as studies that focus on professional development across the faculty career span. The
course provides an equity-based analysis of the academic profession, and seeks to Illuminate the work
context for women faculty, faculty of color, and part- time and non-tenure-track faculty. Students will explore
faculty roles in research, teaching, and service, and examine how the quality of the academic work
environment can affect faculty satisfaction and performance. We conclude by creating guidelines for the
development of academic policies that can mutually support the priorities of faculty and the needs of higher
education institutions.
041703:1
HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course, as the first part of the Higher Education Doctoral Program's research methods sequence,
introduces students to quantitative research methods. With a focus on educational research, students
become familiar with a variety of statistical techniques and data analysis methods. The course emphasizes
descriptive and inferential statistics, including t-tests, ANOVAs, chi-squares, correlations, and linear and
multiple regression.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
038238:1
HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis
395
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, the second part of the Higher Education Program's research methods sequence, addresses
issues related to qualitative research methods in education and, more specifically, higher education. The
main focus of the course is to familiarize students with the philosophical and theoretical underpinnings of
qualitative inquiry and some of the major approaches to qualitative research, including ethnography,
phenomenology, grounded theory, narrative inquiry, case study, and participatory action research. The
course gives an opportunity for students to critically consider their own research interests in light of
qualitative inquiry, design and conduct a small-scale research study reflecting those research interests, and
read and interpret both theoretical and research literature on qualitative methods. In addition, during the
course, students will have a range of opportunities to reflect on and question their own assumptions about
the nature of knowledge and knowledge creation through qualitative research.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
038239:1
HIGHED 753 - Research Design in Higher Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, as the third part of the Higher Education Doctoral Program's research methods sequence,
introduces students to research design in educational and social science research, with specific emphasis
on higher education. In this class, students will learn how to identify and frame research problems and how
to select appropriate research methods. During the course, we will review purpose statements and research
questions, experimental and quasi-experimental research designs, survey research, qualitative approaches
to data collection, trustworthiness in qualitative research, reliability and validity in quantitative research,
sample selection and recruitment, data analysis, and research proposal development.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
038240:1
HIGHED 793 - Research Seminar on the Qualifying Paper
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar examines issues related to research proposal development. Students will develop skills in
framing research problems, defining research questions, and using theoretical and empirical literature to
guide the development of a research proposal. The goal of this course is to prepare students for developing
their Qualifying Papers, which are submitted during the students third year in the doctoral program.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
396
036488:1
HIGHED 797 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
033154:1
HIGHED 891 - Dissertation Seminar
2-3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar is designed to assist students in developing research ideas, writing their their research plan,
preparing a dissertation proposal and forming a dissertation committee. Satisfactory completion of the
seminar requires submission of a dissertation proposal acceptable to the instructor and ant the chair of the
student's dissertation committee.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
000547:1
HIGHED 892 - Dissertation Seminar
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar follows Dissertation Seminar 891, providing structured support as students gather data,
research and analyze their dissertation topics; write the dissertation; prepare for it's defense; and submit the
final dissertation
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
032983:1
HIGHED 899 - Dissertation Research
397
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 9
Description:
Research conducted under the supervision of faculty and the dissertation committee leading to the
presentation of a doctoral dissertation.
Enrollment Requirements:
Pre-requisite: Graduate student in HIGHED
018351:1
Applied Behavior Analysis for Special
Populations
Applied Behavioral Analysis for Special Populations
ABA 640 - Registered Behavior Technician Training
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an overview of a behavior analytic approach to working with a range of consumers,
with a primary focus on working with individuals with autism. Topics covered include measurement,
assessment, skill acquisition, behavior reduction, documentation and reporting, and professional conduct
and scope of practice. Culminating event is a competency-based assessment containing a combination of
interview and observation.
Course Note
This course fulfills the Behavior Analyst Certification BoardTM (BACB) training requirements needed to
acquire a RBT credential. Students must also pass the RBT exam given by the BACB to become certified.
This training program is based on Registered Behavior Technician Task List and is designed to meet the 40-
hour training requirement for the RBT credential. The program is offered independent of the BACB.
039827:1
ABA 650 - Philosophical Underpinnings of Applied Behavior Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This introductory course offers a comprehensive study of the philosophical and historical foundations of
behavior analysis, with special emphasis of behaviorism, experimental analysis of behavior, and the
application of applied behavior analysis Topics covered during this course include a historical perspective of
behaviorism, description and environmental explanation of behavior, the science of behavior analysis, the
relationship between behavior analysis and other psychological sciences and theories, as well as the major
professional issues currently facing the field. Additionally, students will identify and analyze the key
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components of empirical research published in scholarly journals in the field of behavior analysis related to
the topics in this course. This course emphasizes the tenets of behaviorism in the application of behavior
analysis to interpreting and understanding everyday events.
041467:1
ABA 651 - Concepts and Principles of Behavior Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will teach students to identify, define, and apply the concepts and principles of behavior. Topics
covered during this course include an environmental explanation of behavior, respondent, and operant
conditioning, contingencies of behavior including reinforcement and punishment, extinction of operant
behavior, and verbal behavior. Upon completion of this course, students will be able to define, provide
examples of, and apply the basic principles of behavior analysis within the context of clinical and educational
programming, as well as read the synthesize relevant literature and incorporate best practices into applied
programming.
Enrollment Requirements:
Pre-requisite: ABA certificate student
031202:1
ABA 652 - Assessment and Treatment of Problem Behavior
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a 3-credit graduate level course designed to review the literature relevant to the assessment and
treatment of challenging behavior. The course content is based on relevant literature in the field of behavior
analysis and includes an overview of and the logic behind procedures required to complete a functional
behavioral assessment of challenging behavior and implementation of function-based treatments to
decrease challenging behaviors and increase adaptive behaviors. Functional behavior assessment
procedures that will be covered include indirect assessments, descriptive assessments, and functional
analysis. Student swill practice conduction an indirect and descriptive assessment, and have the opportunity
to design a functional analysis. Treatments that will be covered include antecedent interventions, differential
reinforcement procedures, extinction, and punishment, among others. Students will design a comprehensive
function-based intervention plan. Conceptual and practical issues related to the assessment and treatment
of challenging behavior will be addressed.
Course Note
ABA 652 meets Behavior Analyst Certificate Board, Inc. TM Task list 4 requirements for: a. Identification of
the Problem & Assessment (15 of 30 hrs.) b. Intervention and Behavior Change Considerations (5 of 10
hrs.) c. Behavior Change Systems (5 of 10 hrs.) d. Fundamental Elements of Behavior Change & Specific
Behavior Change Procedures (20 of 45 hrs.)
Enrollment Requirements:
Pre-requisite = ABA certificate student
399
031203:1
ABA 653 - Skill Acquisition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This three credit advanced course has been approved by the national Behavior Analyst Certification Board
as addressing competencies in the areas of identification of problem behaviors, assessment, intervention
and behavior change. It provides a systematic introduction to behaviorally-based assessment methods, the
use of reinforcement to teach new behavior, and a variety of instructional methods and instructional formats.
The instructional planning process and the protocols necessary to develop comprehensive instructional
programs for learners will be reviewed with special emphasis for those learners with autism spectrum
disorders. The broad goal of the course is to impart students with a broad range of instructional tools that
allow them to develop systematic and comprehensive programs that teach relevant skills in the most natural
contexts possible. Specific topics include: schedules of reinforcement, preference assessment, criterion-
referenced skill assessments, reinforcement-based behavior change procedures such as token economies
and self-management, stimulus control, errorless teaching, behavior chains, discrete trial instruction,
naturalistic teaching, verbal behavior training, and maintenance and generalization of skills.
Course Note
ABA 653 meets Behavior Analyst Certification Board, Inc. TM requirement for a. Identification of the Problem
and Assessment (10 or 30 hrs.) b. Intervention and Behavior Change Considerations (5 of 10 hrs.) c.
Behavior change Systems (5 of 10 hrs.) d. Fundamental Elements of Behavior change and Specific
Behavior Change Procedures (25 of 45 hrs.)
Enrollment Requirements:
Pre-requisite = ABA certificate student
Department consent required for enrollment
033223:1
ABA 654 - Research Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This 3 credit advanced graduate course has been approved by the national Behavior Analyst Certification
Board as addressing competencies in measurement and experimental design. With regard to measurement,
students will learn how to define behavior in observable and measurable terms, select an appropriate
measurement system based upon the dimension of behavior they are studying, consider the strengths and
limitations of each measurement system, and calculate inter-observer reliability using a variety of methods.
Students will also learn different ways to display data, interpret data, and arrange various experimental
designs using single-subject methodology.
Course Note
ABA 654 meets Behavior Analyst Certification Board, Inc. TM requirements for the following: a.
Experimental Design (20 of 20 hours.) b. Measurement (including Data Analysis) 25 of 25 hrs.)
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Enrollment Requirements:
Pre-requisite = ABA certificate student
Department consent required for enrollment
033224:1
ABA 655 - Organizational Behavior Management (OBM)
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This advanced course offers intensive study of selected topics in the field of applied behavior analysis. The
curriculum has been approved by the national Behavior Analyst Certification Board as addressing
competencies in the identification of problems and the implementation, management, and supervision of
services. This course will provide students with techniques to collaborate with other professionals working
with students requiring special education. It will train students to use everyday language when explaining
behavioral concepts and it will teach students to consider environmental modifications to reduce the need for
behavior analytical services. This course will also provide students with behavioral methodology for staff
training and evaluations. Performance management, behavior expectation, and competency-based training
are a few of the topics covered during this course. The students will design tools for monitoring procedural
integrity for skill acquisition and problem behavior management. Upon completion of this course students will
be able to address complex issues related to training and development of staff in different contexts such as
consultation, public schools, home-based programs and private schools. Students will also learn what best
practices in consultation are, some limitations and strategies for problem-solving around limitations, and the
different models of consultation (e.g., in public schools, within agencies, in-home etc).
Course Note
This course meets Behavior Analyst Certification Board, Inc. TM requirements for a. Identification of the
Problem and Assessment (5 of 30 hrs.), b. Implementation, Management and Supervision (10 of 10 hrs.), c.
Discretionary (30 of 30 hrs.)
Enrollment Requirements:
Pre-requisite = ABA certificate student
031205:1
ABA 656 - Ethical & Professional Conduct
3 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
This three credit course has been approved by the national Behavior Analyst Certification Board as
addressing competencies in Ethical and Professional Conduct. This course will provide students with an
opportunity to learn the Disciplinary and Ethical Standards, and the Disciplinary Procedures required in the
practices of applied behavior analysis. Through case studies and scenarios, student will have the
opportunity to apply guidelines for responsible conduct for behavior analysts. In particular, the student will
apply the guideline expectations for ways in which to conduct research, assessments, and make ethical
decisions before taking action. Students will design ways in which they apply the guidelines to training,
401
supervision and consultation, interactions with colleagues, and their responsibility to society.
Course Note
ABA 656 meets Behavior Analyst Certificate Board, Inc. requirements for Ethical and Professional Conduct
(45 of 45 hrs.).
Enrollment Requirements:
Pre-requisite = ABA certificate student
038746:1
ABA 660 - Autism Spectrum Disorder: Characteristics and Interventions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This three-credit graduate course focuses on the characteristics of and teaching methods for students with
autism spectrum disorders from a behavior analytic perspective. Topics will include: definitions,
accommodations, behavioral support, behavioral analysis, behavioral progress monitoring, and instruction
for students with autism spectrum disorders (ASD). Fieldwork components are included.
Enrollment Requirements:
Pre-requisite = ABA certificate student
038898:1
ABA 661 - Behavioral Analytic Approaches to Psychological Disorders
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course has been designed to evaluate the assessment and treatment of a variety of common
psychological disorders through the lens of behavior analysis. Students will be introduced to common
behavioral approaches for treating psychological disorders and challenged to understand how to both
assess and treat these disorders in a manner consistent with the tenets of applied behavior analysis. By the
conclusion of the course, students should have an understanding of traditional behavioral treatments of
psychological disorders, as well as a cursory understanding of how to assess and treat these disorders from
a behavior analytic perspective.
Enrollment Requirements:
Pre-requisite = ABA certificate student
038900:1
ABA 662 - Culturally Responsive Practices in Applied Behavior Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
402
This course examines the ways in which race, class, gender, language, culture, and ethnicity influence the
ways in which we perform our main functions as behavior analysts. Students will begin by exploring our own
cultural, socioeconomic and ethnic backgrounds and then those of individuals from other diverse groups with
whom they interact professionally. Students will consider the impact these factors have on functional
assessment (including interviewing staff, parents, and consumers), targeting behaviors, measurement of
behavior, selecting treatment outcomes, consultation, and training caregivers and staff to provide treatment.
Enrollment Requirements:
Pre-Req: ABA 651 and ABA 652 and ABA 653 and ABA 654 and ABA 655 and ABA 656 or permission of
program director, Mary Brady
038972:1
ABA 663 - Designing Behavior Analytic Research
3-6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a part 1 or a 2 course sequence that results in the completion and writer up of a single-subject
research project. The focus of this course is the design of a single subject research proposal that will be
submitted to the Institutional Review Board (IRB). Students will apply what they have learned about how to
conduct a literature search for an area of interest, formulate a research question, select meaningful target
behaviors, define behavior in observable and measurable terms, select an appropriate design and
measurement system based upon the dimension of behavior they are studying, and develop staff training
protocols for those assisting with the research. The final assignment will be to write an introduction and
method sections for the proposed study.
Enrollment Requirements:
Pre-requisite = ABA certificate student
039426:1
ABA 665 - Verbal Behavior
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a 3-credit graduate level course designed to review the literature relevant to the understanding of
verbal behavior. By the end of this course students will demonstrate the basis for a functional analysis of
human language. This will include establishing a familiarity with elementary verbal operants, the ways in
which verbal behavior is established, the relevance of the behavior of the listener, and ways that verbal
behavior becomes organized. Students will establish vocal verbal behavior with regard to the topics
addressed. Students will define and distinguish among the elementary verbal operants. Students will design
a lesson plan and a research idea related to one verbal operant.
Enrollment Requirements:
Pre-req: ABA 651 and ABA 652 and ABA 653 and ABA 654 and co-req ABA 655
039742:1
403
ABA 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 41
039558:1
ABA 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Enrollment Requirements:
ABA certificate student
038416:1
ABA 698 - Applied Behavior Analysis for Special Populations Practicum
1-6 Credit(s) | Practicum | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
The ABA Practicum consists of a supervised practicum and portfolio experience for students who are
enrolled in or who have completed the ABA Graduate Certificate Program, or ABA coursework within other
approved BACB-programs. The focus of the Practicum is learning and consolidating behavior analytic skills
related to the Behavior Analysis Certification Board (BACB) Fourth Edition, Task List and Ethical
Compliance code, and the mission statement within the College of Advancing and Professional Studies.
Course Note
Pre-registration for the Practicum is required one semester prior to enrollment. The practicum site must be
approved by the Graduate Program Director.
Enrollment Requirements:
Pre-requisite = ABA certificate student
039427:1
Critical and Creative Thinking
Website
https://www.umb.edu/academics/program-finder/critical-creative-thinking-ma/
Office
Wheatley Hall, 1st Floor, Room 77
617.287.7600
404
Department Chair
Christopher Denning, PhD
[email protected]
617.287.6539
Wheatley Hall, 1st Floor, Room 77
College of Liberal Arts
College of Liberal Arts
Website
https://www.umb.edu/academics/seas/university-advising/degree-
requirements/liberal-arts/
Dean
Tyson King Meadows (effective 9/20/21)
Dean's Office
Wheatley Hall, 2nd Floor, Room 10
[email protected]
617.287.6500
Departments
• Africana Studies
• American Studies
• Anthropology
• Applied Linguistics
• Art and Art History
• Asian Studies
• Classics and Religious Studies
• Communication
• Economics
• English
• History
• Latin American and Iberian Studies
• Modern Languages, Literatures, and Cultures
• Performing Arts
• Philosophy
• Political Science
• Psychology
• Sociology
405
• Women's, Gender, and Sexuality Studies
Interdisciplinary Programs
• Human Services
• Critical Ethnic and Community Studies
Centers and Institutes
• Applied Ethics Center
• Catherine Scott Frisone Center for Italian Cultural Studies
• Center for Evidence Based Mentoring
• Center for the Study of Humanities, Culture, and Society
• Center for World Languages and Cultures
• The Center for Portuguese Language
• Consortium on Gender, Security, and Human Rights
• Fiske Center
• Labor Resource Center
• Spanish Resource Center
Anthropology
ANTH 642 - Latin American Historical Archaeology: Addressing Colonialism,
Nation, Diaspora, and Displacement
3 Credit(s) | Seminar | Satisfactory and Graded
Not repeatable for credit
Description:
This course brings together archaeological narratives, practices, and approaches pertaining to Latin
American history and the politics of race, gender, colonialism, and national constructions. Students will
explore a variety of dialogues around the topic of Latinidad as a historical category built on the bases of
narratives of resistance, survival, and recognition. Since the 1960s, Latin American archaeologists have
developed their own interpretations of the past, ones that differ from North American archaeology. Latin
American historical archaeology specifically has generated post-colonial theories and practices developed in
the peripheries and for local communities, aiming for social justice and active processes of decolonization.
The course also explores diverse practices and discourses around Latin American material heritage as an
adaptable source for ethnic, national, and gender narratives in the present so that students can learn about
the past with a deep influence in present social, political, and cultural dynamics around Latin@ collective
identities in the Americas.
042327:1
Africana Studies
406
Website
https://www.umb.edu/liberal-arts/academic-departments/africana/
Office
Wheatley Hall, 4th Floor, Room 98
617.287.6790
Department Chair
Tyson King-Meadows, PhD
[email protected]
617.287.6500
American Studies
Website
https://www.umb.edu/liberal-arts/academic-departments/american/
Office
Wheatley Hall, 5th Floor, Room 3
617.287.6776
Department Chair
Holly Jackson, PhD
[email protected]
617.287.6708
Wheatley Hall, 6th Floor, Room 22
Master of Arts
American Studies (MA)
American Studies Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including six core courses, three electives, and one final project
course.
407
Capstone: Completion of a final project based on original research. Students may choose to do a
curriculum unit, which entails doing research culminating in the presentation of a relevant and useful
pedagogical document for secondary school teachers.
Statute of limitations: Five years.
Course Requirements
Core Courses (18 Credits)
• AMST 601 - Intro Amer Studies 3 Credit(s)
• AMST 602L - American Society and Political Culture: 1600-1865 3 Credit(s)
• AMST 603 - Modern Political, Social, and Cultural History 3 Credit(s)
• AMST 604 - Gender and Sexuality in US History and Culture 3 Credit(s)
• AMST 605 - Ethnicity, Race, and Nationality 3 Credit(s)
• AMST 606 - Studies in Popular Culture & Technology 3 Credit(s)
Electives (9 Credits)
Complete three graduate-level courses drawn from American studies, anthropology,
English, women's studies, Africana studies, politics, history, and public policy, with
approval from the graduate program director.
Final Project Course (3 Credits)
• AMST 688 - Final Project 3-6 Credit(s)
American Studies
AMST 601 - Intro Amer Studies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on interdisciplinary methods by comparing the ways different disciplines approach the
study of American culture. It introduces students to the history of American Studies as a field, to the
questions explored in greater depth in the other core courses, and to contemporary intellectual debates
within the field. Readings are chosen to enable students to compare the questions asked and the methods
and evidence used by scholars in the fields of social and cultural history, literary criticism, the new
historicism, and cultural studies.
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
009497:1
408
AMST 602L - American Society and Political Culture: 1600-1865
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will examine major historical events and processes that have impacted the development of
American political culture, including settler colonialism, revolution, slavery, sectionalism, and territorial
expansion, from the perspective of different social groups, such as leaders, artists, writers, women,
indigenous peoples, free laborers, and enslaved people. Central themes include the interplay between
regional divergences and national convergences; constructions of racial, gender, class, ethnic, and national
identities; the rise of early cultural forms, like the novel, newspaper, and photograph; and the politics of
resistance and reform.
Course Note
AMST 602L and HIST 602L are the same course.
This course is cross-listed as HIST 602L
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA
000525:1
AMST 603 - Modern Political, Social, and Cultural History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the emergence of modern American society, culture, and politics since 1865, with
emphasis on the following topics: the ideologies of modernism, progressivism, and socialism, and the
political, economic, and social forces that constitute modernity; innovations in politics, the arts, and the
social sciences, and their relationship to new technologies and the labor practices of industrial capitalism;
the labor movement's struggle for industrial democracy; the emergence of feminism and civil rights.
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
009499:1
AMST 604 - Gender and Sexuality in US History and Culture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the historical construction of gender and sexuality in US social and political culture of
different eras, through current historical scholarship, primary documents, and such cultural representations
as literature or film. How are conceptions of manhood and womanhood, of heterosexuality and "deviant"
sexualities, shaped and reshaped in response to historical forces, and linked to concepts of race and class?
How are dominant definitions contested?
409
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
009500:1
AMST 605 - Ethnicity, Race, and Nationality
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will explore the construction and maintenance of ethnic, racial, and national identities in the
United States. Students will analyze various interdisciplinary texts which contain implicit and explicit
expressions of gender, ethnic, racial, sexual, regional, and national identities. Various case studies will
furnish material to train students in the methods and approaches used in American Studies.
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
009502:1
AMST 606 - Studies in Popular Culture & Technology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on changing definitions of culture and methods of cultural studies; the changing
meanings of "folk culture," "mass culture," and "popular culture"; and the changing dynamics among
technology, the media, and culture. Topics for readings and discussion may include: the relations between
changing technologies and the activity of audiences in shaping commercial popular culture: the social and
economic context of technological innovation; the cultural imperatives of technological change.
Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
009508:1
AMST 688 - Final Project
3-6 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
A substantial research paper, drawing on systematic original research. The project may address a research
topic in American studies or may construct a curriculum unit using primary sources and including a
pedagogical and intellectual justification. The project will be determined in consultation with the student's
advisor and must be approved by the advisor. A written proposal signed by student and advisor must be
submitted to and approved by the director of the graduate program. Depending on faculty availability,
students enrolled in AmSt 688 during the spring semester can participate in a research and writing seminar
to facilitate the completion of final projects.
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Enrollment Requirements:
Pre-req = Graduate student in AMSTDY-MA Program
001144:1
AMST 691 - American Studies Summer Institute
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 15 / total completions: 5
Description:
Co-sponsored by the University of Massachusetts Boston and John F. Kennedy Presidential Library and
Museum, this course is an intensive two-week program, organized as a series of informative and thought-
provoking lectures and discussions led by a distinguished panel of scholars and guests. Participants in the
Institute include secondary school teachers from the greater Boston area and graduate students in American
studies, political science, history, and related disciplines. Topics vary from year to year, and they are drawn
from American history, politics, culture or social policy. Upon completion of the two-week lecture series,
students complete an extensive research paper on a topic related to the Institute. Sessions are held at the
JFK Library.
039431:1
AMST 696 - Independent Study
1-6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course of independent reading in some aspect of American history or culture with the approval
of the instructor and the director of the graduate program.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
Department consent required for enrollment
009380:1
AMST 697 - Topics in American Studies
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in American Studies. Course content varies
according to the topic and will be announced prior to registration. This course may be repeated.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
009511:1
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Anthropology
Website
https://www.umb.edu/liberal-arts/academic-departments/anthropology/
Office
McCormack Hall, 4th Floor, Room 434
[email protected]
617.287.6850
Department Chair
Ping-Ann Addo, PhD
ping[email protected]
617.287.6845
McCormack Hall, 4th Floor, Room 436
Master of Arts
Historical Archaeology (MA)
Anthropology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from ten courses including three required courses, one fieldwork course, five electives,
and one thesis course.
Capstone: Completion and defense of a thesis based on original research.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Six years.
Course Requirements
Required Courses (9 Credits)
• ANTH 625 - Graduate Seminar in Historical Archaeology 3 Credit(s)
• ANTH 640 - Archaeological Methods and Analysis 3 Credit(s)
• ANTH 665 - Graduate Seminar in Archaeology 3 Credit(s)
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Fieldwork Course (6 Credits)
Students who can demonstrate sufficient field training and receive approval from the graduate program
director may waive this requirement and complete six credits of additional elective courses.
• ANTH 685 - Summer Field School in Historical Archaeology 6-10 Credit(s)
Electives (15 Credits)
Complete five courses from below.
• ANTH 615 - Public Archaeology 3 Credit(s)
• ANTH 635 - Material Life in New England 3 Credit(s)
• ANTH 643 - Reconstruction the African Diaspora 3 Credit(s)
• ANTH 645 - Topics in Environmental Archaeology 3 Credit(s)
• ANTH 650 - Materials in Ancient Societies 5 Credit(s)
• ANTH 655 - Historical Landscapes and Geographic Information Systems 3 Credit(s)
• ANTH 672 - Culture Contact and Colonialism in the Americas 3 Credit(s)
• ANTH 696 - Independent Study 1-6 Credit(s)
• ANTH 697 - Special Topics in Archaeology 1-6 Credit(s)
• ANTH 698 - Practicum in Archaeology 1-10 Credit(s)
• AMST 604 - Gender and Sexuality in US History and Culture 3 Credit(s)
• AMST 605 - Ethnicity, Race, and Nationality 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 685 - Topics in Atlantic History 3 Credit(s)
• HIST 688 - Oral History 3 Credit(s)
Thesis Course (6 Credits)
• ANTH 699 - Thesis Research Projects in Historical Archaeology 6-10 Credit(s)
Anthropology
ANTH 615 - Public Archaeology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An examination of cultural resource management in New England and the United States. This course
studies the significance of state and federal environmental and historic preservation legislation, and the
implementation of these laws from drafting proposals and the granting of contracts to the collection of data
and its analysis for recommendations to mitigate the impact of construction on archaeological sites.
Students learn the processes of national register nomination, problem-oriented proposal and report writing,
and calculation of budget estimates for proposed work.
Enrollment Requirements:
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Pre-req = Graduate degree student or permission of instructor
001129:1
ANTH 625 - Graduate Seminar in Historical Archaeology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an overview of the field of Historical Archaeology. Since its emergence in the 1960's,
historical archaeology has grown to become the most rapidly expanding field of archaeological research.
Starting with a focus on North America, historical archaeology is now a global field that concentrates on the
study of the emergence of the modern world and other complex societies. Drawing on a rich palette of
interdisciplinary approaches, historical archaeology explores complex global processes such as
colonization, industrialization, urbanization, and globalization. This course will focus on the methods
employed by the field's practitioners, the various contexts in which this work is conducted, and the
theoretical underpinnings of the field as a whole.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
009906:1
ANTH 635 - Material Life in New England
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Material Life in New England draws on both archaeological and non-archaeological sources (particularly
vernacular architecture and material culture studies) to familiarize students with the analysis of material
remains from the period between European colonization and the mid- 19th century in New England.
Focusing on houses and households (rather than on institutions or industry), the course follows a roughly
chronological framework to examine New England's most important archaeological sites and the questions
being addressed by archaeologists in the region such as the forms of early settlements, the consumer
revolution and rise of gentility in the 18th century, and the transformation of urban and rural life (through
industry, reform ideologies,and trade) in the 19th century. Special attention will be paid to differences within
New England (urban vs. rural; one region vs. another) and to distinct aspects of New England's material life
(compared to other regions of the country).
Instructor consent required for enrollment
038722:1
ANTH 640 - Archaeological Methods and Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the practice of historical archaeology in the laboratory and in the field through
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considerations of research design, methodology, material culture, and technical analyses of archaeological
remains. The first portion of the course will involve discussions and readings on research design, field
methodology, and sampling and recovery. The remaining segments will cover material culture and technical
analyses in the laboratory, with a focus on ceramics, metal, glass, stone, plant remains, animal remains, and
conservation techniques. The latter component of the course will be strongly devoted to hands-on, practical
training in laboratory techniques and material identification.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
009908:1
ANTH 643 - Reconstruction the African Diaspora
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This seminar is an introduction to African Diaspora archaeology, a growing area of study within history and
anthropology. Students will explore how archaeologists have investigated physical and cultural landscapes,
food ways, ritual and religion, and consumption to reveal the ways that African-descended people
responded to slavery as well as racial oppression. Students will trace the trajectory of African Diaspora
archaeology from its early studies of plantations to the field's current emphasis on understanding racism and
processes of racial formation. Students will assess the significance of the field to yielding alternate
interpretations of the Black past as well as its potential for uniting scholarship and political activism to
challenge contemporary manifestations of injustice.
040809:1
ANTH 645 - Topics in Environmental Archaeology
3 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course provides an overview of tools and techniques archaeologists use to investigate the
interrelationship between culture and their environments. We will explore how archaeologists and
environmental scientists study past human-environment interactions, including human alteration of the
environment and cultural responses to environmental change. Discussions of case studies provide
examples of the interpretive power of interdisciplinary environmental archaeology research. Laboratory work
with collections from archaeological sites provides practical experience and the basis for student research
projects.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
009909:1
ANTH 650 - Materials in Ancient Societies
5 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 10 / total completions: 2
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Description:
A one- or two-semester laboratory course offered as part of the teaching program of the Boston Area Center
for Materials Research in Archaeology and Ethnology, of which UMass Boston is a member. The topic of the
course rotates annually among lithic materials, ceramics, faunal/floral materials, metals, and archaeological
data analysis.
Course Note
The course may be taken more than once.
Instructor consent required for enrollment
001127:1
ANTH 655 - Historical Landscapes and Geographic Information Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course aims to provide a basic understanding of how Geographic Information Systems (GIS) can be
used to visualize and analyze spatial data for historical landscape studies. Through readings and discussion
we will explore the social construction of space and spatial analytical techniques. Students will learn basic
techniques for acquiring, manipulating and creating geospatial data in several forms, from raster-based
satellite imagery and digital terrain models to point, line and polygon representation of vector data. Students
will create a GIS project for a region of their choice; this may be an area of personal interest or for thesis
research.
040311:1
ANTH 660 - Critical Approaches to Race in Anthropology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar will draw on theories, models, and analytical techniques and data derived from at least three of
the traditional four subfields of anthropology to critically examine current approaches to the study of rac.
Students will analyze the definition of race and consider the implications of conceptualizing it as a social
instead of biological phenomena. Students will aslo explore the ways that race changes of develops new
meanings over time and space through case studies that highlight examples of political, economic, judicial,
health and cultural inequalities. The course will conclude with a consideration of personal and collective
strategies for combating racism.
041186:1
ANTH 665 - Graduate Seminar in Archaeology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
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This course is designed to provide students with a comprehensive background in current archaeological
method and theory. It focuses on the major theoretical schools in archaeology, and their historical
development. The course includes lectures and discussions on theory and method in archaeology, as well
as discussions of methods employed in other historical disciplines. Emphasis is also given to the articulation
of social theory as developed in anthropology, history, and archaeological research. Prerequisites: ANTH
240 and 241 or equivalent.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
009910:1
ANTH 672 - Culture Contact and Colonialism in the Americas
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the multifaceted nature of colonial encounters between Europeans and indigenous
people. Using the Americas as the geographical focus, the course devotes special attention to the analytical
and theoretical discourse-shaping anthropological approaches to colonialism through the topics of material
culture, gender, ideology, ethnicity, race, identity, labor, class, and resistance. Readings and discussions will
draw on data and perspectives from ethnohistory, historical archaeology, and cultural anthropology to tackle
the simultaneously global and local nature of colonialism.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
009911:1
ANTH 685 - Summer Field School in Historical Archaeology
6-10 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Summer field survey or excavation in historical archaeology for 6-8 weeks in the Boston or New England
area.
Course Note
Credit will be given for any other appropriate field school or internship at another institution.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
001125:1
ANTH 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
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Description:
Students may take this course in addition to those required in the program in order to pursue research
relevant to the program of study.
Instructor consent required for enrollment
001124:1
ANTH 697 - Special Topics in Archaeology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
The content of this course, while always relevant to the program, will vary depending on the specialty of the
visiting or permanent faculty member who may teach this course on a one-time basis.
Enrollment Requirements:
Pre-req = Graduate degree student or permission of instructor
Instructor consent required for enrollment
009912:1
ANTH 698 - Practicum in Archaeology
1-10 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 12 / total completions: 12
Description:
For this course, graduate classroom education is applied in a practical situation, such as field work or a
research project for a public archaeology contract agency, a museum, an archaeological laboratory, an
historical commission, or a preservation agency. In the practicum students develop a wide range of valuable
skills and experience related to possible future employment.
Instructor consent required for enrollment
001123:1
ANTH 699 - Thesis Research Projects in Historical Archaeology
6-10 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
In this course, an MA thesis will be developed from a problem-oriented analysis of documentary and
archaeological data. The MA thesis will include a description of the problem in the context of the disciplines
of anthropology and history, its application to the data, a description of the analyses undertaken, and their
results with reference to the problem. In the conclusion the results of the research project should be
discussed in relation to other current research in the field. The MA thesis must be read and approved by an
examining committee made up of three faculty readers, one from the History Program, one from the
Anthropology Department, and one from a department to be determined.
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Instructor consent required for enrollment
001122:1
Applied Linguistics
Website
https://www.umb.edu/liberal-arts/academic-departments/appling/
Office
McCormack Hall, 4th Floor, Room 456
[email protected]
617.287.5760
Department Chair
Corinne Etienne, PhD
[email protected]
617.287.5760
McCormack Hall, 4th Floor, Room 454
Master of Arts
Applied Linguistics (MA)
Applied Linguistics Department | College of Liberal Arts
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including five core courses, three concentration courses, and two
electives.
Concentration: Students must choose a concentration in ESL and bilingual studies or foreign language
pedagogy.
Capstone: Successful completion of a four-hour written comprehensive exam after completion of all
required coursework. By invitation of faculty, students may complete a thesis for their capstone.
Practicum and field experience: Complete either a field experience or practicum.
Students in either concentration may earn their degree online through the Continuing and Professional
Studies.
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Residency: No more than twelve credits may be transferred in and applied toward the program electives;
six credits from non-degree graduate study at UMass Boston and six credits of graduate course work from
another institution. All transfer courses must be earned within seven years of program matriculation, have a
grade of B or higher, be approved by the graduate program director and Graduate Studies, and not have
been used to fulfill requirements for another degree.
Statute of limitations: Four years.
Course Requirements
Core Courses (15 Credits)
• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
Concentration Courses (9 Credits)
Take three courses from one of the concentrations below.
ESL and Bilingual Studies Concentration
Foreign Language Pedagogy Concentration
Electives (6 Credits)
Complete two additional APLING courses.
Students also have the option to take two courses as electives in related disciplines that complement their
specialization.
Practicum and Field Experience
Students working to obtain solely MA degree are required to complete a Field Experience (APLING 690).
The MA field experience requirement may be satisfied through teaching language in university
undergraduate ESL classes, in a public school system, or at a community agency. The field experience
requirement may be waived for students with significant onsite teaching experience (paid teaching,
supervised student teaching, supervised teaching in an adult social or educational agency), and substituted
with another elective course.
The student-teaching practicum (APLING 698) is required of MA students pursuing Massachusetts
Department of Elementary and Secondary Education (DESE) PK-12 ESL licensure in addition to their MA
degree. The ESL licensure student-teaching practicum cannot be waived. Students working to obtain MA
state licensure must student-teach in a PK-12 public school ESL/Sheltered English setting for one full
semester.
Licensure in French as a Foreign Language from the Department of
Elementary and Secondary Education
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Students wishing to pursue licensure from the Department of Elementary and Secondary Education in
French as a foreign language should choose a concentration in Foreign Language Pedagogy and
complete the following courses when selecting electives. Students will complete six additional credits of
coursework beyond the requirements for the degree.
• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s) Topic: French Applied Linguistics
• APLING 698 - Practicum/Field Experience 3-6 Credit(s)
Three of the following:
• FRENCH 464 - Roman Du 20e Siecle 3 Credit(s)
or
• FRENCH 465 - 20th Century French Theater 3 Credit(s)
or
• FRENCH 305 - 20th/21st Century French and Francophone Literature 3 Credit(s)
or
• FRENCH 490 - Special Topics 3 Credit(s) Topic: France/Maghreb
• FRENCH 307 - French and Francophone Popular Culture 3 Credit(s)
or
• FRENCH 480 - Images of Otherness in French and Francophone Literature 3 Credit(s)
or
• FRENCH 304 - French Conversation 3 Credit(s)
or
• FRENCH 306L - Introduction to French Cinema (in French) 3 Credit(s)
• FRENCH 301 - Composition et stylistique 3 Credit(s)
or
• FRENCH 411 - Theme et version 3 Credit(s)
Doctor of Philosophy
Applied Linguistics (PhD)
Applied Linguistics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 55 credits from 16 courses including three core courses, three seminars, one colloquium, three to
five research methods courses, one to three electives, two inquiry courses, and one dissertation research
course.
Students with a master's degree in a relevant field earned no more than seven years before matriculation
may be eligible for advanced standing awarding them up to twelve credits toward the degree.
Doctoral candidacy: Acceptance of a qualifying paper and dissertation proposal.
Dissertation: Compose and defend a dissertation based on original research.
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Statute of limitations: Seven years.
Course Requirements
Core Courses (9 Credits)
• APLING 700 - Issues in Applied Linguistics 3 Credit(s)
• APLING 701 - Issues in Second Language Acquisition 3 Credit(s)
• APLING 702 - Issues in Sociolinguistics 3 Credit(s)
Seminars (9 Credits)
• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)
• APLING 708 - Corpus Linguistics 3 Credit(s)
• APLING 709 - Language Policy 3 Credit(s)
Colloquium (1 Credit)
• APLING 890 - Graduate Colloquium in Applied Linguistics 1 Credit(s)
Research Methods Courses (9 to 15 Credits)
Complete at least three courses from below.
• APLING 703 - Applied Linguistics Research Methods 3 Credit(s)
and at least two chosen in consultation with your advisor from the following:
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
Electives (3 to 9 Credits)
Complete no more than three from below.
• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• APLING 612 - Integrating Culture into the Language Curriculum 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
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• APLING 627 - Phonetics and Phonemics 3 Credit(s)
• APLING 629 - The Structure of the English Language 3 Credit(s)
• APLING 633 - Discourse Analysis in ESL 3 Credit(s)
• APLING 635 - Literacy & Culture 3 Credit(s)
• APLING 637 - Ethnography of Education: Culture, Language, & Literacy 3 Credit(s)
• APLING 670 - Testing in the Bilingual/ESL Classroom 3 Credit(s)
• APLING 673 - Reading in the Bilingual/English as a Second Language (ESL) Classroom 3 Credit(s)
• APLING 696 - Independent Study 1-6 Credit(s)
• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s)
Inquiry Courses (6 Credits)
• APLING 891 - Qualifying Paper Seminar 3 Credit(s)
• APLING 892 - Dissertation Proposal Writing Seminar 3 Credit(s)
Dissertation Research Course (12 Credits)
• APLING 899 - Dissertation Research 1-12 Credit(s)
Graduate Certificate
Dual Language (Certificate)
Applied Linguistics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Fieldwork: Complete 100 hours of classroom-based fieldwork.
Statute of limitations: Five years.
Course Requirements
Required Courses (15 Credits)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 616 - Curriculum Development in Bilingual Education 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
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Applied Linguistics
APLING 601 - Linguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the basic linguistic concepts necessary for understanding how sounds,
words, sentences, and texts are structured in English. Its main goal is to help students use these concepts
to contrast the structure of English with the structure of other languages.
Enrollment Requirements:
Pre-req = APLING-MA students only
001112:1
APLING 603 - Language, Culture and Identity
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide students a basis for a more comprehensive understanding of the various
concepts and meanings of culture and the ways in which cultural practices help shape our identities,
particularly how they are enacted and received in classrooms and second language education. The
readings, discussions, and assignments are aimed toward developing potential pedagogical tools and
educational programs that will be grounded in the research and concepts presented and explored in this
course. The main goal is for students to develop their own personal, theoretically-grounded approach to
teaching that facilitates cross-cultural communication in addressing the socially constructed notions and
identifications of `race¿ and their ensuing identities in the multilingual classroom. Both theories and practical
research from the second language classroom and other domains will be illustrated. By writing about and
discussing readings drawn from a broad literature base, students will analyze how multiple phenomena of
culture and identity (e.g., power, race, nationality, ethnicity, gender, language, sexuality, and class, among
other factors) affect schools, the classroom, teachers, and students.
Enrollment Requirements:
Pre-req = APLING-MA students only
001106:1
APLING 605 - Theories and Principles of Language Teaching
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This introductory course presents students with a theoretical background in the theory of second language
development and language teaching. Concepts from the fields of applied linguistics, psychology, sociology,
anthropology, and education will be presented in relation to fundamental questions about language learning.
The course will focus on the foundations of language acquisition to build students' understanding of the
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relationship between research, theory and practice in second and foreign language teaching. Contributions
of major schools of thought-including Behaviorism, Innatism, Cognitivism, Interaction, and Sociocultural
theory - will be examine din relation to current and historical language teaching practices and beliefs.
Enrollment Requirements:
Pre-req = APLING-MA students only
010007:1
APLING 611 - Methods and Materials in Foreign Language Instruction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course seeks (1) to relate methods of teaching a foreign language to current Second Language
Acquisition (SLA), research and theory and evaluate these methods; (2) to discuss classroom problems in
light of current SLA theory; and (3) to look critically at textbooks and create new, specific course material to
be tested and shared among all class participants. The course's hands-on approach bridges the gap
between theoreticians and classroom practitioners: Students are encouraged-through reading, discussion,
teaching demonstrations, and classroom observations-to explore and define the language teacher's role and
to question their experience as language learners and teachers.
Enrollment Requirements:
Pre-req = APLING-MA students only
010009:1
APLING 612 - Integrating Culture into the Language Curriculum
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course takes a hands-on approach and bridges the gap between theoreticians and classroom
practitioners. Participants can tie in their critical understanding of cross-cultural perspectives into numerous
aspects of the language curriculum. They explore how culture has been taught traditionally and how cultural
values are embodied in authentic documents. They gain awareness of potential cultural conflicts between
their own culture and the culture they teach or their students' culture. Discussion and research are directed
towards developing instructional units based on a large variety of authentic documents that reflect
multicultural diversity and help students discover and resolve cultural conflicts.
Enrollment Requirements:
Pre-req = APLING-MA students only
001109:1
APLING 614 - Foundations of Bilingual/Multicultural Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
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Description:
This course is designed to expose students to issues pertaining to the historical, philosophical, legal, and
theoretical foundations of bilingualism, and bilingual/multilingual education. Through the study of pertinent
literature, students will develop a theoretical and philosophical framework that will enable them to better
understand language policies and the politics of diversity and multiculturalism, and their implications for
education in the United States and worldwide.
Enrollment Requirements:
APLING 601 & 605
010010:1
APLING 615 - Dual Language Pedagogy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide systematic study of effective ways to structure learning opportunities for
English Language Learners in bilingual educational settings. an understanding of the instructional needs of
language minority students is developed and an awareness of bilingual programs with a focus on dual
language to meet those specific needs i presented. the course is intended to engage graduate students in
exploring theories of language learning, and a variety of procedures, methods, approaches and appropriate
materials for use in bilingual and, in particular, dual language pedagogy.
Enrollment Requirements:
Pre-req = APLING-MA students only
001100:1
APLING 616 - Curriculum Development in Bilingual Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to expose students to issues pertaining to the historical and theoretical foundations
of curriculum studies in general, and of bilingual curriculum, in particular. The course will briefly trace the
history of curriculum studies and then, delve in the theory, application, design, development and
implementation of bilingual curriculum. Through the study of pertinent literature, students will develop a
theoretical and practical framework and become familiar with the processes involved in the bilingual
education curriculum. Students will explore what schools teach to language learners, what should they teach
and who should decide about it; what is the primary aim of bilingual education; and what beliefs, values, or
attitudes are learned from the way bilingual classrooms are.
Enrollment Requirements:
Pre-req = APLING-MA students only
001098:1
APLING 618 - Teaching ESL: Methods and Approaches
426
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course familiarizes students with schools of thought that frame teaching English as a second language
to immigrant children, youth, and adults in the US and elsewhere. Students will explore many language
teaching methods and approaches with special focus placed on Sheltered English Instruction (the mandated
instructional approach for ELLs in Massachusetts and in influential model world-wide). Course readings will
examine psycholinguistic, sociocultural, and historical influences on ESL and Sheltered English instruction.
Students' evolving understanding of teaching and learning English as second language will contribute to
awareness of why and how their decisions affect a specific teaching context and will support informed
pedagogical choices.
Enrollment Requirements:
APLING 601 & 605
001091:1
APLING 621 - Psycholinguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to contemporary issues and theories of language development and to the
field of Second Language Acquisition (SLA). It presents an overview of the major research findings on
language learning during the last forty years: e.g., universal features of the L2 learner and the L2 learning
process, nature and route or acquisition, Interlanguage, cross-linguistic influences; role of the environment
and environmental triggers of acquisition; cognitive contributions. Students examine a range of SLA
epistemologies and theories that attempt to account for some of these research finding and the issues they
have raised. They practice critically evaluation specific research studies and understanding their
connections with current perspectives in the field.
Enrollment Requirements:
Pre-req = APLING-MA students only
Department consent required for enrollment
001107:1
APLING 623 - Sociolinguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines language use in society in various contextual domains. It focuses on interactions in
the classroom and local communities and the co-constructing and indexing of gendered, racial, and classed
identities. The course addresses the latest theories and research in sociolinguistics and their implications.
Topics include language and power, discourse and media representations, urban ethnographic studies, and
ideologies of standardized languages.
427
Enrollment Requirements:
Prerequisites: APLING 601 and APLING 603 and APLING 605
001105:1
APLING 627 - Phonetics and Phonemics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will cover the sound system of English and the principles of phonetics and phonemics as well as
provide an introduction to phonology. Students will practice using this knowledge to do error analysis and to
teach aural/oral skills.
Enrollment Requirements:
Pre-req = APLING-MA students only
001088:1
APLING 629 - The Structure of the English Language
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers ways of describing the structure of English, starting with traditional methods used in
many textbooks and finishing with alternative methods. It will discuss teaching methodologies and
sociolinguistic considerations and provide opportunities for practice in applying these theories and
techniques.
Enrollment Requirements:
Pre-req = APLING-MA students only
001089:1
APLING 632 - Forensic Linguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the subject of forensic linguistics, the intersection of language and the law. Topics to
be covered include: (critical) discourse analysis, linguistic structures, syntax, lexical selections, pragmatics,
and conversational analysis, among other foci. Throughout the semester, students will continually apply their
understanding of linguistic principles and theories to authentic criminal and civil court cases. Some of the
cases and discussions will focus on non-native speakers of English in the legal system.
041392:1
APLING 633 - Discourse Analysis in ESL
428
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will deal with approaches to discourse analysis, which will be defined as a set of procedures for
interpreting utterances in context. The course will examine different descriptive models from the disciplines
of linguistics, sociology, and anthropology and apply them to a variety of texts and contexts. It will
concentrate on face-to-face oral interaction, but some aspects of written or "planned" texts will also be
discussed. The models of discourse analysis will be applied to the areas of everyday conversation,
classroom interaction, and (native/non-native) interaction in interviews, classrooms, and everyday
conversation.
Enrollment Requirements:
Pre-req = APLING-MA students only
001102:1
APLING 634 - Critical Discourse Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to consider language and discourse in relation to society in general and
education, in particular. Discourses are historical, ideological, as well as forms of social action. The role of
language in social life is of paramount concern to researchers in the social sciences, including education.
This course aims at introducing students to theories and methods of discourse analysis, and more
specifically, Critical Discourse Analysis. Students will become familiar with the methods used in conversation
analysis, discourse analysis, and critical discourse analysis and their theoretical underpinnings. Towards this
end, the course will consider marxist, neo-marxist, postmodern, and critical theories in order to provide a
theoretical framework that will enable students to understand and situation the formation of different
discourses in conduction their research.
040292:1
APLING 635 - Literacy & Culture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will take a sociolinguistic and anthropological approach to the analysis of discourse and, in so
doing, seek to clarify the distinction between "oral style" strategies and "literate style" strategies in
communication. It will look at so-called "oral cultures" and cultures influenced by writing, as well as at cross-
cultural differences in orientation toward spoken communication and language and literacy socialization
practices. A great deal of emphasis in class will be placed on the analysis of "non-literary" texts: e.g.,
interactions between teachers and young children as the children tell stories during "Show and Tell,"
interactions between writing instructor and student writers during writing conferences, narratives told by
adolescents who speak Black English Vernacular, written texts produced by student writers from various
non-mainstream backgrounds.
Enrollment Requirements:
429
Pre-req = APLING-MA students only
001082:1
APLING 637 - Ethnography of Education: Culture, Language, & Literacy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the how and why of ethnographic inquiry. It introduces students to ethnographic
approaches and methodologies, and, more importantly, to the kinds of questions ethnographers ask. A key
emphasis is on demystifying the field of research and applying ethnographic methods and techniques
suitable for the study of culture, language, and schooling. Students read and critically assess a variety of
ethnographic research that addresses issues in class, ethnicity/race, culture, language, and learning.
Students will also implement anthropological and sociological approaches and insights in planning for and
conducting ethnographic observations and interviews. As a final assignment, students will be required to
write a project proposal proposing to study and issue related to ethnicity/race, culture, language, and
education.
033444:1
APLING 640 - French Applied Linguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the application of selected linguistic topics to the pedagogy of French as a foreign
language in the United States. Drawing on a sociolinguistically-oriented survey of the linguistic situation in
various Francophone regions o the world, it explores variability in French, including social, stylistic, and
geographical variation, and implications of such variability for the French as a Foreign Language classroom.
The examination of French as found in multiple settings leads to exploring what it means to be a native
speaker, and how and why the construct has been problematized in the applied linguistic literature. The
course also discusses issues of language policy in France and the Francophone world and questions about
the selection and development of language norms and pedagogical norms.
Enrollment Requirements:
Pre-requisite: APLING 601 and APLING 605
041535:1
APLING 643 - Historical Foundations and Contemporary Issues in Critical
Pedagogy and Critical Language Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Historical Foundations and Contemporary Issues in Critical Pedagogy is an introductory course to critical
theory and the ways it has affected and shaped educational theory, pedagogy, and classroom practice. This
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course will draw upon the seminal work of a diverse group of theorists, including writings from the Frankfurt
School (Marcuse, Adomo, Horkheimer), Antonio Gramsci, Louis Althusser, and others. Within a historical
context, the course will focus on early theories of social and cultural reproduction, theories of resistance, and
the hidden curriculum. The latter part of the course will situate some of the early reform issues about
schooling within a more recent context in order to illuminate how such issues resonate with current public
discourses on schooling and radical pedagogy. We will examine the work of Critical Pedagogues such as
Paulo Freire, Henry Giroux, bell hooks, Stanley Aronowitz, Michael Apple, etc. Finally, we will look into the
application of Critical Pedagogy framework to classroom practice for language teachers. Major themes of
the course include: education as cultural force, hegemony and the politics of hidden curriculum, popular
cultures, public pedagogy and cultural politics, capitalism, neo-liberalism and education, and the role of
educators as public intellectuals.
040293:1
APLING 665 - Immigration and Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course familiarizes students with theory and research on the education of immigrant children, youth and
adults in the US and worldwide. Students will draw on interdisciplinary lenses, including contributions from
psychological, sociological, anthropological and educational research, to understand and apply current
perspectives on immigration to local contexts. Students will explore the implications of the growing presence
of immigrant-origin students in public schools in the US and other post-industrial societies. The course will
consider the role of gender, social-economic status, race, ethnicity, undocumented status and a variety of
social context factors which affect the adaptation of immigrant students and families with special focus
placed on education settings. Our evolving understanding of the pathways immigrant student take as they
negotiate schooling and life in a new country will contribute to informed policy, curriculum and pedagogy
choices.
033874:1
APLING 669 - Writing Theories in Second Language Instruction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will consider the key issues in writing theory, research, and pedagogy as they are specifically
related to writing in a second language. It will introduce students to the existing research and developing
theories on the composing process and examine, critique, and evaluate current and traditional theories and
practices by exploring the ways in which theory and research can be translated into instruction.
This course is cross-listed as ENGL 669
Enrollment Requirements:
Pre-req = APLING-MA students only
000683:2
APLING 670 - Testing in the Bilingual/ESL Classroom
431
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students will become familiar with language proficiency and language dominance testing and with other
measurement and evaluative procedures needed in the administration and instruction of limited English
proficient students in ESL and bilingual programs.
Enrollment Requirements:
Pre-req = APLING-MA students only
001086:1
APLING 673 - Reading in the Bilingual/English as a Second Language (ESL)
Classroom
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to expose students to current debates over various perception of what constitutes
literacy, especially in regard to education English language learners (ELLs). Class participants will critically
analyze reading theories and research in reference to bilingual and ESL reading practices. As part of this
overview, participants will analyze a number of reading approaches and methods, including sociocultural
and psycholinguistic orientations toward literacy development, bilingualism, and second language reading
development. The course will also examine informal language, literacy assessment of ELLS, and current
implementation of the Massachusetts state-defined English language arts framework and ESL standards.
Finally, participants will study and evaluate current L2 reading instructional and informal assessment
methodologies and strategies in light of current research and theory.
000681:1
APLING 678 - Technology In Eductn
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course has two primary goals: (1) to survey the various kinds of technological resources available for
use in the ESL classroom; and (2) to evaluate critically the use of technology in the ESL classroom and the
extent to which it is compatible with current theories of language acquisition.
Enrollment Requirements:
Pre-req = APLING-MA students only
010017:1
APLING 684 - Usage Based Linguistic Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
432
Description:
This course will familiarize students with how language corpora-large computerized databases of spoken
and/or written language-are created, analyzed, and applied int he second/foreign language classroom to the
teaching and learning of English or any other language. Students will read relevant literature in areas of
corpus-based research, learn how to use software designed to analyze corpora, and as a final project
analyze some particular area of grammar in a relevant corpus, and describe how the results of such an
analysis can be applied in the language teaching classroom.
010751:1
APLING 685 - Bilingual/ESL Classroom
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to address the need for the integration of the Internet in the language classroom,
whether in the form of web-enhanced or web-based lessons. Special focus is placed on the ways the
Internet can be used to enrich, enhance, and deliver lesson plans that successfully address language goals
and the needs of second language learners. Students taking this course gain competence in effectively
browsing the web, integrating Web resources for educational resources, and thoughtfully using technology
and the Internet to plan classroom activities. Issues such as the digital divide, acceptable use policies,
copyright, quality assurance, and content validity are addressed with the aim of developing a theoretical
framework and thinking about the Internet critically.
034655:1
APLING 688 - English as a Second Language Licensure Pre-Practicum
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
No for credit - total credits: 1 / total completions: 1
Description:
This one-credit course meets the pre-practicum requirement for students seeking ESL Licensure in
Massachusetts (Levels: PK-6; 5-12). Students complete 75-hours of supervised observation in a public-
school classroom in Massachusetts. They also teach one lesson at their pre-practicum site; this lesson is
observed and evaluated by their Supervising Practitioner and the UMass course instructor.
Department Consent Required consent required for enrollment
042260:1
APLING 690 - Field Experience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course grounds students' academic work in the practical realities of the classroom and student learning.
Each student will design a semester-long field experience in coordination with the course instructor based in
action research or student teaching in which they respond to the specific needs and questions of their
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teaching or research context. The seminar community and readings will support students in developing
reflexivity in their teaching and research practice and in linking practice to theory and policy.
040211:1
APLING 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course will provide opportunities for students to work independently in one of the following areas:
Applied Linguistics, Psycholinguistics, Sociolinguistics, Second Language and Bilingual Methodology, and
Cross-Cultural Studies. Students who wish to do an independent study should submit a study plan,
including: a brief description of their area of interest and an outline of the topic they plan to research in terms
of content, time, and the structure of their project.
Course Note
To be eligible to take an independent study course students should be at the end of the course work for the
MA and have at least a 3.5 GPA. All research plans for an independent study should be approved by their
advisor and the Graduate Program Director.
Enrollment Requirements:
Pre-req = APLING-MA students only
Instructor consent required for enrollment
001073:1
APLING 697 - Special Topics in Applied Linguistics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course, offering intensive study of selected topics in bilingual/ESL/foreign language pedagogy
studies. Course content varies according to the topic and will be announced prior to registration.
Enrollment Requirements:
Pre-req = APLING-MA students only
010757:1
APLING 698 - Practicum/Field Experience
3-6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A supervised, on-site experience in the teaching of bilingual education or ESL on an elementary of
secondary level, or in a social or educational agency serving limited English proficient students. Students
must meet with their academic advisor to discuss available practicum options. Students interested in
434
licensure practicum must meet with the licensure specialist to discuss options.
Enrollment Requirements:
Pre-req = APLING-MA students only
Instructor consent required for enrollment
001069:1
APLING 700 - Issues in Applied Linguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course consists of an overview of the field of applied linguistics. Student will explore the application of
linguistic knowledge to the resolution of language-related issues facing multiingual societies (e.g., second
language acquisition and ultimate attainment, literacy, language assessment, bilingualism, Heritage and
Indigenous languages, language attitudes, language planning and policy, language and politics, world
Englishes).
037749:1
APLING 701 - Issues in Second Language Acquisition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This doctoral level seminar examines in depth the theory and research in the field of second language
acquisition (SLA). It builds upon the information and concepts presented in introductory SLA theory courses
allowing students to more deeply and carefully explore selected topics such as the explicit/implicit debate;
role of consciousness; interface of cognitive and social processes; working memory; interaction; feedback;
age; aptitude; transfer; and attention. We will cover both traditional and alternative theories in SLA (including
sociocultural theory, socio-cognitive theory, conversation analysis, identify theory, socialization theory,
complexity/dynamic systems theory, and cognitive linguistics). In addition, the course addresses theory
building and two critical questions: (1) can/should the field tolerate multiple theories? (2) if it cannot/should
not, how do we decide which theory to support and which theories to disallow? Students will practice
evaluation the goals, strengths, and limitations of various perspectives as well as look at the implications for
L2 learning, teaching, and research in light of the reading on SLA theories.
037750:1
APLING 702 - Issues in Sociolinguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course to the large body of research that deals with the intersection between language
and society. Reading some canonical sociolinguistics works, we will explore how social and cultural
categories, such as race/ethnicity, gender, and nationality, as well as institutions, including schools and
435
governments, are created through and affected by language. We will also look at various contextual factors -
social, cultural, geographical, political, ideological - that impact language use and variation.
Enrollment Requirements:
Pre-requisite: APLING 701
037768:1
APLING 703 - Applied Linguistics Research Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to expose students to research in applied linguistics, first and second language
acquisition, and language acquisition in bilingual contexts. Students are expected to engage with major
research perspectives in first and second language acquisition fields and to critically evaluation the
relevance of multiple research models and their application to languages in contact, bilingualism, language
policy, and classroom language use.
Enrollment Requirements:
Pre-Req: APLING 700 and APLING 701 and APLING 702
037769:1
APLING 704 - Advanced Discourse Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this course is to consider language, literacy, and discourse in relation to education, society,
and culture. More specifically, we will discuss how literacy as the mastery of the language of secondary
discourses informs understandings of the ways in which the world is read in particular times, places, and
circumstances. We will begin with the assumption that language functions to scaffold both action and human
affiliation in cultures, social groups, and institutions. As such, experiences and perspectives area created
and assumed in the process of becoming literate. Towards this end, we will consider postmodern and critical
theories of discourse and ideology to better understand such notions of multiple and situated literacies as
social practices positioned in relation to the social institutions and power relations which sustain them. We
will use Critical discourse analysis as a tool for exploring questions about the relationship between
language, society, politics and ideology and as a resource for a social analysis of education. Discourses will
be viewed as historical, doing ideological work but also as forms of social action.
037770:1
APLING 705 - Advanced Ethnography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course combines critical policy analysis, theory, and research methodology. We will examine language
436
policy as a sociocultural process in which both official and tacit social practices normalize some languages
and varieties and marginalize others. Using ethnographically informed case studies, we will analyze the
following language policy issues: Indigenous/heritage language loss, revitalization, and maintenance;
English-only and bilingual education; linguistic human rights; "race," class/caste, and linguistic difference;
home, community, and school literacy practices and policies; and the impacts of standardization and
globalization on cultural and linguistic diversity. The course also provides the opportunity to explore these
research methods: critical-ethnographic case studies, oral history, classroom ethnography, interviews,
narrative, and critical document analysis.
037771:1
APLING 707 - Current Research on Language and Pedagogy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Research in language pedagogy in the last 10 years has been marked by an emphasis on considering the
context in which second language instruction takes place. Following this perspective, this course presents
issues related to second language instruction in different contexts and for specific learners inside and
outside institutional settings. The semester is broken into three distinct but interrelated areas: the first part
consists of an overview of current theoretical issues and key concepts in the field (learner identities,
communicative competence; situated research bridging cognitive and sociocultural approaches) and of
current research methodology in language pedagogy research: the second part focuses on specific learners
(adult: adolescents: children): and the third part examines learning contexts beyond classrooms. Participants
practice reading research studies critically and writing a literature review on a topic of their choice.
037772:1
APLING 708 - Corpus Linguistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is intended to provide students with the tools and the theoretical background necessary to carry
out theoretical and applied research in corpus linguistics. Although the focus will be primarily on English
language corpora, the course also will consider multi-lingual corpora in languages such as Spanish and
Portuguese. In addition, a special emphasis will be placed on how English-corpora can be used to help
educate students learning English as a second or foreign language. The course begins with an emphasis on
methodology - how to create a corpus - and the theoretical basis of corpus-based research: how it fits in with
other theoretical approaches to language analysis. The remainder of the courses focuses on various
applications of corpus-based research, ranging from the study of language variation to the creation of
teaching materials for English language learners grounded in the methodology of data-driven learning: a
pedagogy that helps students study various types of grammatical constructions in various computerized
corpora. Students will leave the course with the ability to conduct corpus-based research and apply their
research findings in specific educational contexts.
Enrollment Requirements:
Pre-Req: APLING 601 or equivalent
037773:1
437
APLING 709 - Language Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines and analyzes contemporary and historical language policies at the state level in
Massachusetts, at the national level, and in international contexts. Throughout the course, theoretical and
methodological issues in language planning and policy (LPP) are highlighted. In true comparative stance,
special emphasis will be placed on comparing U.S. experiences with those of other nations. As well, the
relationship between language attitudes and educational policy formation will be studied. By the end of the
course, students will demonstrate understanding of main issues in language policy and planning, and will
articulate understanding of the complex factors that inform language planning decisions at local, state, and
national levels. Finally, students are expected to leave the course well equipped with the core analytical
skills needed to engage in research on LPP, including data collection, analysis, and presentation.
037774:1
APLING 890 - Graduate Colloquium in Applied Linguistics
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 3 / total completions: 3
Description:
APLING 890 is a 1-credit course designed to engage participants in critical reading, analysis, and discussion
of topics related to the theory, research and practice in Applied Linguistics. The applied Linguistics graduate
colloquium is designed to expose graduate/doctoral students to include invited talks by established scholars
in the field; workshops of dissertation chapters, prospectuses, or article drafts; discussions of recent
publications in the field; or professionalization workshops. It is an elective course for the MA and the PhD in
Applied Linguistics. The Colloquium brings in scholars from around the world to give an academic paper and
discuss with students. Colloquia provide PhD students an opportunity to interact with world-class scholars
with a variety of research interests and expertise and to build community among them.
041393:1
APLING 891 - Qualifying Paper Seminar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required 3-credit course supports students in the development of the Qualifying Paper, a required
element in the APLING program. It considers common issues such as finding a researchable question,
designing and conduction a literature review, beginning a conceptual framework, and making a timeline for
work on the QP. Some classes will be structured
037775:1
APLING 892 - Dissertation Proposal Writing Seminar
438
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide structured support on whole group and individual bases for APLING students who
are working on their dissertation proposals. The Seminar compliments students' work with their dissertation
chairs and committees. Students who attend all classes, come prepared, participate in a spirit of
professional critique and academic integrity, and develop and present a 50-60 page dissertation proposal
will pass the course.
Course Note
The Seminar will be graded Pass/Fail.
Enrollment Requirements:
Pre-Req: APLING 891
037776:1
APLING 899 - Dissertation Research
1-12 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 99
Description:
Research conducted under supervision of the doctoral committee leading to the presentation of a doctoral
dissertation.
037777:1
Art and Art History
Website
https://www.umb.edu/liberal-arts/academic-departments/art/
Office
University Hall, 4th Floor, Room 4232
617.287.5730
Department Chair
Cat Mazza, MFA
[email protected]
617.287.5730
University Hall, 4th Floor, Room 4244
Asian Studies
439
Website
https://www.umb.edu/liberal-arts/academic-departments/asian/
Office
Wheatley Hall, 6th Floor, Room 37
617.287.6138
Department Chair
Shaman Hatley, PhD
[email protected]
617.287.6492
Wheatley Hall, 6th Floor, Room 86
Classics and Religious Studies
Website
https://www.umb.edu/liberal-arts/academic-departments/classics/
Office
McCormack Hall, 4th Floor, Room 604
617.287.6120
Department Chair
Jason von Ehrenkrook, PhD
[email protected]
617.287.6123
McCormack Hall, 4th Floor, Room 605
Master of Arts
Latin and Classical Humanities (MA)
Classics and Religious Studies Department | College of Liberal Arts
Latin and Classical Humanities (MA) - Applied Linguistics Track
Latin and Classical Humanities (MA) - Greek/Latin Track
Latin and Classical Humanities (MA) - Initial Licensure Track
Classics
440
CLSICS 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent Study in Classics.
039274:1
CLSICS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
012257:1
Greek
GREEK 601 - Attic Orators
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers intensive study of orators, including Lysias, Antiphon, Andocides and Demosthenses, with
attention to rhetorical techniques, historical context and the implications for our understanding of Athenian
law and society.
Enrollment Requirements:
Pre-Req: 300 level GREEK course
038268:1
GREEK 602 - Plato
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers intensive study of the dialogues of Plato with attention to his confrontation with the
sophists, political thought, theories of art, and moral teachings.
Enrollment Requirements:
Pre-Req: 300 level GREEK course
441
038264:1
GREEK 607 - Herodotus
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers intensive study of the Histories of Herodotus, with special attention to the balance he
struck between historical accuracy and literary artifice.
Enrollment Requirements:
Pre-Req: 300 level GREEK course
038266:1
GREEK 609 - Lyric Poetry
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is devoted to the study of the Greek lyric and elegiac poets from the seventh to the fifth
centuries B.C.
040811:1
GREEK 680 - Topics in Greek Literature
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 999 / total completions: 99
Description:
This course focuses on readings in important authors, genres, or eras of classical Greek literature.
Significant attention is paid to historical, cultural and literary contexts, as well as to relevant secondary
literature. Topics may vary.
Course Note
Advanced proficiency (300 level of above) in classical Greek required.
035300:1
GREEK 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Directed projects in Greek language and literature.
442
038171:1
GREEK 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Directed projects in Greek language and literature.
038172:1
Latin
LATIN 600 - Roma Aeterna: Latin Reading Fluency
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is for the student to gain reading fluency in Latin through integrated development of
the four language skills - reading, listening, speaking, and writing. The program of study includes
comprehensible input mainly in the form of extensive reading at an appropriate level, plus listening to audio
and video in Latin, and focused written work for deep retention of vocabulary, contextual understanding of
grammar, and idiomatic usage in phrasing and sentences.
040575:1
LATIN 601 - Cicero
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The focus of this course is on Cicero's orations, with special attention to the Catilinarians and the Pro Caelio.
The course will emphasize careful analysis of Cicero's Latin style and the political, legal, and literary issues
that arise from these works. Students will be introduced to relevant scholarly literature.
020898:1
LATIN 602 - Caesar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will focus on selections from Julius Caesar's Commentarii, including selections from De Bello
Gallico and De Bello Civile, interspersed with selections from the letters and works of Caesar's
contemporaries and the later Roman historians. Examination of maps, photographs, and brief topical essays
443
will provide the background necessary to understand Caesar's works and campaigns. Some emphasis will
be laid on modern scholarship devoted to Caesar. Course goals include not only reading a significant portion
of Caesar's extant works, but also gaining an appreciation of his style as a writer, along with a understanding
of his place in Roman history. Teachers enrolled in the course should expect to gain a good background for
teaching Caesar in the AP curriculum.
036864:1
LATIN 603 - Roman Comedy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on readings in the comedies of Plautus and Terence. The course will entail intensive
study of one representative play by each playwright; other plays will be read in English translation. Topics to
be covered include: the influence of Menander and Greek New Comedy; the rise of a literary culture in
second-century-BC Rome; and analysis of character, language, and plot.
Enrollment Requirements:
Pre-req = Graduate degree student
020899:1
LATIN 609 - Lucretius
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will be devoted Lucretius' De rerum natura, the great didactic epic of Epicureanism. We will
examine the philosophical doctrines that Lucretius espoused, the poetic and literary qualities of his poem,
his influence on successors, and the way he manipulated the Latin language and the dactylic hexameter to
serve his ends.
036865:1
LATIN 610 - Virgil
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on readings in the works of Virgil, with primary emphasis on the Aeneid. Significant
attention is paid to historical and cultural context, literary history and epic genre, Virgil's poetic and patriotic
programmes and poetic diction, as well as to secondary, scholarly literature.
Enrollment Requirements:
Pre-req = Graduate degree student
020900:1
444
LATIN 611 - The Roman Novel: Petronius and Apuleius
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the genre of Latin prose fiction. Two important works survive to the present day: the
Metamorphoses of Apuleius (also known as the Golden Ass) and the Satyrica of Petronius. Apuleius' novel
tells the story of Lucius, a man driven by an insatiable curiosity to try to observe a witch perform magic, who,
through a magical accident, finds himself turned into a donkey. Petronius' novel tells the story of two young
lovers, Encolpius and Giton, and their wild adventures in the Greek cities of southern Italy.
041926:1
LATIN 614 - Catullus and Horace
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course students will read extensively from the lyric poetry of Catullus and Horace, with particular
attention to developing their reading fluency and familiarity with poetic language. The class will also consider
modern scholarship on such topics as: ancient verse collections; allusion to and the influence of Greek and
Roman predecessors; lyric, elegiac, and dactylic meters; and themes such as love, friendship, invective,
social mores, and patriotism.
040003:1
LATIN 615 - Methods of Teaching in the Latin Language
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the theory and practice of teaching Latin in the schools. Special emphasis is given to
assessing the pedagogical approaches that have emerged in recent decades and the textbooks that they
have produced. We will also discuss specific ways to integrate these approaches into the contemporary
classroom.
033098:1
LATIN 620 - Latin Letters
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers a survey of the epistolary genre in Latin literature. Readings will focus on Cicero, Seneca
and Pliny; short examples from Horace, Ovid, Fronto and Petrarch will also be included. Letters will be
considered in their historical, social and literary contexts. Students will evaluate the structure, content and
evolution of the genre.
445
033045:1
LATIN 625 - Literature in the Age of Nero
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The Emperor Nero, despite his reputation for viciousness, presided over a literary renaissance in Rome of
the first century AD. This course devotes attention to key figures in this renaissance, including Seneca,
Petronius, Lucan, and Persius. Through extensive readings in selected Latin texts, students will find that
literary, political, and philosophical issues intersect.
Enrollment Requirements:
Pre-req = Graduate degree student
020901:1
LATIN 635 - Latin Historians
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course surveys the Latin historians, focusing primarily on Sallust, Livy, and Tacitus. Earlier writers, such
as Cato the Elder, and later ones, such as Ammianus Marcellinus, are briefly considered. These historians
will be read in Latin and studied in their historical, social and literary contexts.
033478:1
LATIN 660 - History of Latin Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is a survey of Latin literature by genre and chronology from the earliest Latin writing through the
reign of Hadrian. Students will read selections of Latin prose and poetry from the works of all major authors
and will evaluate the structure and content of each work within historical and literary contexts. The goals of
this course are to give students a strong foundation in the development and evolution of Latin literature and
to prepare them for subject area examinations for prospective teachers of Latin such as Praxis and MTEL.
035804:1
LATIN 670 - Active Learning methodologies for Teachers of Latin
2-3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
446
Two phenomena of recent decades - the emergence of a new body of research on second language
acquisition and the re-emergence of conversational Latin as a pedagogical tool - have dramatic implications
for the teaching of Latin. The purpose of this course is twofold: first, to introduce teachers of Latin to theories
of second language acquisition, through which they may assess the effectiveness of various methods used
in the Latin classroom; and, second, to engage them intensively with two major active methodologies for
language learning; oral/aural communication and written composition. The course, designed as the first-year
experience for attendees at the summer Conventiculum Bostoniense, provides a seven-day, full-immersion
living-Latin experience, with full-time residence required of all participants. With the exception of nine hours
of instruction in second language acquisition theory, students are required to communicate 24-7 in Latin.
033833:1
LATIN 672 - Rome for Teachers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is taught on-site in Rome and is designed to introduce teachers and prospective teachers-in-
training both to the city and to research-backed best practices in language learning and teaching, often
called "active methodology." Students will visit various sites where the instructors will model various
approaches to immersive instruction. Students will explore ways of infusing their individual classrooms and
curricula with these approaches in ways that fit their individual style and goals.
041700:1
LATIN 675 - Living Text
2-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Designed for repeat attendees at the summer Conventiculum Bostoniense, this course engages students in
intensive study of a single classical or medieval Latin text, incorporating both traditional pedagogical
approaches (grammar-translation method, study of relevant scholarship) and active learning methodologies
(especially those that build competence in oral and written production of Latin, such as oral paraphrase,
contextual discussion, Socratic questioning, written response and rephrasing). For a significant portion of
class time, students work in small groups to compose and perform a play whose content accurately reflects
the style, themes and literary, historical, and cultural contexts of the text studied in the course. This text
varies each summer. Each student also completes an individual final paper, due six weeks after the last
course session. The course provides a seven-day full-immersion living-Latin experience, with full-time
residence required of all participants with the exception of some direct instruction in the text and relevant
scholarship, students are required to communicate 24-7 in Latin.
033834:1
LATIN 676 - Latin Prose Composition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
447
This course provides an intensive introduction to written composition in the Latin language. Stress will be
laid on writing as an active methodology, on the premise that fluency in Latin is achieved more effectively
through Latin-on-Latin composition, rather than through a traditional English-to-Latin translation approach.
The normal starting point for activities will be a Latin text; assignments will progress in complexity from
rephrasing or restructuring of parts of the text to free composition.
035568:1
LATIN 677 - Latin conversation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will help students acquire a basic communicative competency in Latin, familiarize themselves
with Second Language Acquisition theory, and experiment with active classroom strategies.
Enrollment Requirements:
Pre-req = a 300 level course in LATIN
038262:1
LATIN 688 - Initial Licensure Practicum: Student Teaching
3-6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The Initial Licensure Practicum provides students with the opportunity to put theory and methodology into
practice. Students demonstrate their teaching skills in a school, with supervision by both a certified
cooperating teacher and a member of the University faculty. During the semester, students will meet bi-
weekly with the latter to discuss their experiences, to try out and critique plans and ideas, to air and solve
problems, and to reflect on the process by which they are becoming education professionals.
Course Note
A formal application to do a practicum must be filled with the GPD by October 1 for a spring practicum or by
March 1 for a fall practicum.
038014:1
LATIN 690 - Master of Arts Final Paper
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Upon invitation of the faculty, M.A. candidates may complete a three-credit final paper in lieu of one required
course. The paper will be of approximately 30 pages and demonstrate extensive original
research/scholarship in Latin or Greek literature or culture. A final-paper proposal must be approved by a
faculty advisor and the Graduate Program Director in the semester prior to that in which the paper will be
completed. The paper will be prepared under the direction of the faculty advisor and defended before a
committee of three faculty members. During the semester, drafts of the paper will be critiqued in regular
448
conferences with the faculty advisor.
Enrollment Requirements:
Pre-requisite = Completion of 18 credits toward the MA and GPA of 3.6 or higher
036866:1
LATIN 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study in Latin
039273:1
LATIN 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers intensive study of a selected topic in Latin language and/or literature. Course content
varies according to the topic, which will be announced prior to the advance pre-registration period.
020903:1
Communication
Website
https://www.umb.edu/liberal-arts/academic-departments/communication/
Office
Wheatley Hall, 6th Floor, Room 80
617.287.3900
Department Chair
Lin (Julie) Zhu, PhD
[email protected]
617.287.6784
Wheatley Hall, 6th Floor, Room 81
Economics
449
Website
https://www.umb.edu/liberal-
arts/academic-
departments/economics/
Office
Wheatley Hall, 5th Floor, Room 82
617.287.6950
Department
Chair
Michael Carr, PhD
[email protected]
617.287.6950
Wheatley Hall, 5th Floor, Room 32
Master of Arts
Applied Economics (MA)
Economics Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 32 credits from ten courses including six required courses, three electives, and a research
capstone or thesis.
Capstone: Completion of a research paper and oral presentation.
Statute of limitations: Five years.
Course Requirements
Required Courses (18 Credits)
• ECON 601 - Applied Microeconomics 3 Credit(s)
• ECON 602 - Applied Macroeconomics 3 Credit(s)
• ECON 610 - Political Economy 3 Credit(s)
• ECON 650 - Applied Economic Research Practicum 1 Credit(s)
• ECON 651 - Quantitative Research Methods I 4 Credit(s)
• ECON 652 - Quantitative Research Methods II 4 Credit(s)
450
Electives (9 Credits)
Complete at least three courses from below.
At least six credits must be from the approved economic electives list. At least three credits must be from the
approved quantitative methods list.
Approved Economics Electives:
• Any 600-level ECON courses not already required for the program
• PUBADM 602 - The New England Economic Environment 3 Credit(s)
• PPOL-G 602 - Political Economy of Class, Race and Gender 3 Credit(s)
• INTREL 614 - International Political Economy 3 Credit(s)
Approved Quantitative Methods Electives:
• ENVSCI 623L - Introduction to Geographic Information Systems 4 Credit(s)
• GERON GR 760 - Policy Analysis Techniques 3 Credit(s)
• MSIS 680 - Advanced Data Mining 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)
• SOCIOL 661 - Designing and Evaluating Survey Questions 3 Credit(s)
• SOCIOL 662 - Applied Survey Sampling - Design and Analysis 3 Credit(s)
Research Capstone or Thesis (5 Credits)
Candidates may substitute some or all of the five required credits with independent study credits that result
in a capstone or thesis.
• ECON 698 - Mentored Research Project 1-5 Credit(s)
Economics
ECON 601 - Applied Microeconomics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the theory of consumer behavior and the firm, market and multi-market
equilibrium and stability, and varieties of imperfect competition at the graduate level. Coverage includes
theories of consumer and producer behavior in the context of a variety of real world problems. Applied
examples will be drawn from fields including: information economics, environmental economics, economics
of regulation, industrial organization, law and economics, natural resource economics, public finance, labor
economics, and regional and urban economics. For each sub-discipline covered, the most important
economic model will be discussed and a review of the major research studies, techniques, and empirical
evidence will be undertaken.
Enrollment Requirements:
Pre-req: Matriculated in Applied Economics
451
037410:1
ECON 602 - Applied Macroeconomics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to macroeconomics at the graduate level. The course is concerned with
economic theories of the overall level and dynamic of economic activity in countries and regions. These
theories are explored by examining the following applied key macroeconomic questions: why are some
nations poor while others are rich? What determines the pace of economic growth? How much richer is the
typical American today than the typical American 100 years ago? What causes macroeconomic instability?
What policies might governments pursue to spur growth? How do we square economic growth with our
efforts to limit climate change and provide for future generations?
Enrollment Requirements:
Pre-req: Matriculated in Applied Economics
037411:1
ECON 607 - Advanced Topics in Development Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course has two aims. In the first four weeks of the semester students will be introduced to some core
issues in development Economics. these topics will provide the basic framework for the remainder of the
course. In the second part of the course, which constitutes the bulk, students will have an opportunity to
engage with a specific topic in greater depth. this topic will vary with the instructor teaching the course.
Topics include: Urbanization in Developing countries, Poverty and Inequality, Structural Change and
Transformation, Gender and development, War, Macroeconomic Issues in Developing Countries, and
Political Economy of Development. Whichever the area, students will be given the skills necessary to
critically analyze the process of economic development, to identify the winners and losers in this process,
and to appreciate what would constitute just and sustainable policy in that area.
Enrollment Requirements:
Pre-req: Matriculation in Applied Economics MA
040294:1
ECON 610 - Political Economy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course exposes students to the major paradigms in heterodox political economy through a set of
economic topics that are central to these paradigms. Heterodox political economic paradigms include
Marxist, post-keynesian, intuitional, and feminist approaches. We will use these various approaches to
452
examine topics of particular interest to political economists including the historical rise of capitalism,
workplace relations, poverty and income distribution, economic growth (accumulation) and crisis,
financialization, globalization, development, gender, race, and ecological change.
Enrollment Requirements:
Applied ECON MA students only
038125:1
ECON 613 - Urban Economic Environment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers an examination of the wonders and paradoxes of urban life, with a focus on current
dynamics of urban location and prosperity in the context of a global economy. It examines forces that
shaped the evolution of cities and metropolitan regions, assesses a range of policy issues confronting
metropolitan areas today and the respective roles played by private and public sectors in addressing those
challenges, explores global forces that are transforming cities and regions throughout the world, and
addresses key questions of urban well-being, civility, and civic engagement.
Enrollment Requirements:
Pre-req: Matriculated in Applied Economics
037412:1
ECON 617 - Public Finance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the role of the public sector in the economy, focusing on public expenditure theory.
Topics include: welfare economics, market failures, asymmetric information, income redistribution, and
taxation. Much of the material covered will be conceptual in nature, but concrete examples will be used
throughout to illuminate the concepts.
Enrollment Requirements:
Pre-requisite: Enrolled in MA in Applied Economics or permission of instructor
041184:1
ECON 620 - Gender and Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Women and men have historically faced very different economic opportunities and prospects. While these
have changed dramatically over the last 50 years, women¿s and men¿s economic patterns and fortunes are
still not the same, with women more likely than men to earn less, more likely to face poverty, and more likely
453
to be responsible for doing unpaid or low-paid care work. This course presents an empirical and historical
overview of the economic activity of women and men (primarily in the United States), examines how
economic theories explain these activities, and looks at policies that might generate more equal economic
outcomes among women and between men and women.
Enrollment Requirements:
pre-req: Enrolled in Applied Economics MA programECON 620
041655:1
ECON 650 - Applied Economic Research Practicum
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 2 / total completions: 2
Description:
This one credit course allows students to apply and extend their quantitative research skills to a specific
economic issue. Students will be required to briefly researcht he issue, provide descriptive statistics and
tabular formulations, apply ordinary least squares techniques, and then learn and apply one other statistical
technique to tease out the economic relationships and potential causal factors. Students will have
assignments that culminate in a short policy brief. Topics might include gender/racial/immigrant wage gap;
trade deficit and growth; income inequality levels across nations or cities; occupational segregation.
Enrollment Requirements:
Pre-req: ECON 651
040576:1
ECON 651 - Quantitative Research Methods I
Formerly Quantitive Research Methods I
4 Credit(s) | Lecture and Workshop | Graded
Not repeatable for credit
Description:
This course is designed to provide an introduction to research methods in economics. It will cover an
overview to working with data, measurement of economic variables, methods of data collection, data
presentation, hypothesis testing, interpreting the results of various statistical procedures and comparative
research methods. The focus of this course will be to develop analytical tools to evaluate the relative merits
and drawbacks of various forms of economic analysis. This course will have data workshop sessions that
will familiarize students with the basic tools necessary to work with large datasets. Over the course of the
semester students will work on developing a research question for their thesis, identify a source of data, and
present descriptive statistics from this data source.
Enrollment Requirements:
Pre-req: Matriculated in Applied Economics
Semester(s) typically offered: Fall
037413:1
ECON 652 - Quantitative Research Methods II
454
4 Credit(s) | Lecture and Workshop | Graded
Not repeatable for credit
Description:
The course offers a presentation of modern econometric practice. It will cover the theory and application of
ordinary least-squares regression (OLS) in the context of cross-sectional, time-series, and panel data, with
special emphasis placed on an applied understanding of the potential and limitations of this approach. In
addition to OLS, topics will also include fixed effects, difference-indifference, regression discontinuity, and
limited dependent variable regression techniques. Students will learn at least one statistical package as
Stata, SPSS, or SAS. Emphasis is placed on training creative quantitative researchers.
Enrollment Requirements:
Pre-requisite: ECON 651
037570:1
ECON 670L - Environmental and Energy Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the economist's approach to solving environmental problems and related
aspects of energy markets. The first part of the course concentrates on the economic theory used to solve
environmental problems, including those associated with energy production and utilization. In the latter half
of the course, the theory will be used as a framework to approach a wide range of environmental and energy
issues. The purpose of the course is to expose students to sufficiently rigorous economic analysis to enable
them to appreciate the usefulness of the economic approach to environmental and energy-related problem
solving and to enable them to critique economic analyses they may be presented with in future decision-
making roles.
Course Note
ECON 670L and ENVSCI 670L and UPCD 670L are the same course.
This course is cross-listed as ENVSCI 670L and UPCD 670L
Enrollment Requirements:
Pre-Req: Matriculation in Applied Economics
000796:2
ECON 675L - Economics of Renewables: Marine and Energy Resources
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the use of economic analysis in helping to solve marine and energy
related natural resource problems. The first part of the course focuses on the economic theory used to
analyze natural resource and energy issues. In the latter half of the course these theoretical tools will be
used as a framework to analyze a wide range of issues dealing with marine resources and renewable
energy. The purpose of the course is to expose students to sufficiently rigorous economics analysis to
455
enable them to appreciate the usefulness of the economic approach to resource and renewable energy
problem solving and to critique economic analyses they may be presented with in future decision-making
roles.
Course Note
ECON 675L and ENVSCI 675L are the same course.
This course is cross-listed as ENVSCI 675L
Enrollment Requirements:
Pre-Req: Matriculation in Applied Economics
000795:2
ECON 680 - Health Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This elective course introduces students to how economists analyze topics related to the demand for health
care, health disparities, and the US health care delivery system using the tools of microeconomics. Students
develop an understanding of asymmetric information, how health insurance contracts operate, and the role
that government plays in the modern health care system. Students empirically analyze health care policies,
and apply tools of cost-benefit analysis to understand the trade-offs involved in improving efficiency and
equity.
Enrollment Requirements:
Pre-requisite: Enrolled in MA in Applied Economics or Nursing Ph.D. program or permission of instructor
041185:1
ECON 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of economics under the supervision of a faculty member.
038347:1
ECON 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of economics under the supervision of a faculty member.
038348:1
456
ECON 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Various topics in Economics will be offered.
039131:1
ECON 698 - Mentored Research Project
1-5 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 5 / total completions: 2
Description:
Economics 698 is a course designed to facilitate completion of the capstone project (or thesis), a critical
requirement for the MA degree in Applied Economics. All students taking the course will be required to
design and complete a comprehensive research project that includes the relevant literature, description of
methods and data used, analysis of the findings and implications of the research.
Enrollment Requirements:
Applied Economics (MA) students only
038126:1
English
Website
https://www.umb.edu/liberal-arts/academic-departments/english/
Office
Wheatley Hall, 6th Floor, Room 13
617.287.6700
[email protected]
Department Chair
Eve Sorum, PhD
[email protected]
617.287.6753
Wheatley Hall, 6th Floor, Room 2
Master of Arts
457
English (MA)
English Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 30 credits ten courses in one of four concentrations.
Students must complete a self-assessment narrative earning 15 credits.
Concentrations: Students must pick a concentration in literature, composition, creative writing, or
pedagogy.
Capstone: Students must complete an analytical essay, written exam, or thesis.
Statute of limitations: Five years.
Course Requirements
Concentration Courses
Complete the requirements for one of the concentrations below.
Literature Concentration
Composition Concentration
Creative Writing Concentration
Pedagogy Concentration
Initial Licensure
English MA Students who wish to teach English at the middle (grades 5-8) or secondary (grades 8-12)
school level may earn an initial teacher license through the program of study below.
Initial Teacher Licensure for Middle or Secondary School
Master of Fine Arts
Creative Writing (MFA)
English Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
458
Complete 48 credits from twelve courses including four writing workshops, three literature courses, three
electives, and two semesters of thesis workshops.
Capstone: Completion of an MFA thesis of 48 to 64 pages of poetry or 100 to 200 pages of fiction written
under the supervision of a thesis advisor, reviewed by a thesis committee, and subject to a public defense.
Statute of limitations: Five years.
Course Requirements
Writing Workshops (24 Credits)
Complete one from below four times.
• CW 601 - MFA Poetry Workshop 6 Credit(s)
or
• CW 602 - MFA Fiction Workshop 6 Credit(s)
Literature Courses (9 Credits)
Complete three graduate literature courses.
Electives (9 Credits)
Complete three from below.
• CW 605 - Memoir Workshop 3 Credit(s)
• CW 606 - Literary Editing and Publishing 3 Credit(s)
• CW 614 - The Teaching of Creative Writing 3 Credit(s)
• CW 675 - Creative Writing Internship 3 Credit(s)
• CW 697 - Special Topics in Creative Writing 1-6 Credit(s)
Students may elect courses offered by other graduate programs with approval from the graduate
program director.
• ENGL 459 Seminar for Tutors may be taken for graduate credit (see Undergraduate Catalog).
• ENGL 675 - Reading and Writing Poetry 3 Credit(s)
• ENGL 676 - Reading and Writing Fiction 3 Credit(s)
• ENGL 681 - Advanced Workshop in Poetry 3 Credit(s)
• ENGL 682 - Advanced Workshop in Fiction 3 Credit(s)
Thesis Courses (6 Credits)
Complete the course below both semesters of the third year.
• CW 699 - MFA Thesis 3 Credit(s)
Creative Writing
459
CW 601 - MFA Poetry Workshop
6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 24 / total completions: 4
Description:
The course will focus on the writing of poetry from two perspectives-craft and process. Through discussion
of their own and published poetry, students will explore how writers develop language, imagery, and verbal
music through attention to structural and other details presented in the work. Students in the workshop will
read recently published poetry, discussing what makes this work successful and how they, as writers, can
learn from it, while writing and critiquing their own work in a responsible and constructive manner. Students
will be expected to present either new work or revised work to the workshop each week.
Enrollment Requirements:
Pre-requisite = MFA student in Creative Writing
Department consent required for enrollment
033905:1
CW 602 - MFA Fiction Workshop
6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 24 / total completions: 4
Description:
The course will focus on fiction writing from two perspectives-craft and process. Through discussion of their
own and published fiction, students will explore how writers construct character, voice, suspense, story, etc.
they will also discuss the more hazy area of process. Students in the workshop will read recently published
fiction, discussion what makes this work successful and how they, as writers, can learn from it, while writing
and critiquing their own work in a responsible and constructive manner. Students will be expected to present
their own work to the workshop at least twice during the term.
Department consent required for enrollment
033906:1
CW 605 - Memoir Workshop
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The primary activity of the workshop is discussion of student work in the area of life writing. This course will
examine various examples of memoir, as well as address the following questions: What responsibility does
the memoirist have to facts? Are facts and truth always synonymous? What is the difference between
memoir and autobiography? Why write memoir when you could compose a story or poem? Students will
read and discuss classical and contemporary examples of the genre to support their own written work.
036084:1
460
CW 606 - Literary Editing and Publishing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The historical background of literary editing and publishing will be explored alongside a practical, hands-on
project-oriented program in which students will actively engaging in editing and publishing.
034696:1
CW 614 - The Teaching of Creative Writing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The teaching of creative writing involves both the teaching of craft and the nurturing of students'
imaginations. This course addresses ways of doing both, as well as theoretical frameworks for creating new
models. What are the principal elements of poetry and fiction? How does a writing exercise elicit a response
that adds to students' understanding of what they're doing? What's a good sequence of exercises, and what
should students read to enhance their understanding of technique? How should students share their work -
in a workshop, in small groups, on an on-line bulletin board, and other formats? How should creative writing
be evaluated? Each week, we will examine a different pedagogical question. The course also addresses
workshop and classroom management. Students will leave the course with the practical and theoretical tools
necessary to construct a curriculum for their own classroom use, and an understanding of issues involved in
exploring creativity.
033904:1
CW 620 - Techniques of Fiction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a literature course designed for fiction writers and students interested in reading both canonical
works of fiction and contemporary fiction from a craft perspective. We will read the novels and stories of
such authors as Henry James, Earnest Hemingway, Virginia Wolff, Franz Kafka, Jane Smiley, and Jhumpa
Lahiri, among others, and explore how these authors employ the tools of narrative fiction - exposition, plot
dialogue, setting, point of view, character development, etc. In addition to considering the elements of craft,
the course will explore several literary traditions - realism, minimalism, and fantastical literature - in order to
understand how these traditions utilize the techniques of fiction to construct vastly different fictional worlds.
Though this is not a creative writing course that makes use of workshop, students will be asked to write both
a traditional analytical essay as well as a work of fiction, a story or extended scene, in the style of one of the
authors we will be discussion during the semester.
036863:1
CW 630 - Documentary Poetics
461
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This immersive course will give you tools and inspiration to develop your own assignments for researched
poems based on your interests. Each week we will read and imitate examples by poets ranging from Muriel
Rukeyser to Tyehimba.
041842:1
CW 675 - Creative Writing Internship
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Partnering with an off-campus institution, students will work in an environment that will further their career
goals as writers, editors, and/or educators in the field of creative writing. Internships may include assisting
editorial functions at a literary magazine or publishing house, leading writing workshops in facilities including
schools, hospitals, nursing homes, and shelters, or working with literary organizations such as PEN New
England on projects that further literary goals. In addition to work in the field, students will generate writing
about their internship experience.
Course Note
All internships must be approved by the MFA program director.
Department consent required for enrollment
033907:1
CW 696 - Independent Study in Creative Writing
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Students wishing to study a topic in Creative Writing not included in the list of courses available through the
graduate program in English or the MFA Program in Creative Writing may develop a course of independent
study under the direction of a faculty member.
Course Note
All independent study courses must be approved by the MFA program director.
Department consent required for enrollment
033908:1
CW 697 - Special Topics in Creative Writing
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
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Description:
Special Topics in Creative Writing introduces a subject outside the list of currently approved courses in the
MFA Creative Writing Program. The subject may be taught once under the Special Topics designation
before requiring approval as a course addition.
Course Note
All special topics must be approved by the MFA Program Director.
033909:1
CW 698 - Intern Seminar for MFA TA2s
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Prior to the beginning of the semester, TA2s meet with the intern director to prepare a common course
syllabus. During the semester, students meet with the TA2 intern director weekly to discuss issues of
pedagogy and classroom management. In addition to weekly meetings, students are observed by the
director three times during the semester, and meet with the director after each observation for discussion.
Course Note
This is a required course for MFA student TA2s in their first semester of teaching E210-Intro to Creative
Writing.
Enrollment Requirements:
pre-req: CW 614
037563:1
CW 699 - MFA Thesis
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
In each of the final two semesters in the MFA Program, students enroll in CW 699 for a total of six credits,
culminating in a capstone MFA thesis of 48-64 pages of poetry, or 100-200 pages of fiction. The thesis is
written under the supervision of a thesis advisor, read by a thesis committee of a least three members, and
subject to a public thesis defense. The MFA thesis is the focus of each student's three years of graduate
study. It represents the best work the student has produced - informed by the MFA workshops, by the study
of literature, and by subjects relevant to the student's project - mentored by faculty, directed by an advisor,
and nurtured by an engaged community of writers.
035279:1
English
ENGL 600 - Studies in Criticism
463
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Study of the nature and function of literature, the terms and methods of analysis and evaluation of literature,
and the various approaches possible in the criticism of literature.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016093:1
ENGL 601 - Studies in Poetry
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Studies of poetry movements, individual poets, or particular formal or thematic topics in poetry. Topics have
included: Contemporary Women Poets,Seamus Heaney, Elizabeth Bishop.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016094:1
ENGL 602 - Studies in Fiction
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Studies in the nature of prose fiction and its major kinds; topics in the history and sociology of narrative
fiction, such as the working class novel, the short story, the prose romance, the historical novel; and studies
of representative British and American types in international contexts.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016096:1
ENGL 603 - Studies in Drama
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A course for those who want a broad view of the sweep of Western drama, offering a study of the art of
drama as it has evolved from classical Greece. Representative plays are drawn from various periods
(medieval, Renaissance, Augustan, romantic, and modern) and from the major modes (tragedy, comedy,
farce, realism, expressionism, and the absurdist and social theater). Selected critical works are also
considered.
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Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016099:1
ENGL 605 - Studies in Literature and Film
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the relationship between fiction and film, examining issues of representation,
adaptation, narrative, composition, and cultural construction. Students will explore how these verbal and
visual genres connect by asking questions such as: How does storytelling operate in each genre? How does
each genre rely on narrative structures such as causality and chronology? How does film develop and
change literary elements such as symbolism? How does literature and film create an audience that knows its
conventions? This course addresses topics such as modern life as created by fiction and film, and
internationalism in contemporary British fiction and film.
038551:1
ENGL 610 - The Teaching of Composition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course defines the role of composition in the English curriculum in both college and secondary schools;
develops a philosophy of language as a foundation for a method of composing; studies psychological and
linguistic aspects of the composing process.
Course Note
The course is offered once each year.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
015158:1
ENGL 611 - The Teaching of Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course develops a theory and practice for the teaching of literature, applicable to both secondary and
post-secondary education. The class reads, discusses, and analyzes sample presentations on literary texts
in a variety of genres. The course serves teachers, prospective teachers, and non-teachers who seek an
introduction to literature from pedagogical points of view.
Enrollment Requirements:
465
Pre-req = Graduate students in ENGL only
016108:1
ENGL 613 - Teaching English with Technology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the potential uses of technology in the teaching of classes in English Studies. It
situates this work within disciplinary pedagogical theory as it relates to the traditional areas of English
Studies--composition, literature, and language.
033832:1
ENGL 621 - Literary Theory Today
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
What is "literary theory" and why should it matter? Pursuing a rigorous course of readings and writings, this
course will seek to answer these related questions by introducing graduate students to several traditions of
twentieth and twenty-first century thought that have been of fundamental importance to the study of
literature. Literary theory has made possible a much broader and richer encounter with texts of all kinds,
from novels, poems, and plays to films, media, and the visual arts; this course seeks to understand how and
why literary theory encourages new experiences and understandings of texts.
038555:1
ENGL 622 - Ecocriticism: Environmental Criticism and Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Ecocriticism is an emerging branch of literary criticism concerned with the relationships between literature
and the physical world. This course will explore how theoretical understandings of the environment can be
brought to literature of the environment. In the seminar students will develop a critical vocabulary and range
of methodologies for discussing such topics as: the cultural construction of nature; the poetics and politics of
nature writing; land as readable text; the idea of wilderness; land as economic and spiritual resource; Native
American literature; "green" pedagogy; sense of place; nature and community; gender and nature;
ecofeminism; and the relationship of natural science and nature writing.
039504:1
ENGL 624 - Language of Film
3 Credit(s) | Lecture | Graded
Not repeatable for credit
466
Description:
This theory-based study in the "languages" of film, American and international, concerns the ways films
signify. Emphasizing the crafting of films more than any particular thematic content, it explores mise-en-
scene, framing, lighting, editing, camera work, sound, editing, genre, and acting as these mediate film
narratives an , so, comprise their discourses. The course also explores structures of film narration as they
relate to literary narration; it includes contextual consideration of history and ideology as these interact with
film production and reception. Primary texts will include readings in literary and film theory, films and film
excerpts, and literature.
032994:1
ENGL 628 - Comparative Studies of Two Writers
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
A comparative study of two major American, British, or postcolonial writers. The pairing of two writers
provides a comparison of works that present affinities and oppositions in social context or theme so as to
pose theoretically interesting questions for discussion, critical analysis, and further research.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016123:1
ENGL 631 - Medieval to Renaissance Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A course in the transition from medieval to Renaissance literature. A study of the transition in prose from
homiletic writings and the romances through Elyot, Ascham, and Lyly; in lyric and narrative verse from
Chaucer and the Scottish Chaucerians through Sidney; and in drama from the morality and mystery plays
through Hamlet.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016124:1
ENGL 633 - Shakespeare
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course considers Shakespeare's dramatic art as an art of coaching an audience (and readers) in how to
respond to and understand his make-believes. Multiple plotting, recurring situation, contrasts and parallels in
character and character relations (especially the use of theatricalizing characters who stage plays within the
467
play), patterns of figurative language, repetition of visual effects these and other such "structures" will be
considered as means whereby Shakespeare coaxes and coaches the perception of his audience, shapes
the participation of mind and feeling, and especially, prepares audiences for comic or tragic outcomes. The
plays are studied in the light of ongoing critical and/or theoretical debates.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016127:1
ENGL 641 - Studies in Romanticism
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the different literary movements that make up the Romantic Period (generally 1780-
1832). It offers a comparative study of canonical Romantic Period writers and those writers who raised other
kinds of questions. In so doing, it explores what it was like to live and write in the culture of this period and
asks: What are the stresses on literary production, and what are the terms of aesthetic, subjective, and
imagistic difference between male and female writers?
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016133:1
ENGL 642 - Victorian Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Studies in the careers and works of major authors such as Carlyle, Tennyson, Dickens, George Eliot,
Ruskin, and Wilde, with brief excursions into the works of others. Major themes include the relations of art
and society and the problems of faith and doubt, science, and imagination.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016136:1
ENGL 646 - Literature and Society
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
A study of literature with special reference to its social and historical circumstances and of the theoretical
questions raised by such a perspective.
Enrollment Requirements:
468
Pre-req = Graduate students in ENGL only
016142:1
ENGL 648 - Modernism in Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
"On or about December 1910," Virginia Woolf wrote, "human nature changed." This course examines the
trans-Atlantic modernism(s) that arose in the early twentieth century in response to the epochal shifts that
Woolf described. We will read poetry, prose, and theory by American and British modernists such as Woolf,
Stein, Joyce, Eliot, Faulkner, Toomer, Lawrence, Williams, H.D., and Hurston in the context of historical,
political, social, and scientific changes as well as in the context of the cultural changes-in art, music, film,
architecture-that surrounded and influenced their aesthetic projects.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016144:1
ENGL 651 - Nineteenth Century American Literature
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
The nineteenth century brought unprecedented growth and change to the United States. Industry,
immigration, urbanization, the Civil War, social justice movement, the end of slavery, and reconstruction
marked the country's move from nascent republic to international power. American writers grappled with
these changes as they contributed to the development of a national literature: a literature that would, in Walt
Whitman's words, be both transcendent and new. This course will consider both canonized and less familiar
texts of the period through a variety of approaches, topics, and themes.
032951:1
ENGL 653 - Major American Novelists
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An in-depth study of two or three American novelists, considered comparatively. Possible authors to be
studied include Hawthorne, Melville, Twain, James, Wharton, Chopin, Cather, Dreiser, Faulkner,
Hemingway, Ellison, Morrison.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016150:1
469
ENGL 654 - Modern American Fiction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a course in the study of significant works of American fiction written in the last century, mostly before
WW II. The course discusses major American modernists, such as James, Wharton, Fitzgerald, Hemingway,
Toomer, Faulkner, Hurston, as well as the critical and cultural contexts in which these works appeared. The
focus is on the establishment of American fiction as a major literary form during an era of social flux,
economic dislocation, and foreign wars.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016151:1
ENGL 655 - The Harlem Renaissance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar will examine some of the major literary works of the Harlem Renaissance (also known as the
New Negro movement), which flourished between the end of the World War I and the 1929 stock market
crash. We will consider how the texts interact with one another thematically, politically, and aesthetically;
how architects of the movement defined the New Negro and her/his are; and how contemporary critics have
reconstructed the Harlem Renaissance as a major American literary period. Through the study of African-
American modernism, this seminar will explore its larger implications for literary studies: the role of literature
and other cultural expressions in realizing and representing "imagined communities," in resisting and
reinforcing political and social discourses, and in reflecting its own potentials and limitations in defining a
social self. Authors will include W.E.B Du Bois, Jessie Redmon Fauset, Langston Hughes, Zora Neale
Hurston, Nella Larsen, and Claude Mckay.
038556:1
ENGL 663 - Revolutionary Romanticism
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Who were the really revolutionary thinkers and writers in the "Age of Revolution," as the Romantic Period is
also known? To consider this questions, this course will understand revolution in the sense of a "family
affair." The Family unit was an operative ideological concept for very different kinds of revolutions, from the
politics of liberation to the feminist revolution in education and social practices. Orienting this affair will be
what we can call "the First Family" of revolutionary thought, which is not that of the French king and his
famous queen Marie Antoinette, nor that of the mad George III and his politically rebellious son, later George
IV, but that of the Godwin-Shelley Circle. The primary members of this circle are William Godwin, Mary
Wollstonecraft, Mary Shelley and Percy Bysshe Shelley (who came to study at Godwin's feet and instead
eloped with his daughter). Behind his family romance of "free love," revolution, and theories of education lie
the political thought of highly influential figures such as Rousseau, and the feminist politics of care, a
470
contribution to the enduring problem of ethical action (best articulated for the Romantics by Spinoza). Both
revolution and care as ethical action struggle against the increasingly dominant ideology of the aesthetic for
this family that combines and traverses the standard period division into "first generation" and "second
generation" Romantics. As we read our primary writers, we will bring in other thinkers and materials to
provide both historical and literary contexts, genre contrasts, and contemporary interventions in these
dramatic and self-dramatizing issues.
039929:1
ENGL 667 - Seminar for Tutors
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course teaches graduate students to tutor undergraduate students who are taking Freshman English
101 and 102 at UMass Boston. It features readings, writing, and discussion on the theoretical and practical
issues one encounters in working as a composition tutor. Tutors learn to apply research about tutoring to the
specific context of the undergraduate classroom, learning not only about tutoring goals and practices, but
also about the UMass Boston Freshman English program's philosophy and the UMass Boston
undergraduate experience. This knowledge provides a foundation for further teaching at UMass Boston. All
elements of the course combine to provide an intellectual framework for articulation and synthesis of, as well
as reflection on, what is learned in the work experience of the tutor.
038562:1
ENGL 668 - Perspectives on Composition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course involves the sustained study of significant theory, concept, issue, or method in composition,
whether an historical survey or a timely twenty-first century debate. Such topics might include feminism,
multimodality, or process. The selected topic will be examined through multiple theoretical, historical,
political, and ethical lenses in order to trace the broader terrain of the field of composition.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016164:1
ENGL 669 - Writing Theories in Second Language Instruction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will consider the key issues in writing theory, research, and pedagogy as they are specifically
related to writing in a second language. It will introduce students to the existing research and developing
theories on the composing process and examine, critique, and evaluate current and traditional theories and
practices by exploring the ways in which theory and research can be translated into instruction.
471
This course is cross-listed as APLING 669
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
000683:1
ENGL 670 - Philosophy and the Composing Process
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Current rhetorical theory emphasizing the process of composing has developed several models (e.g., pre-
writing, writing, re-writing) which are nevertheless linear. But writers and teachers of writing need ways of
apprehending the all-at-onceness of composition. This seminar offers opportunities to develop philosophical
perspectives on perception and forming; language and the making of meaning; interpretation in reading and
teaching. The course explores the pedagogical and practical implications of a broad range of theories of
language and knowing by means of experimental writing and by the study of essays, letters, talks, and other
materials by scientists, artists, and philosophers. This course is recommended for students choosing to
concentrate in composition for the English MA, at or near the start of their programs.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016165:1
ENGL 672 - Research in Writing Studies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate seminar explores the ways that composition and rhetoric scholars make and support
knowledge claims by investigating both research in the discipline and the methods and methodologies that
undergird that research. Geared towards helping students generate research projects through an informed
framing of inquiry, this course provides an introduction to epistemology in writing studies-an introduction that
provides a framework for understanding how writing is and has been studied. This focus on knowledge-
making is operationalized through a range of methods for conducting research on writing. Students will learn
to critically read research publications in composition and rhetoric; they will also learn to develop and pursue
their own research projects.
039932:1
ENGL 673 - Digital Writing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
As writing increasingly moves from the printed page to the screen and beyond, writers have at their disposal
472
a fuller range of expressive modes and means of communication, including but not limited to linear
alphabetic text. This workshop/studio course invites students to explore these possibilities by experimenting
with their writing in digital platforms. Students engage born-digital texts alongside of traditional print-based
genres and consider the relationship between written, audio-visual and/or interactive modes. Classes
include craft-based discussions, peer critiques, and hands-on instruction in media production software,
which prepare students to produce their own creative digital texts through a series of independent writing
projects. This course welcomes students from all backgrounds; no specialized technical skills are expected
or required.
040002:1
ENGL 674 - Writing and Community
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This class explores the 'public turn' of literacy and composition studies - a movement that recognizes and
engages with literate activity occurring beyond the academy: in community centers, in homes, in the streets,
and in other alternative spaces for rhetorical education and literate practice. This course will prepare
students to develop thoughtful pedagogies that engage with public writing and community literacy. To
support and practice literacy research and activism outside of the university classroom, and to gain a deeper
understanding of the intersections between literacy and composition studies. Whenever possible, a
sustained engagement project with local community partners will serve as a touchstone of the course.
040295:1
ENGL 675 - Reading and Writing Poetry
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a graduate poetry workshop for both experienced writers and students with little poetry-writing
experience. For more experienced writers, the concentration is on developing skills, with a chance to extend
range by studying great poems in form and in free verse. For students newer to writing poetry, or students
who simply wish to learn more about poetry, this is a chance to develop your skills from the inside, through
studying poems by accomplished poets in various forms, including free verse, and through the actual
practice of writing in these forms. The main work of the semester is writing poems, but there are
assignments requiring a critical response to other poets.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016172:1
ENGL 676 - Reading and Writing Fiction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
473
This is a graduate fiction workshop for both experienced writers and students with little fiction-writing
experience. For more experienced writers, the concentration is on developing skills, with a chance to extend
range by studying writers like Mary Gaitskill, Denis Johnson, Geoff Dyer, Lorrie Moore, Steven Millhauser,
and Chuck Palahniuk. Fiction-writing assignments are connected to reading assignments.
Enrollment Requirements:
Pre-req = Graduate students in ENGL only
016173:1
ENGL 681 - Advanced Workshop in Poetry
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
An advanced poetry workshop in which students practice and improve the poetic skills they have already
begun to develop by focusing on a pre-approved project for the semester. Class discussion focuses on
student work, and individual conferences with the instructor are required.
Course Note
This course may be repeated twice for credit.
Instructor consent required for enrollment
016176:1
ENGL 682 - Advanced Workshop in Fiction
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
An advanced fiction workshop in which students improve the writing skills they have already begun to
develop by focusing on a pre-approved project for the semester. All students read contemporary fiction
throughout the semester. Class discussion focuses on student work, and individual conferences with the
instructor are required.
Course Note
This course may be repeated twice for credit.
Instructor consent required for enrollment
016177:1
ENGL 683 - Literary Sites and Spaces
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will engage students in literary "field work," encouraging experiential learning at libraries,
474
museums, archives, and writers' homes and communities. The course creates opportunities for students to
explore what happens when a literary text is connected to a literary site, including spaces of literary
inspiration, production, reading, and preservation. Each course meeting will feature on-site learned in a
literary space, with field trips, workshops, and assignments designed to give the group unique insights into
the interpretive possibilities created by field-based research. By working outside of the classroom, students
will place literature in new social and historical contexts, while also testing the latest theoretical
understandings of literary history, literary and cultural geography, cultures of the book, and the history of the
book.
038563:1
ENGL 689 - English Studies Workshop
1 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This one credit course meets in evening workshops held at regular intervals (every two weeks). The central
goal of the English Studies Workshop is to engage MA students in an understanding of the latest
developments in the field of English. The workshop sessions take a variety of forms, typically featuring a
presentation led by a faculty member; they also include less traditional experiences, such as visits to area
research libraries. The workshops encourage students to have an experiential engagement with English's
latest research, theoretical, pedagogical, creative, professional, and career trends, while also showing
student show those trends inform the MA program.
Enrollment Requirements:
Pre-requisite = Masters student in English
035557:1
ENGL 690 - English Research Workshop
1 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This one credit course meets in evening workshops held at regular intervals (every two weeks). The central
goal of the English Research Workshop is to prepare MA students for the final project. Research exercises
will move student through the steps needed to create a successful final project, such as :formulating a viable
research topic, locating an advisor, understanding research methodology, selecting models of research and
writing in professional journals, compiling an annotated bibliography, and creating a research calendar.
Course Note
Students are strongly encouraged to take the English Research workshop in the year or semester before
their final project work commences.
Enrollment Requirements:
Pre-requisite = Masters student in English
035563:1
ENGL 691 - Final Project in Composition
475
3 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
This course provides a structure for students working toward completion of the final exercise (capstone)
requirement in composition. A project proposal is required and must be approved by the faculty supervisor of
the project and by the Graduate Program Director. Paper plans and drafts are studied and critiqued in
regular tutorial conferences with individual faculty supervisors, or examination materials and sample
questions are analyzed. The final paper or examination is assessed by graduate faculty readers.
Course Note
Students must successfully complete the capstone essay or examination in order to receive the MA.
Instructor consent required for enrollment
016175:1
ENGL 692 - Final Project in Creative Writing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a structure for students working toward completion of the final exercise (capstone)
requirement in creative writing and supplements work done in creative writing workshops. A project proposal
is required and must be approved by the faculty supervisor of the project, by the Director of Creative Writing,
and by the Graduate Program Director. Drafts are studied and critiqued in regular tutorial conferences with
individual faculty supervisors. The final manuscript is assessed by graduation faculty readers.
Course Note
Students must successfully complete the capstone project in order to receive the MA.
Instructor consent required for enrollment
016178:1
ENGL 693 - Final Project in Literature
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Provides a structure for students working toward completion of the final exercise (capstone) requirement in
literature. A project proposal is required and must be approved by the faculty supervisor of the project and
by the Graduate Program Director. Paper plans and drafts are studied and critiqued in regular tutorial
conferences with individual faculty supervisors, or examination materials and sample questions are
analyzed. The final paper or examination is assessed by graduate faculty readers.
Course Note
Students must successfully complete the capstone project in order to receive the MA.
Instructor consent required for enrollment
476
016269:1
ENGL 694 - Graduate Internship in English
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The Graduate Internship in English allows students to explore possible careers connected to and furthered
by the postgraduate study of English. Internships take place within a wide variety of fields that feature an
applied use of English, including publishing, marketing, publicity, professional writing, creative writing, library
work, and non-profit administration. Internships can include experiences such as organizing rare books
materials for a Boston area library, leading literacy workshops for a non-profit organization, or composing
publicity materials in a corporate setting. The Graduate Internship affords students the opportunity to bring
the ideas and skills learned in English MA courses to the workplace.
Enrollment Requirements:
Pre-requisite = Graduate student in English, at least six credits of coursework and permission of program
director.
Department consent required for enrollment
035564:1
ENGL 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
A comprehensive study of a particular area of literature, particular author, or specialized topic not offered in
regular seminars. Consultation with the director of graduate studies is mandatory. Students arrange a
project with a faculty member who approves a project proposal, providing a description or outline of the
research and writing work to be undertaken and a bibliography of reading. The project must be approved by
the Graduate Program Director. Project proposals must be submitted by the end of the semester previous to
the one in which the study is to take place.
039744:1
ENGL 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
A comprehensive study of a particular area of literature, particular author, or specialized topic not offered in
regular seminars. Consultation with the director of graduate studies is mandatory. Students arrange a
project with a faculty member who approves a project proposal, providing a description or outline of the
research and writing work to be undertaken and a bibliography of reading. The project must be approved by
the Graduate Program Director. Project proposals must be submitted by the end of the semester previous to
the one in which the study is to take place.
477
Instructor consent required for enrollment
016181:1
ENGL 697 - Special Topics in Literature and Composition
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Experimental new graduate seminars on special subjects are frequently offered under this heading and are
announced each semester prior to the advance pre-registration period.
016182:1
ENGL 698 - Teaching Fellows Seminar
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This seminar is for both composition and literature teaching fellows during their first teaching semester. It
involves a preliminary summer workshop and weekly meetings and classroom visits during the semester.
The course is team-taught by the two faculty supervisors, with students divided into a composition and a
literature section according to their teaching fellowship appointment. The seminar develops more fully the
pedagogical and content material covered in ENGL 610 and 611. It involves collaborative work (particularly
in designing a joint syllabus, reading list, and assignments for the undergraduate composition and literature
sections to be taught by teaching fellows), classroom research, and reflective reports.
Instructor consent required for enrollment
016267:1
ENGL 699 - Master of Art Thesis
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A substantial project of approximately 60 pages in literature, composition, or creative writing. Creative writing
students will include a related analytical paper with their manuscript. A thesis proposal is required and must
be approved by the student's faculty supervisor of the thesis and by the Graduate Program Director. In the
case of creative writing theses, approval by the Director of Creative Writing is also required. The student
works under the supervision of a faculty thesis director in regular tutorial conferences. Students should begin
working on their project a full semester before the semester in which the project is due. The thesis will be
read by a committee of three graduate faculty members who will judge its suitability as partial fulfillment of
the requirements for the Master of Arts degree. Finally, a thesis defense before the student's committee and
open to all members of the English Department will take place.
Instructor consent required for enrollment
478
032222:1
History
Website
https://www.umb.edu/liberal-arts/academic-departments/history/
Office
McCormack Hall, 4th Floor, Room 623
617.287.6860
Department Chair
Heidi Gengenbach, PhD
[email protected]
617.287.6877
McCormack Hall, 4th Floor, Room 631
Master of Arts
History (MA)
History Department | College of Liberal Arts
Online (History Track): Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from at least nine courses including two core courses and six to nine courses in the
chosen track of study.
Capstone: Completion of a master's thesis or capstone project.
Track: Students may select a track in history, public history, or archives.
Minimum grade: No course with a grade below C may be applied toward the program. No more than one
course with a grade below B- may be applied toward the program.
Residency: With approval of the graduate program director, no more than six credits from another institution
may be applied toward the elective requirements for the online History, MA degree.
Statute of limitations: Five years.
479
Course Requirements
Course Courses (6 Credits)
• HIST 600 - Research and Methods 3 Credit(s)
• HIST 605 - Introduction to Historiography 3 Credit(s)
Track Requirements
Students must select a track from below.
History Track
Archives Track
Public History Track
Graduate Certificate
Archives (Certificate)
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Course reuse: History MA students who are also seeking an archives certificate may
use up to one course to satisfy both the MA and certificate requirements.
Statute of Limitations: Five years.
Course Requirements
Required Courses (15 Credits)
• HIST 626 - Introduction to Archives and Information Management 3 Credit(s)
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 635 - Internship in Archives and Information Management 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
or
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
480
History (Certificate)
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including two required courses and three electives.
Statute of limitations: Five years
Course Requirements
Required Courses (6 Credits)
• HIST 600 - Research and Methods 3 Credit(s)
• HIST 605 - Introduction to Historiography 3 Credit(s)
Electives (9 Credits)
Complete three from below.
• HIST 602L - Historical Sequence I: American Society and Political Culture: 1600-1865 3 Credit(s)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 626 - Introduction to Archives and Information Management 3 Credit(s)
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 636 - Weimar Germany 3 Credit(s)
• HIST 638 - World War I 3 Credit(s)
• HIST 639 - World War II 3 Credit(s)
• HIST 641 - Socialism: The International History of a Revolutionary Idea 3 Credit(s)
• HIST 642 - Fascism 3 Credit(s)
• HIST 644 - Topics on the History of the American Revolution 3 Credit(s)
• HIST 664 - Boston History 3 Credit(s)
• HIST 667 - The Progressive Era 3 Credit(s)
• HIST 668 - Age of FDR: Depression, War, and the Birth of Modern America 3 Credit(s)
• HIST 670 - Cold War America, 1945-1989 3 Credit(s)
• HIST 681 - Topics in European History 3 Credit(s)
• HIST 682 - Topics in American History 3 Credit(s)
• HIST 685 - Topics in Atlantic History 3 Credit(s)
• HIST 687 - Genealogy and Family History 3 Credit(s)
Public History (Certificate)
481
History Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 18 credits from six courses including three required courses and three electives.
Statute of limitations: Three years
Course Requirements
Required Courses (9 Credits)
• HIST 620 - Introduction to Public History and Popular Memory 3 Credit(s)
• HIST 625 - Interpreting History in Public Approaches to Public History Practice 3 Credit(s)
• HIST 698 - Internship in Public History 3 Credit(s)
Electives (9 Credits)
Complete three from below.
• HIST 627 - Archival Methods and Practices 3 Credit(s)
• HIST 630 - Transforming Archives and History in the Digital Era 3 Credit(s)
• HIST 687 - Genealogy and Family History 3 Credit(s)
• HIST 688 - Oral History 3 Credit(s)
• ANTH 635 - Material Life in New England 3 Credit(s)
History
HIST 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
032548:1
HIST 600 - Research and Methods
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This introductory course in historical research methods is required for all tracks in the History MA program.
The course will focus on archival research skills, analysis of primary sources, and the development of critical
482
writing skills. Among the assignments, all students will complete a 20-25 page research paper in which
students will utilize primary sources in order to develop an historical argument. Specific topics will vary from
semester to semester based on the expertise and interests of the instructor.
Enrollment Requirements:
Pre-req = Graduate degree student
019115:1
HIST 602L - Historical Sequence I: American Society and Political Culture: 1600-
1865
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course follows the evolution of American society and political culture from the colonial period to the Civil
War. The concept "political culture," as used here, embraces institutions, public behavior, and above all,
attitudes-beliefs, values, expectations, fears-regarding the distribution and exercise of political power. Two
momentous events, the wars for independence and union, are major course milestones at which the
development of political culture is assessed from the perspective of different social groups, including
leaders, artists, writers, women, workers, and slaves. A central theme is the interplay between regional
divergences and national convergences. Thematic questions running through the course are: Did a common
political culture emerge? Who was included, who excluded? Was American political culture distinctive?
Course Note
AMST 602L and HIST 602L are the same course.
This course is cross-listed as AMST 602L
Enrollment Requirements:
Pre-requisite = Student in HIST-MA
000525:2
HIST 605 - Introduction to Historiography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This introductory course in historiography is required for all tracks in the History MA. It is designated as a
reading course in which students will explore critical theoretical approaches in history. The study of
historiography involves both the study of the methodologies used by historians, as well as the study of the
development of the discipline of history over time. Students will learn how a field of historical study is
defined, study dominant historical approaches and themes over time, and understand how to position
research within a larger historiographical debate.
Course Note
Specific topics will vary from semester to semester based on the expertise and interests of the instructor.
Enrollment Requirements:
483
Pre-req = Graduate degree student
019121:1
HIST 620 - Introduction to Public History and Popular Memory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce students to the historical origins of the public history field, the historiography and
major paradigms in the field, and the debates that have emerged surrounding the public role of historians.
Students will be required to engage in seminar discussions, evaluate two current public history artifacts (i.e.
exhibitions, walking tours, oral history program, digital project, etc.), and complete a project proposal where
students discuss the theoretical and practical aspects of public history work and locate themselves in the
larger paradigms of the field. By the end of the course, students are expected to understand the following:
the evolution of the public history field; historians' engagement with various publics, and more specifically
historians' involvement in the public constructions of history; major theoretical constructs such as memory,
heritage, community, commemoration; and current issues, trends, and theories that continue to change
within the public history field.
035565:1
HIST 625 - Interpreting History in Public Approaches to Public History Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course gives students an overview of the history, best practices, and cultural debates that provide the
context for museum and historic site interpretation in the United States. Students will learn how versions of
the past are created, communicated and institutionalized as history at historic sites, museums, historic
houses, landscapes, and the web. They will explore successful models of interpretation in public venues and
examine dilemmas in community collaboration and interpretation for and with the public. Students examine
the roles of evidence, history and politics in interpretation; venues, cultures and histories that shape
interpretation; interpretive methods and practices in using historical evidence in public history venues; and
issues and practices that challenge the practice of public history now and into the future. The course offers
students several opportunities to engage in this exploration through readings, assignments, class
discussion, guest speakers, case studies, visits to actual and virtual sites, written and oral assignments, and
practicum experiences with a community partner.
Instructor consent required for enrollment
035566:1
HIST 626 - Introduction to Archives and Information Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar provides an introduction overview to managing archival resources, the essential principles of
484
the profession, and the core work archivists do, including appraisal, acquisitions, preservation, arrangement,
description, providing access, research services, and outreach. The course explores the history of
manuscript collection in the United States; discusses current issues and new technologies int he field;
explores trends in archival processing and access; and discusses theories that shape the nature of archival
management. Students may gain some hands-on experience with manuscript processing, open source
collection management software, and digital methodologies.
Enrollment Requirements:
Pre-req = Graduate degree student
019155:1
HIST 627 - Archival Methods and Practices
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the fundamental principles of archival practice and methodology, focusing largely on
basic preservation, arrangement, description and access standards. Issues, topics, and technologies
explored include the development of descriptive standards for traditional materials and for special formats.
The course may include some hands-on work: curating manuscripts, audiovisual materials, and/or digital
collections; learning and applying preservation techniques; and creating a finding aid.
Enrollment Requirements:
Pre-req = Graduate degree student
019144:1
HIST 630 - Transforming Archives and History in the Digital Era
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In a rapidly changing electronic age, archivists must learn to preserve and provide long-term access to
materials and also learn to create, present, and archive history online. This seminar explores digitization as
a means of preserving traditional archival materials; students may also create a digital archive and learn
preservation techniques for various types of digital media (textual, image sound, moving images, and web
sites); and examine the unique challenges posed by electronic records, including copyright issues, and
digital asset management.
Enrollment Requirements:
Pre-req = Graduate degree student
019156:1
HIST 635 - Internship in Archives and Information Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
485
Description:
The internship provides students with an opportunity to acquire direct practical experience. Students
enrolled in this course will complete 120 hours of work at an approved institution (either a traditional archive,
special collections library, or museum, or a repository specializing in electronic records), under the
supervision of a professional archivist or information manager. Enrolled students will complete an approved
project and meet regularly with the Program Director, periodically submit written reports, and, at the end of
the semester, submit a final project report and assessment.
Enrollment Requirements:
Pre-req= HIST 626 & HIST 627
Instructor consent required for enrollment
019147:1
HIST 636 - Weimar Germany
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An examination of German life and culture under the Weimar Republic, chiefly through studies of diverse
primary sources ranging from memoirs and public addresses to literature, the arts, and architecture. Each
student investigates one aspect of Weimar history using the available primary source material (in translation)
and delivers an oral presentation and a final major paper.
Enrollment Requirements:
Pre-req = Graduate degree student
019139:1
HIST 638 - World War I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course analyzes the causes and development of World War I and its aftermath. The discussions will
include the diplomatic origins of the conflict, the power relationships among the different powers, expansion
of the Great War, the most important military operations, and the historiographical debate regarding the
conflict. The aftermath of the war will also be examined, including the Paris Peace Conference, the complex
developments that produced the postwar world, and the debate over their relationship to the outbreak of the
next World War.
039749:1
HIST 639 - World War II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
486
This course examines the European origins and course of World War II, the most destructive conflict in
history. Readings and discussions will emphasize the origins of that war, military developments, its impact
on civilians, and the aftermath.
039750:1
HIST 641 - Socialism: The International History of a Revolutionary Idea
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will discuss one of the most important movements in modern history. Readings and discussions
will give students an idea of Socialist ideology and the different strains that emerged from it, including
anarchism, revolutionary socialism, social democracy, and communism. They will consider the different
interpretations that have produced conflict among adherents of different varieties of socialism and how they
have affected the world.
039752:1
HIST 642 - Fascism
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the origins and development of Fascist ideology and practice, from rise from a local to
a major international force, and its fall, in the twentieth century. Readings and discussions will present
different interpretations of the Fascist phenomenon and whether its core style is being revived in the twenty-
first.
039753:1
HIST 644 - Topics on the History of the American Revolution
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar will focus upon a specific question, theme, or emphasis on the history of the American
Revolution. It may engage a historiographic problem--Beard's economic interpretation of the Constitution; a
thematic question--the economic or social consequences of the Revolution; or a single event--The Stamp
Act Riots or the Boston Tea Party, as vehicles for a deeper understanding of the causes and consequences
of American independence.
037850:1
HIST 664 - Boston History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
487
Description:
This reading-intensive seminar will provide a broad overview of Boston history. We will pay close attention to
the issues of race, ethnicity, religion, and class in understanding the larger issues that have shaped modern-
day Boston. We will also examine the physical development of the city over that time and the major political
issues that have defined Boston.
038634:1
HIST 667 - The Progressive Era
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers a volatile period in which Americans came to grips with the social and political
consequences of industrial and urban transformation. A generation of reformers and political activists
reorganized cities, confronting issues of poverty and dangerous working conditions, and looking to
government to regulate the unbridled power of large corporations. Artists challenged European traditions in
art, music and literature. The period also saw racial polarization and a new, rights-oriented African American
movement. Unprecedented immigration and the massive influx of so-called "new immigrants" from southern
and eastern Europe stirred nativist and racial exclusionist sentiment.
040296:1
HIST 668 - Age of FDR: Depression, War, and the Birth of Modern America
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
When Franklin Roosevelt became President in 1933 in the depths of the Great Depression, unemployment
was 25 percent and most banks were closed. Over the next eight years the nation climbed gradually out of
depression. Millions of Americans earned paychecks through public works programs. Between 1942 and his
death in 1943, Roosevelt was at the center of Allied war planning, and American factories churned out
unprecedented amounts of war goods. The class will examine FDR's policies, his opponents, and the lives
of American citizens in depression and war.
040837:1
HIST 670 - Cold War America, 1945-1989
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate-level seminar will provide students with an in-depth look at American history during the period
of the Cold War, roughly between 1945 and 1989. The United States found itself on the side of the victorious
Allies in World War Two, but in the war's aftermath a new and different war against the Soviet Union began
to take shape. This course will look at American politics and society during the Cold War. We will cast a wide
net thematically, but will focus mainly on three areas: 1) how anti-Communism affected America both in
terms of foreign affairs as well as domestic politics; 2) the trajectory of post-war economic growth and the
488
increasingly globalized nature of the economy; and 3) the expansion of individual freedoms and civil rights.
040526:1
HIST 681 - Topics in European History
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
Examinations of important themes in European political, social, cultural, and intellectual history. Topics vary.
Enrollment Requirements:
Pre-req = Graduate degree student
019158:1
HIST 682 - Topics in American History
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 15 / total completions: 5
Description:
Examinations of important themes in American political, social, cultural, and intellectual history. Topics vary.
Enrollment Requirements:
Pre-req = Graduate degree student
019186:1
HIST 684 - Topics in Food History
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course examines different topics related to the history of food. The place and time period covered in the
course may vary according to the instructor. Students will examine themes related to the production,
distribution, and consumption of food and explore how these practices have shaped local, regional, and
global cultures, economies, and politics. Students will gain better understanding of why the study of food
matters to historians, providing insight into the global impacts of migration, cultural exchange,
industrialization, trade, and empire as well as more interpersonal dynamics of family; community; and the
production or deconstruction of racial, class, gender, ethnic, national, and sexual identities.
Enrollment Requirements:
Graduate degree student
Instructor consent required for enrollment
Semester(s) typically offered: Fall and Spring
042191:1
489
HIST 685 - Topics in Atlantic History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an examination of important themes in the history of the Atlantic world between the sixteenth
and nineteenth centuries. Such themes will involve economic, cultural, social, and/or political interactions
between peoples and countries on both sides of the Atlantic.
Enrollment Requirements:
Pre-req = Graduate degree student
031347:1
HIST 686 - Topics in Gender History
3 Credit(s) | Discussion | Satisfactory and Graded
Repeatable for credit - total credits: 6 / total completions: 2
Semester(s) typically offered: Fall and Spring
042192:1
HIST 687 - Genealogy and Family History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the vast array of materials available for researching the histories of
individuals, families, and communities in the United States, Canada, Britain and Ireland over the past three
centuries. It focuses on locating records and then "unpacking" them to ask not only what they can tell us but
how, why and for whom they were created. The goal of the course is to give students the opportunity to
learn to use the "building blocks" of history, the millions of records available online and the millions more
being added every day, and "see" the past for themselves.
040959:1
HIST 688 - Oral History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The practice of oral history is an important counterpart to traditional archival research methods. This course
examines what it means to be a practitioner of oral history. The course will explore in depth the contributions
that oral history can make to the understanding of the past. Throughout the course we will think critically
about the nature of narrative an memory and work extensively to develop interview skills. The course will
also explore the design of an oral history archive.
490
039098:1
HIST 689 - Capstone Project
3 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
This course is for students in the Archives and Public History Tracks who choose to take the Capstone route
instead of Thesis. In this course, those students will complete a substantial Archives of Public History
project. Students will choose their topics and complete their projects under the supervision of a faculty
advisor.
019189:1
HIST 690 - Final Project Prep: Prerequisite for HIST 695 and HIST 699
Formerly Thesis Preparation
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This is a required course for advanced graduate students who have completed or nearly completed their
other course work and are preparing to write a history review essay (History track only) or a thesis (all
tracks). Public History and Archives students planning to write a capstone may elect to take this course after
consultation with their track director. For all students, History 690 offers an opportunity to immerse
themselves in the historiography for their final project. In this class, students locate and read relevant
sources, identify the questions they intend to pursue, and write a proposal. Students should have a final
project topic and advisor identified before enrolling in History 690.
Enrollment Requirements:
Pre-requisite = At least 18 graduate credits
Instructor consent required for enrollment
000536:1
HIST 693 - History Review Essay: Independent Study with Advisor
3 Credit(s) | Independent Study | Multi-Term (year long)
Not repeatable for credit
Description:
History 693 provides students with an opportunity to develop and complete the historiographical essays they
propose and plan in History 690. Successful essays demonstrate deep reading in and extensive knowledge
of a chosen field of historical scholarship. Essays showcase the ability to synthesize, analyze, and evaluate
secondary texts by asking critical questions about historiography, research methods, sources, and theory.
Overall, completed essays provide a record of mastery in historical thinking and practice befitting the holder
of a graduate degree in history.
042065:1
491
HIST 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Advanced course of independent readings under the guidance and subject to the examination of the
instructor. Areas and topics according to student need. May be taken only once.
Enrollment Requirements:
Pre-req = Graduate degree student
Department consent required for enrollment
019196:1
HIST 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
Enrollment Requirements:
Pre-req = Graduate degree student
019197:1
HIST 698 - Internship in Public History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In order to gain direct experience with the problems and applied solutions in the field, students in the Public
History Track will conduct tan Internship of at least one semester in length in which they will be asked to
participate in a project or activity with a public history group or institution. The students will be given close
supervision by a UMB History Department faculty member and will be required to meet the same
requirement as graduate students meet in laboratories. In other words, the three-credit internship will require
2.5 hours of work per week, per credit, or a total of 7.5 hours of intern work per week. In the process of the
internship, students will learn from public history practitioners such as museum professionals, tour guides,
re-enactors, documentary film makers as well as from scholars of history. These practitioners will guide
students through the problems and solutions involved in planning and funding public history projects as well
as the problems in selecting, conducting and oral and community history projects and interpreting and
presenting historical information in various venues in order to engage and educate public audiences.
Instructor consent required for enrollment
035567:1
492
HIST 699 - Master of Arts Thesis
6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 24 / total completions: 4
Description:
Under the supervision of the appointed advisor. All topics must be previously approved by the program's
graduate committee. The thesis will be defended before a committee of three faculty members who will also
judge its suitability as partial fulfillment of the requirements for the master of arts degree.
Enrollment Requirements:
Pre-req = Graduate degree student
Department consent required for enrollment
019210:1
Human Services
Email
[email protected]
Program Director
Carroy (Cuf) Ferguson, PhD
[email protected]
617.287.7232
Wheatley Hall, 4th Floor, Room 144-15
Human Services
HMS G 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
038169:1
Latin American and Iberian Studies
Website
https://www.umb.edu/liberal-arts/academic-departments/latam-iberian/
Office
McCormack Hall, 4th Floor, Room 618
493
617.287.7550
Department Chair
Nayelli Maria Castro-Ramirez, PhD
[email protected]
617.287.7552
McCormack Hall, 4th Floor, Room 615
Spanish
SPAN 502 - Technology for the Spanish-Language Classroom
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is specifically designed for pre-service and in-service teachers of Spanish as a foreign
language. The primary goal of the course is to explore the pedagogical implications of using a wide array of
technological resources in the Spanish language and culture classroom. This class will also explore how
Internet technology can be used as a springboard for cultural analysis and comparison. Students will
examine current pedagogical theories related to language teaching and learning and will design a curricular
unit that includes samples of all technologies examined. All coursework will be based on the Massachusetts
Curriculum Frameworks for Foreign Languages and the National Educational Technology Standards for
Students.
028763:1
SPAN 580 - Translation in Media
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This fully online course explores contemporary media translation in print, television, radio, and social media.
Students will learn to analyze the form, content, structure, and, function of media in different linguistic,
cultural, and social contexts to be able to make informed translation decisions while keeping in mind the
wider cultural, ideological and ethical implications of the work of a media translator. Through a variety of
hands-on learning opportunities in translating authentic materials (news articles, editorials, reviews, short
video scripts, and social media content) students will gain knowledge and practical skills to be able to readily
meet the growing demand for qualified professionals in the field of Media Translation. Students will also
participate in bilingual media content production for local and regional media outlets, bringing diverse
communities into local and global communication and improving their language command in both Spanish
and English as target and source languages.
041702:1
494
Modern Languages, Literatures, and Cultures
Website
https://www.umb.edu/liberal-arts/academic-departments/modern-languages/
Office
McCormack Hall, 4th Floor, Room 233
617.287.6060
[email protected]
Department Chair
Alexander Des Forges, PhD
[email protected]
617.287.7590
McCormack Hall, 4th Floor, Room 228
Performing Arts
Website
https://www.umb.edu/liberal-arts/academic-departments/performarts/
Office
University Hall, 2nd Floor, Room 2247
617.287.5640
[email protected]
Department Chair
Rafael Jaen, PhD
[email protected]
617.287.3142
University Hall, 2nd Floor, Room 2257
Philosophy
Website
https://www.umb.edu/liberal-arts/academic-departments/philosophy/
495
Office
Wheatley Hall, 5th Floor, Room 17
617.287.6530
Department Chair
Steven Levine, PhD
[email protected]
617.287.7245
Wheatley Hall, 5th Floor, Room 8
Philosophy
PHIL 501L - Foundations of Philosophical Thought
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
By discussing four or five traditional substantive problems in philosophy-morality, the nature of knowledge,
freedom of the will, the nature of mind, and social organization-we attempt to derive a common approach
that philosophers bring to these problems when developing their own solutions or criticizing the solutions of
other philosophers. We also consider some of the ways that substantive issues and debates in philosophy
relate to contemporary non-philosophical issues in our society and can be introduced into a broad range of
educational environments outside standard philosophy courses.
Course Note
PHIL 501L and CRCRTH 603L are the same course.
This course is cross-listed as CRCRTH 603L
Enrollment Requirements:
Pre-req = Graduate degree student
000350:1
Political Science
Website
https://www.umb.edu/liberal-arts/academic-departments/polisci/
Office
Wheatley Hall, 5th Floor, Room 70
617.287.6920
[email protected]
496
Department Chair
Paul Kowert, PhD
[email protected]
617.287.6942
Wheatley Hall, 5th Floor, Room 66
Political Science
POLSCI 551 - Queer Theory & Politics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Queer Theory is a field of study that critically examines sex, gender, sexuality, and sexual desire from a
dissident and "gay affirmative" (Sedgwick) perspective. Its primary aims are the de-naturalization of
(hetero)sexuality and (hetero)normative gender categories, identities, and expression. This course in queer
theory is specifically focused on politics, and as such will trace the academic development of queer theory in
tandem with and as a response to the historical development of US queer/LGBTQ social movements. The
intention is to read queer theory as both a scholarly and an activist project. The course will provide an
overview history of queer/LGBTQ politics and social movements alongside a reading of central texts,
documents, manifestos, interviews, and other primary sources. Although the "theory" of queer theory will be
foregrounded in this course, with primary emphasis placed on mastery of the content and arguments of the
theoretical texts, and intellectual understanding of texts alone will be incomplete without also situation that
understanding within the history and context of these texts' emergence.
041606:1
Psychology
Website
https://www.umb.edu/liberal-arts/academic-departments/psychology/
Office
McCormack Hall, 4th Floor, Room 206
617.287.6350
Department Chair
Laurel Wainwright, PhD
[email protected]
617.287.6376
McCormack Hall, 4th Floor, Room 270
497
Doctor of Philosophy
Clinical Psychology (PhD)
Psychology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required
practicum courses, four elective practicum credits, two Master's research courses, one teaching seminar,
and four elective distribution courses.
Doctoral candidacy: Passage of a written qualifying exam.
Master's thesis: Complete an empirical master's thesis. May be waived if successfully completed at
another university.
Dissertation: Compose and defend an empirical dissertation.
Teaching experience: Students must teach in their fourth year of study.
Practica: Students must complete two year-long, part-time practica in their second and third year of study.
Internship: Students must complete a one-year, full-time APA accredited internship.
Statute of limitations: Eight years.
Course Requirements
Core Courses (33 Credits)
• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)
Required Practicum Courses (24 Credits)
• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III 6 Credit(s)
498
• PSYCLN 788 - Practicum IV 6 Credit(s)
Elective Practicum Courses and Training (4 or More Credits)
• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4
Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4
Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)
Master's Research Courses (6 Credits)
• PSYCLN 698 - Master's Research 3 Credit(s)
• PSYCLN 699 - Master's Research Seminar 3 Credit(s)
Teaching Seminar (3 Credits)
• PSYCLN 891 - Teaching Seminar 3 Credit(s)
Elective Distribution Courses (12 Credits)
Complete four courses.
One course from must be taken from each of the four groups below.
Students may also enroll in additional non-required courses offered through other UMass Boston
departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional
development.
Group 1: Therapy Approaches
• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
Group 2: Assessment
• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)
499
Group 3: Advanced Methods and Analysis
• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)
Group 4: Diversity
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)
Developmental and Brain Sciences (PhD)
Psychology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from twelve courses including seven required core courses, one concentration core
course, two electives, one mentored research course, and 24 credits of dissertation research.
Doctoral candidacy: Passage of a take-home exam, based on questions that require the student to engage
critically with the literature. Typically, students will select questions from a set developed by program faculty.
Students are required to take the qualifying exam by the end of their 5th semester.
Dissertation: Completion of a dissertation representing an original and thorough body of research. Multiple
formats for the dissertation may be acceptable, at the agreement of the student and the dissertation
committee. For instance, a dissertation that encompasses three independent projects each with the scope
(and expectation of submission) of a journal article may be acceptable instead of one large-scope project
with multiple related experiments. Students are expected to complete their dissertation by the end of the 4th
year.
First-year report: Completion of an oral presentation to the student's advisory committee. It should contain
both a review of the student's research accomplishments during his/her first year (including background,
results, and significance) and a proposal for the work that will comprise the mentored research project (see
below). Students are required to complete this milestone by the end of the second semester (late
May). There is no written component for the first year report; however, students will be required to apply for
a grant of relevance to their research, such as an NRSA (http://grants.nih.gov/training/nrsa.htm) or GRFP
(http://www.nsfgrfp.org).
Mentored research project: Completion of a research project culminating the student's first two years of
research. The MRP requires both an oral defense as well as a written component that should follow the
format of an NRSA proposal. It is understood that elements of the student's grant proposal and first-year
report research will be incorporated into the MRP. Students are required to complete their mentored
research project by the end of the 4th semester.
Statute of limitations: Eight years.
Course Requirements
Required Core Courses (21 Credits)
500
• PSYDBS 601 - Grant Writing and Research Ethics 3 Credit(s)
• PSYDBS 613 - Behavioral Neuroscience 3 Credit(s)
• PSYDBS 623 - Cognitive Neuroscience 3 Credit(s)
• PSYDBS 693 - Seminar in Development and Brain Sciences 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 891 - Teaching Seminar 3 Credit(s)
Concentration Core Course (3 Credits)
Complete one from below.
• PSYDBS 715 - Developmental Behavioral Neuroscience 3 Credit(s)
or
• PSYDBS 725 - Developmental Cognitive Neuroscience 3 Credit(s)
Electives (6 Credits)
Complete two from below.
Students may also elect to take an independent study course or a course offered by another UMass Boston
PhD program. In all cases, independent studies must first be approved by the DBS graduate program
director and the student's advisory committee.
• PSYDBS 762 - Knowledge Acquisition 3 Credit(s)
Mentored Research Course (6 Credits)
• PSYDBS 690 - Mentored Research 1-9 Credit(s)
Dissertation Research Course (24 Credits)
• PSYDBS 899 - Dissertation Research 1-12 Credit(s)
Psychology
PSYCH 550L - Advanced Cognitive Psychology
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course gives a survey of the field of cognitive psychology from an information-processing viewpoint.
The course considers how people encode, organize, transform, and output information. Emphasis is given to
such topics as concept formation, problem-solving, and creative thinking.
Course Note
CRCRTH 651L and PSYCH 550L are the same course.
501
This course is cross-listed as CRCRTH 651L
027149:1
PSYCH 745 - Psychology and Activism for Social Justice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines how applied psychology relates lo activism for social justice, including connections
between social justice and mental health/healing for individuals and communities, how psychological
concepts can be applied to facilitate activism for social justice, and how activism for social justice may be
enacted within psychological settings and organizations. The course considers meanings of social justice
and activism, the differentiation of activism from "helping," and personal relational dynamics within activism
(e.g. what prevents or facilitates personal motivations, challenges of interpersonal connections and coalition
building that affect effective activism). This course is a student-centered discussion and skills oriented
seminar, ultimately focused on the praxis of activism informed by psychological concepts and/or applied
within psychology.
041656:1
Psychology Clinical
PSYCLN 601 - Assessment and Testing I
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
As part one of a two-semester foundations course on diagnostic testing and assessment, this course trains
students to administer, score, and interpret tests of cognitive and intellectual functioning. Issues pertaining to
test construction and the standards and ethics of psychological testing provide the context for assessment
training. In addition, students learn to conduct an assessment interview and are encouraged to articulate for
themselves a philosophy of testing. Special attention is given to the issue of cultural bias in standard
psychological tests.
Enrollment Requirements:
PSYCLN PHD Students Only
027127:1
PSYCLN 610 - Culture and Mental Health
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on three issues: 1) the role of culture in the development of psychological health and
psychopathology; 2) variations across cultures in defining and understanding mental health and deviant
behavior; and 3) the importance of cultural context in constructing ways to prevent and/or ameliorate
502
psychological problems. Emphasis is placed on the social-cultural contexts of United States minority groups
and on what such contexts imply for mental health policy and intervention strategies.
Enrollment Requirements:
PSYCLN PHD Students Only
027130:1
PSYCLN 613 - Lifespan Psychopathology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an introduction to some of the prevalent theories, empirical research, and diagnostic issues in
psychopathology spanning from infancy to late adulthood.
Enrollment Requirements:
PSYCLN PHD Students Only
037851:1
PSYCLN 614 - Forensic Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the intersection of criminal law and clinical psychology. Topics include those that are
frequently the concern of forensic mental health clinicians, namely recidivism, violence risk assessment,
insanity, legal competence, and false memory. These topics are studied from cultural and developmental
(childhood, adolescence, adult) perspectives.
Enrollment Requirements:
PSYCLN PHD Students Only
027134:1
PSYCLN 620 - Intervention Strategies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An introduction to effective, health-promoting psychotherapeutic interventions designed to address a wide
range of clinical and developmental problems. Greatest attention is paid to the theory and practice of
individual psychotherapy with adults, although therapeutic interventions with children and adolescents and
with families are also introduced. The course adopts an integrative approach to psychotherapy, an approach
that combines aspects of interpersonal psychodynamic, humanistic, cognitive-behavioral, and family
systems perspectives.
Enrollment Requirements:
503
PSYCLN PHD Students Only
027135:1
PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is part one of a two-semester course sequence. The aim of part one is to provide a broad perspective
on a number of themes that are of enduring importance throughout the life cycle and thus merit special
attention. The themes have been selected for the significance they hold for the study of normal as well as
atypical development. They provide us with a vantage point from which to consider some of the
prerequisites for normal development, and they set the stage for a discussion of mental health and of
problem prevention, atypical mental development, psychopathology, and remedial intervention.
Enrollment Requirements:
PSYCLN PHD Students Only
027143:1
PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, a continuation of PSYCLN 641, introduces students to sociological and anthropological
perspectives on human development across the life span. A major focus is on "points of transition" in the
human life cycle, with special emphasis on phases of adolescent and adult human development.
Enrollment Requirements:
PSYCLN PHD Students Only
027145:1
PSYCLN 650 - Clinical Psychology Proseminar I
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
The purpose of this course is to provide an introduction the field of clinical psychology and to our program,
while also introducing professional development strategies for surviving and thriving during graduate school.
At the same time, this seminar is designed to help students understand themselves as scientist-practitioner-
activists. This course will provide students with guidance towards developing the professional values,
attitudes, and behaviors and interpersonal skills that our necessary in the field of clinical psychology.
041924:1
504
PSYCLN 651 - Clinical Psychology Proseminar II
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course is the second semester of the yearlong first year proseminar in our clinical psychology doctoral
program. The purpose of this course is to continue to provide an introduction to the field of clinical
psychology and to our program, while also introducing profession development strategies for surviving and
thriving during graduate school. At the same time, this seminar is designed to help students understand
themselves as scientist-practioner-activists. This course will provide students with guidance towards
developing the professional values, attitudes, and behaviors and interpersonal skills that our necessary in
the field of clinical psychology.
041925:1
PSYCLN 660 - Physiological Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, designed for students in the Critical and Creative Thinking program, provides an overview of
basic concepts in neuroanatomy, neurophysiology, and neurochemistry, with particular emphasis on recent
developments in these areas that are of particular relevance to clinical psychology. The course also
emphasizes the basic assumptions and limitations of the techniques utilized to investigate brain-behavior
relationships.
Enrollment Requirements:
PSYCLN PHD Students Only
027151:1
PSYCLN 670 - Advanced Statistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course instructs students in advanced statistical topics and provides training in the use of the
corresponding computer methods. The course emphasizes the statistical methods of most general interest
and importance to social scientists: multiple regression analysis and analysis of variance.
Enrollment Requirements:
PSYCLN PHD Students Only
027154:1
PSYCLN 675 - Research Methods and Ethics in Clinical Psychology
505
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is to provide you with the expertise necessary (a) to evaluate the adequacy of
published research and to draw your own conclusions from existing empirical findings, (b) to generate
logical, novel hypotheses based on theories, observations, and prior empirical results about
psychopathology and psychotherapy, (c) to create valid experimental and descriptive studies and use other
designs and methodologies to test those hypotheses, and (d) to learn to consider and apply ethical
principles to clinical research. Attention will also be paid to non-hypothesis-driven empirical methods
although the qualitative methods course will be necessary in order to develop expertise in this area.
Enrollment Requirements:
PSYCLN PHD Students Only
027155:1
PSYCLN 680 - History and Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the theoretical and methodological problems of contemporary psychology from a
historical perspective. It provides a broad overview of psychology's development as an independent
discipline, and of the development of the various sub-specialties in the field. By examining intellectual
antecedents and underlying assumptions, the course seeks to evaluate the significance of new movements
and methods.
Enrollment Requirements:
PSYCLN PHD Students Only
027157:1
PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum
2-3 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will introduce students to the development of outreach and intervention skills through
participation in on-campus initiatives for undergraduates. Students will complete readings on college mental
health issues, needs assessment, mental health stigma, cultural and ethical considerations in outreach and
intervention, and other topics relevant to specific outreach activities. The primary focus of the course will be
participating in clinical outreach and intervention activities to provide services on campus including needs
assessments with specific groups, providing psychoeducation on specific topics, running support groups, or
providing other prevention or intervention services. Group supervision will include applying readings to
practice, exploring barriers to care provision, ethical considerations, use of supervision, and developing new
outreach and intervention projects.
Enrollment Requirements:
Pre-Req: PSYCLN 620 or Co-Req: PSYCLN 620
506
038903:1
PSYCLN 692 - Clinical Research Practicum II
1 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This spring course provides students with individualized clinical training experiences inherently related to
research activities. Such experiences will be developed and supervised by faculty (and their affiliated
colleagues) who are engaged in clinical research or outreach activities as part of their boarder scholarship
activities. Activities may include conduction psychological, neuropsychological, and/or diagnostic
assessments; providing therapeutic interventions; or engaging in outreach, prevention, consultation, or
supervision related to clinical activities. These courses are only appropriate when students are engaged in
direct assessment, intervention, or outreach with research participants. These courses are not appropriate
for students who are engaged in research activities that do not involve direct clinical contact hours or for
students engaged in clinical activities that are not explicitly in the context of research. To be eligible for this
course, students must obtain written approval from the Clinical Executive Committee (CEC), who will
evaluate the clinical activities, scope of clinical work, and amount of supervision.
Enrollment Requirements:
PSYCLN PHD Students Only
038918:1
PSYCLN 698 - Master's Research
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Students are given individual supervision in research by a member of the psychology department faculty or
faculty in related fields and attend a master's research seminar. Each student is helped to design and carry
out an original master's thesis using an appropriate methodology.
Course Note
Both courses must be taken, for a total of six credits. The six credits are awarded to the student when the
thesis is approved.
Enrollment Requirements:
PSYCLN PHD Students Only
027160:1
PSYCLN 699 - Master's Research Seminar
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 15 / total completions: 5
Description:
Students are given individual supervision in research by a member of the psychology department faculty or
507
faculty in related fields and attend a master's research seminar. Each student is helped to design and carry
out an original master's thesis using an appropriate methodology.
Course Note
Both courses must be taken, for a total of six credits. The six credits are awarded to the student when the
thesis is approved.
Enrollment Requirements:
PSYCLN PHD Students Only
027162:1
PSYCLN 701 - Neuropsychological Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course emphasized the neuropsychological assessment of adult brain dysfunction. It presents
neuropsychological models of memory, attention,language, perception, and emotion, in relation to various
adult brain disorders. Student learn to apply clinical neuropsychological tests and procedures for both
descriptive and diagnostic purposes. They complete various learning modules that emphasize
neuropsychology across the life span, beginning with developmental neuropsychology and culminating in
geriatric neuropsychology.
Enrollment Requirements:
PSYCLN PHD Students Only
027164:1
PSYCLN 710 - Child Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an overview of psychological assessment of children and adolescents, combining
didactic training in various approaches to social development and psychological assessment with practical
hands-on training in several instruments routinely employed in traditional child psychological assessment
batteries. Tests to be covered span the domains of cognitive functioning, language, academic achievement,
neuropsychological functions, adaptive behavior, and social-emotional/personality functioning. They include
both structured and semi-structured methods. Participants become familiar with the procedures for
administering, scoring, and interpreting such instruments as the Mullen Scales of Early Learning, the
Kaufman Assessment Battery for Children, the Wechsler Individual Achievement Test (WIAT), and the
Vineland Adaptive Behavior Scales.
Enrollment Requirements:
PSYCLN PHD Students Only
027172:1
PSYCLN 721 - Child Therapy
508
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Child Therapy provides an introduction to theoretical perspectives, empirically tested interventions, and
therapy technique that are relevant for children. Students will gain general skills for working with children
and parents in clinical settings and learn specific techniques for psychosocial interventions with children who
are experiencing difficulties across multiple domains of functioning. Empirically supported treatment
programs for children and families will be examined. Approaches for tailoring treatment goals and methods
to fit the specific lifestyle needs of families will be discussed. It is hoped that students will begin to develop
specific skills necessary for the individual and team-oriented practice of child clinical psychology.
Enrollment Requirements:
PSYCLN PHD Students Only
027175:1
PSYCLN 726 - Cognitive Behavioral Theory and Therapy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will enhance students' theoretical, empirical, and practical understanding of cognitive,
behavioral, and cognitive/behavioral approaches to psychological and behavioral change. Approximately
half the class will be devoted to obtaining sufficient familiarity with theories and research in this area to be
able to appraise current research critically and, most importantly, to be able to develop a well-thought-out,
individualized treatment plan for a range of presenting problems. The other half of the class will be devoted
to obtaining practical skills in a range of cognitive/behavioral strategies (e.g., progressive muscle relaxation,
systematic desensitization, cognitive restructuring, direct therapeutic exposure).
Enrollment Requirements:
PSYCLN PHD Students Only
027177:1
PSYCLN 727 - Emotion-Focused Psychotherapy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce emotion-focused psychotherapy theory and skills to students. This empirically
validated approach falls under the rubric of Humanistic Psychotherapy. It stems from client-centered and
gestalt philosophies and theories of development. The mechanism of change in this approach to therapy lies
within the re-structuring of clients' emotional schemes and relational patterns. Close attention is paid to the
negotiation of the therapeutic alliance, particularly in relation to self-interruptive or defensive moments when
clients back away from important or threatening issues. It teaches specific interventions such as focusing,
gestalt chairwork, evocative unfolding, and problematic reaction point exercises. The weekly format of the
course will entail one hour of lecture and two hours of supervised exercises and discussion. The course will
relate the application of this psychotherapy to both individual adult and couples treatment.
509
Enrollment Requirements:
PSYCLN PHD Students Only
037491:1
PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for students who have had a previous course covering analysis of variance and
multiple regression. It will equip students with the skills and analytic background to use a variety of
multivariate statistical techniques, as well as in-depth practice with the more commonly used techniques,
including mediation/moderation in regression, confirmatory factor analysis, and structure equation modeling.
The course will provide the foundation for students to be able to setup, run, and interpret these analyses.
Extensive computer training is included.
Enrollment Requirements:
PSYCLN PHD Students Only
033219:1
PSYCLN 775 - Qualitative Methods in Clinical Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to qualitative methods used in psychological research. Students will be
exposed to the philosophies and foundations of qualitative methodology and the ways in which qualitative
and quantitative methods are similar, different, and complementary to each other and to quantitative
methods. The course will survey the various qualitative methodologies used in the field of psychology,
addressing issues of question formation, data collection, validity, data analysis, and interpretation. Students
will participate in a qualitative research project that will help them develop skills in collection, managing,
analyzing, and interpreting qualitative data.
Enrollment Requirements:
PSYCLN PHD Students Only
033262:1
PSYCLN 781 - Assessment Practicum I
1-4 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 8 / total completions: 21
Description:
This fall practicum course will provide students with a variety of clinical assessment training experiences that
meet specific assessment requirements related to internship preparation (e.g., administering assessments,
writing integrated assessment reports, providing testing feedback). Students will develop an assessment
plan based on client need; conduct psychological, neuropsychological, and/or diagnostic assessments;
510
interpret and integrate assessment findings within the client's cultural context; provide clinically thoughtful,
culturally-sensitive feedback, along with clinical recommendations and referrals; write integrative
assessment reports; and learn, understand, and abide by the ethical principles guiding the practice of
psychology. Individualized readings will be based on specific assessments being conducted. Group
supervision through discussion will focus on consultation and group supervision, including ethical and
cultural considerations of assessments. To be eligible for this course, students must obtain written approval
from the Clinical Executive Committee (CEC), who will evaluate the clinical assessment activities, amount of
supervision, and number of clinical hours to be completed.
Enrollment Requirements:
Pre-Req: PSYCLN 601
038919:1
PSYCLN 782 - Assessment Practicum II
1-4 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 8 / total completions: 2
Description:
This spring practicum course will provide students with a variety of clinical assessment training experiences
that meet specific assessment requirements related to internship preparation (e.g., administering
assessments, writing integrated assessment reports, providing testing feedback). Students will develop an
assessment plan based on client need; conduct psychological, neuropsychological, and/or diagnostic
assessments; interpret and integrate assessment findings within the client's cultural context; provide
clinically thoughtful, culturally-sensitive feedback, along with clinical recommendations and referrals; write
integrative assessment reports; and learn, understand, and abide by the ethical principles guiding the
practice of psychology. Individualized readings will be based on specific assessments being conducted.
Group supervision through discussion will focus on consultation and group supervision, including ethical and
cultural considerations of assessments.
Course Note
To be eligible for this course, students must obtain written approval from the Clinical executive Committee
(CEC), who will evaluate the clinical assessment activities, amount of supervision, and number of clinical
hours to be completed.
Enrollment Requirements:
Pre-Req: PSYCLN 601
038920:1
PSYCLN 783 - Advanced Clinical Research Practicum I
1 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This fall course provides advanced students with individualized clinical training experiences inherently
related to research activities. Such experiences will be developed and supervised by faculty (and their
affiliated colleagues) who are engaged in clinical research or outreach activities as part of their broader
scholarship activities. Activities may include conducting psychological, neuropsychological, and/or diagnostic
assessments; providing therapeutic intervention; or engaging in outreach, prevention, consultation, or
511
supervision related to clinical activities. These courses are only appropriate when students are engaged in
direct assessment, intervention, or outreach with research participants. These courses are not appropriate
for students who are engaged in research activities that do not involve direct clinical contact hours or for
students engaged in clinical activities that re not explicitly in the context of research.
Course Note
To be eligible for this course, students must obtain written approval from the Clinical Executive Committee
(CEC), who will evaluate the clinical activities, scope of clinical work, and amount of supervision.
Enrollment Requirements:
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788
038921:1
PSYCLN 784 - Advanced Clinical Research Practicum II
1 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This spring course provides advanced students with individualized clinical training experiences inherently
related to research activities. Such experiences will be developed and supervised by faculty (and their
affiliated colleagues) who are engaged in clinical research or outreach activities as part of their broader
scholarship activities. Activities may include conduction psychological, neuropsychological, and/or diagnostic
assessments; providing therapeutic interventions; or engaging in outreach, prevention, consultation, or
supervision related to clinical activities. These courses are only appropriate when students are engaged in
direct assessment, intervention, or outreach with research participants. These courses are not appropriate
for students who are engaged in research activities that do not involve direct clinical contact hours or for
students engaged in clinical activities that are not explicitly in the context of research. To be eligible for this
course, students must obtain written approval from the Clinical Executive Committee (CEC), who will
evaluate the clinical activities, scope of clinical work, and amount of supervision.
Enrollment Requirements:
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788
038922:1
PSYCLN 785 - Practicum and Ethics I
6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will provide students with intensive clinical training through a practicum placement at the
University Health Service's Counseling Center. To support this training, students will participate in weekly
individual and group supervision, a didactic weekly seminar, and a monthly peer support group. Over the
course of the semester, students are expected to learn how to: conduct assessments, provide therapeutic
intervention, conceptualize cases, apply a multicultural framework to clinical interaction, effectively use
supervision, comply with the administrative requirements of the Counseling Center, and learn, understand,
and abide by the ethical principles guiding the practice of psychology.
032204:1
512
PSYCLN 786 - Practicum and Ethics II
6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will provide students with intensive clinical training through a practicum placement at the
University Health Service's Counseling Center. To support this training, students will participate in weekly
individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over
the course of the semester, students are expected to learn how to: conduct assessments, provide
therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions,
effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn,
understand, and abide by the ethical principles guiding the practice of psychology.
032205:1
PSYCLN 787 - Practicum III
6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will provide students with intensive clinical training through a practicum placement at the
University Health Services Counseling Center. To support this training, students will participate in weekly
individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over
the course of the semester, students are expected to learn how to: conduct assessments, provide
therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions,
effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn,
understand, and abide by the ethical principles guiding the practice of psychology.
032206:1
PSYCLN 788 - Practicum IV
6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will provide students with intensive clinical training through a practicum placement at the
University Health Services Counseling Center. To support this training, students will participate in weekly
individual, group, and peer supervision, a didactic weekly seminar, and a monthly peer support group. Over
the course of the semester, students are expected to learn how to: conduct assessments, provide
therapeutic interventions, conceptualize cases, apply a multicultural framework to clinical interactions,
effectively use supervision, comply with the administrative requirement of the Counseling Center, and learn,
understand, and abide by the ethical principles guiding the practice of psychology.
032207:1
PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation
Practicum I
513
1-4 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 8 / total completions: 2
Description:
This fall course offers advanced supervised individualized practicum experiences, primarily on campus but
sometimes at associated community settings. Interventions, outreach, and consultations will be offered by
students in this practicum to the individual and organizational members of the University community. This
practicum course will provide students with a variety of clinical outreach, intervention, and consultation
experiences, with an emphasis on providing culturally responsive services that are sensitive to contextual
factors and promote health and well-being. Students will complete individualized readings to support the
clinical services they are providing. The primary focus of the course will be participating in clinical outreach
and intervention activities to provide services on campus. Group supervision through class discussion will
involve consultation, peer supervision, and integration of clinical experiences, with attention to ethical and
cultural considerations, to promote professional development as a clinical psychologist.
Course Note
To be eligible for this course, students must obtain written approval from the Clinical Executive Committee
(CEC), who will evaluate the clinical activities, amount of supervision, and number of clinical hours to be
completed.
Enrollment Requirements:
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788
038930:1
PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation
Practicum II
1-4 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 8 / total completions: 2
Description:
This spring course offers advanced supervised individualized practicum experiences, primarily on campus
but sometimes at associated community settings. Interventions, outreach, and consultations will be offered
by students in this practicum to the individual and organizational members of the University community. This
practicum course will provide students with a variety of clinical outreach, intervention, and consultation
experiences, with an emphasis on providing culturally responsive services that are sensitive to contextual
factors and promote health and well-being. Students will complete individualized readings to support the
clinical services they are providing. The primary focus of the course will be participating in clinical outreach
and intervention activities to provide services on campus. Group supervision through class discussion will
involve consultation, peer supervision, and integration of clinical experiences, with attention to ethical and
cultural considerations, to promote professional development as a clinical psychologist.
Course Note
To be eligible for this course, students must obtain written approval from the Clinical Executive Committee
(CEC), who will evaluate the clinical activities, amount of supervision, and number of clinical hours to be
completed.
Enrollment Requirements:
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788
038931:1
514
PSYCLN 879 - Advanced Community Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The objectives of this seminar are to (10 engage students in a critical examination of the theoretical and
application issues central to the field of community psychology; and (2) provide opportunities for student to
practice formulating their own ideas and hypotheses for use in research and applied work within the
framework of community psychology. This seminar is being offered as a diversity elective in the Clinical
Psychology PhD program. The course will cover the central principles of the field of community psychology,
with an emphasis on how these principles intersect with the field of clinical psychology.
Enrollment Requirements:
PSYCLN Graduate Student or Permission of Instructor
038565:1
PSYCLN 891 - Teaching Seminar
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This seminar is required of all fourth-year students who are teaching undergraduate psychology courses.
The seminar provides didactic presentations combined with class discussion and supervision on a variety of
topics, including pedagogy, techniques for effective teaching, teaching diversity in psychology, writing and
delivering lectures, and conceptualizing exams.
027189:1
PSYCLN 893 - Advanced Community Practicum I
1 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This fall course will provide oversight for advanced students completing practica in the community. Students
will participate in clinical activities in community settings approved by the Clinical Executive committee
(CEC) of the Clinical Psychology graduate program. Activities may include psychological,
neuropsychological, and/or diagnostic assessments; providing therapeutic interventions; conceptualizing
cases; applying a multicultural framework to clinical interaction; providing consultation or supervision;
participation in prevention, consultation, or supervision; or other approved clinical activities. Students will
improve their competencies in clinical skills, effective use of supervision, and comply with the administrative
requirements of the Externship site, as well as the ethical principles guiding the practice of psychology.
Course Note
To be eligible for this course, students must obtain written approval from the Clinical Executive Committee
(CEC), who will evaluate the clinical activities, scope of clinical work, number of practicum hours, and
amount of supervision.
Enrollment Requirements:
515
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788 and PSYCLN 620 and
Masters degree
038932:1
PSYCLN 894 - Advanced Community Practicum II
1 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This spring course will provide oversight for advanced students completing practica in the community.
Students will participate in clinical activities in community settings approved by the Clinical Executive
Committee (CEC) of the Clinical Psychology graduate program. Activities may include psychological,
neuropsychological, and/or diagnostic assessments; providing the therapeutic interventions; conceptualizing
cases; applying a multicultural framework to clinical interactions; providing consultation or supervision;
participating in prevention consultation, or supervision; or other approved clinical activities. Students will
improve their competencies in clinical skills, effective use of supervision, and comply with the administrative
requirements of the Externship site, as well as the ethical principles guiding the practice of psychology. To
be eligible for this course, students must obtain written approval from the Clinical Executive Committee
(CEC), who will evaluate the clinical activities, scope of clinical work, number of practicum hours, and
amount of supervision.
Enrollment Requirements:
Pre-req: PSYCLN 785 and PSYCLN 786 and PSYCLN 787 and PSYCLN 788 and PSYCLN 620 and
Masters degree
038934:1
PSYCLN 896 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course involves the comprehensive study of a particular topic in clinical psychology under the direction
of a faculty member. An independent study course can fulfill one elective requirement. A detailed proposal
must be submitted to the faculty member prior to registration.
027190:1
PSYCLN 897 - Special Topics in Clinical Psychology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of selected topics in clinical psychology. A special topics course
can be used to fulfill one area elective requirement (see "Degree Requirements"). Course content varies
according to the topic and is announced before registration each time the course is offered.
027192:1
516
PSYCLN 898 - Internship in Clinical Psychology
1-9 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 18 / total completions: 18
Description:
Doctoral candidates in clinical psychology are required to complete this one-year full-time predoctoral
internship in a setting approved by the American Psychological Association. During the internship, students
have a variety of clinical experiences, including assessments and therapeutic interventions. They are closely
supervised by mental health professionals, some of whom must be licensed clinical psychologists. A letter
from the on-site internship director documenting satisfactory completion must be in the student's file at the
University before the degree can be granted.
027224:1
PSYCLN 899 - Dissertation Research
1-9 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99.99 / total completions: 99
Description:
Research, conducted under supervision of the doctoral committee, leading to the presentation of a doctoral
dissertation.
027225:1
Psychology Developmental and Brain Sciences
PSYDBS 601 - Grant Writing and Research Ethics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The seminar develops mastery of two major skills in the conduct of science: grant writing and research
ethics. Successful completion of the course fulfills the Responsible Conduct in Research requirement for
federal grant applications.
037853:1
PSYDBS 602 - Fundamentals of Neuroscience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Fundamentals of Neuroscience is intended to be the introductory course for incoming graduate students in
the Developmental and Brain Sciences program, as well as for advanced undergraduates interested in the
neurosciences. The course's goal is to provide a foundation in the cellular, molecular and behavioral bases
of modern neuroscience. In addition, the course provides an introduction to written and spoken
517
communication in the discipline via a research proposal and presentation.
041701:1
PSYDBS 613 - Behavioral Neuroscience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Behavioral Neuroscience is the discipline dedicated to the scientific investigation and advancement of theory
pertaining to processes underlying the biological basis of human behavior. The filed is interdisciplinary in
approach touching on fields of study such as psychology, biology, chemistry, neuropharmacology,
biochemistry, and the clinical sciences (e.g., neurology and neuropsychiatry). The goal of this course is to
provide an advanced survey of current topics in behavioral neuroscience. The course takes a research
based approach through interpretation, analysis and application of experimental findings. Additional insight
will be gained by examination of neural dysfunction in neurological and neuropsychiatrically impaired clinical
populations. My hope is that by the conclusion of the course, students will have advanced knowledge in
concept and theory, research methodology, and application of neuroscientific knowledge to normal behavior
and clinical disorders/syndromes.
037703:1
PSYDBS 623 - Cognitive Neuroscience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This core course covers the cognitive and neural processes that underlie perception, attention, memory,
language, social cognition, decision-making and executive function. Classic and recent journal articles will
be discussed both to extract major findings and to elucidate the various methods - neuropsychological
evaluation, psychophysical measurement, single-cell neurophysiological recording, and neuroimaging - that
allow for inferences about the brain bases of cognition.
037705:1
PSYDBS 690 - Mentored Research
1-9 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 24 / total completions: 24
Description:
This course provides the mechanism through which students will receive credit while conducting pre-
doctoral research. The student will be individually supervised and mentored by his or her advisor during the
design and execution of an original Mentored Research Project.
Course Note
With approval of the student's advisory committee Mentored Research may be applied toward the research
requirement for a Master's Degree. 9 credits of Mentored Research are required.
037877:1
518
PSYDBS 693 - Seminar in Development and Brain Sciences
3 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course covers topics of interest to the DBS Program faculty with a focus on classic article on the topic
and recent paper of significance on the topic. The objectives for this course focus on the following core
competencies: ability to clearly communicate and present research and scholarly material, develop critical
skills required for evaluation research, and to gain knowledge of the history and recent advances on a
relevant research topic.
039429:1
PSYDBS 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038693:1
PSYDBS 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038694:1
PSYDBS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
038831:1
PSYDBS 715 - Developmental Behavioral Neuroscience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
519
Description:
Developmental behavioral neuroscience is an emerging interdisciplinary field with diverse contributions from
the behavioral and biological science. This core course places the study of development in a biological
context that includes evolution, genetics, physiology, anatomy, cells, and molecules. The focus is on major
concepts and methods used to explain development of brain and behavior, particularly during early stages.
Enduring controversies and modern efforts to resolve them will be considered. The course is organized to
represent major areas of contemporary research, with attention to both fundamental processes and
functionally defined, integrative behavioral systems.
Enrollment Requirements:
Pre-requisite = PsyDBS 613
037704:1
PSYDBS 725 - Developmental Cognitive Neuroscience
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Developmental cognitive neuroscience is an evolving field that investigates the relations between brain and
cognitive development. Fundamental questions include: What are the relations between developmental
changes in the brain (e.g. morphology, connectivity) and developmental changes in children's perceptual
and cognitive abilities (e.g. depth perception, ability to sustain selective attention, executive functions)? Why,
and how, is learning enhanced during certain periods in development? These issues will be investigated in
the context of the following specific topics: the development of the visual system, visual attention, memory,
executive functions, speech and language. The methods of human cognitive neuroscientific research that
can be used with infants and children will also be discussed (e.g. ERP, NIRS).
037706:1
PSYDBS 762 - Knowledge Acquisition
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a proposed elective for the Developmental and Brain Sciences program in the Psychology
Department. The goal of the course is to acquaint students with the breadth of theories for how we represent
and acquire knowledge, with a focus on acquisition. Students will engage with primary and secondary
sources, mainly focusing on classic papers and book chapters, and supplementing these with current
literature. The current literature portion of the course is expected to evolve over the years to track recent
findings that clarify classic theories.
039505:1
PSYDBS 795 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
520
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038695:1
PSYDBS 796 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038696:1
PSYDBS 895 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038697:1
PSYDBS 896 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member. Students wishing to
register must do so through the department.
038698:1
PSYDBS 899 - Dissertation Research
1-12 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 27 / total completions: 12
Description:
This course allows students to register for required dissertation credits towards the PhD in Developmental
and Brain Sciences.
037878:1
521
Sociology
Website
https://www.umb.edu/liberal-arts/academic-departments/sociology/
Office
Wheatley Hall, 4th Floor, Room 12
617.287.6251
Department Chair
Reef Youngreen, PhD
[email protected]
617.287.3909
Wheatley Hall, 4th Floor, Room 13
Master of Arts
Applied Sociology (MA)
Sociology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete 37 credits from at least ten courses including five core courses, one field work or internship
course, one capstone course, and three to five electives.
Capstone: Completion of a master's paper or thesis or a comprehensive examination.
Residency: No more than six credits from courses outside the Sociology Department may be applied
toward the program with permission of the graduate program director.
Statute of limitations: Five years.
Course Requirements
Core Courses (13 Credits)
• SOCIOL 600 - Foundations of Applied Sociology 3 Credit(s)
• SOCIOL 604 - Classical Sociological Theory 3 Credit(s)
• SOCIOL 650 - Meth Of Research I 3 Credit(s)
• SOCIOL 651 - Quantitative Methods 3 Credit(s)
522
• SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology 1 Credit(s)
Fieldwork or Internship Course (3 to 6 Credits)
• SOCIOL 610 - Teaching Sociology: Theory & Practice 3 Credit(s)
or
• SOCIOL 698 - Field Work 3-6 Credit(s)
Capstone Course (6 Credits)
• SOCIOL 694 - Master's Research Seminar 6 Credit(s)
Electives (12 to 15 Credits)
Complete 12 to 15 credits of electives in graduate SOCIOL or other courses chosen in consultation with the
graduate program director.
Doctor of Philosophy
Sociology (PhD)
Sociology Department | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 36 credits from ten or more courses including six required courses, 18 credits of
electives, and at least six dissertation credits.
Students admitted without an MA in sociology must also complete the requirements for the Applied
Sociology (MA) program.
Dissertation: Compose and defend a dissertation based on original research.
Doctoral candidacy: Passage of two comprehensive examinations taken in two parts; theory/methods and
substantive area concentration.
Statute of limitations: Ten years.
Course Requirements
Required Courses (12 Credits)
• SOCIOL 607 - Contemporary Sociological Theory 3 Credit(s)
• SOCIOL 609L - Qualitative Methods and Field Research 3 Credit(s)
523
• SOCIOL 652 - Advanced Quantitative Methods 3 Credit(s)
• SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology 1 Credit(s)
• SOCIOL 701 - Proseminar II: Planning a career in Sociology 1 Credit(s)
• SOCIOL 702 - Proseminar III: Developing professional skills and preparing for job market 1
Credit(s)
Electives (18 Credits)
Complete 18 credits of additional graduate SOCIOL courses.
With approval of the graduate program director, up to six credits from another graduate program may be
applied toward this requirement.
Dissertation (6 Credits)
Complete a minimum of six credits from the course below.
• SOCIOL 899 - Dissertation Credits 1-9 Credit(s)
Sociology
SOCIOL 598 - Field Experience Project
1 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course includes site visits and observation time spent in the field at state or social service agencies.
Enrollment Requirements:
Pre-req = Graduate student in Forensics
028245:1
SOCIOL 600 - Foundations of Applied Sociology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is required for all formally accepted first-year students. The purpose of the course is a) to
engage students in the field and substance of applied sociology, in order to strengthen their understanding
of how theories, concepts, and sociological research are central to social problem-solving, policymaking,
and the skills required in a variety of occupational settings; b) to involve students at the beginning of their
graduate education in designing their studies to meet their educational, career, and personal objectives; and
c) to maximize and facilitate student utilization of the curriculum, faculty, and departmental/university
resources.
Enrollment Requirements:
524
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028246:1
SOCIOL 601 - Complex Organizations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course acquaints students with studies of complex organizations that throw light on decision-making
and conflict in the setting of formal organizations. Students will study how policies emerge and how they are
translated into action. They study research illuminating the nature and functions of rules, the initiation and
consequences of political processes, the role and problems of street-level bureaucrats, and the impact of
social, political, and economic conditions on organizational behavior. Theories and concepts are applied to
human service organizations, and their distinctive features are discussed.
Enrollment Requirements:
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028250:1
SOCIOL 604 - Classical Sociological Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Classical social theory is a required introductory course for graduate student sin the Sociology Department.
You will study the work of major canonical theorists, such as Karl Marx, Emile Durkeim, and Max Weber
("the Big Three"), as well as other early theorists who are key to contemporary applied sociology, such as
W.E.B DuBois and Jane Addams. Upon completing the requirements for this course, you can expect not
only to have a solid knowledge of the classical theorists, but also a critical insight into sociology as a
discipline. We will discuss how The Canon of sociological theory was and continues to be constructed and
its influence on contemporary scholarship.
Enrollment Requirements:
Graduate students in SOCIOL or permission of instructor
Instructor consent required for enrollment
041396:1
SOCIOL 605 - Applied Sociological Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the nature and aims of applied sociological theory. Of special interest is the bearing of
pure or basic sociological theory on applied research and problem solving, the differences between pure and
applied sociological theory, and the relevance of applied theory for basic sociological theory. Other topics
525
include the theoretical implications of moral and ethical concerns and restrictions in applied social research
and employment and the nature of the values and assumptions involved in efforts to devise and implement
policy intended to treat social problems.
Enrollment Requirements:
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028252:1
SOCIOL 606 - Social Semiotics and Cultural Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This doctoral level sociology seminar is intended to provide participants with an introduction to semiotics and
cultural analysis. We will look at modes of expression and expressiveness; explore how culture manifests
numerous modes of expressiveness, and how they are also embedded within culture. We will discuss the
process through which cultures develop meaningful links in terms of sensibility, understanding, and meaning
making. Our discussions will be associated with an in-depth analysis of the role of semiotics in culture and
society and in doing so we will analyze the parallel between the function of the sign and the function of the
signifying objects.
037854:1
SOCIOL 607 - Contemporary Sociological Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Social theory is trained reflection on ways of knowing social life. But it is not only this, and it never begins
purely as trained reflection. Social theory arises first and foremost from everyday life, from an enormous
variety of contexts of conversation, discussion, and interaction between ordinary people. These are the
same contexts that lead to the formation of such things as social movements, political parties, trade unions,
and organized mass actions such as consumption, strikes, and revolutions. Social theory emerges from
these contexts and is only a more reflective expression of the disputes and agendas that dominate ordinary
communication about social and political issues. It is itself a social and political issues. It is itself a social
product with a multitude of everyday contexts of origination.
039223:1
SOCIOL 608 - Urban Sociology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This sociology seminar covers theoretical perspectives and empirical research on how cities are shaped by
social and economic forces, as well as various (e.g., racial, political) ideologies. We will also investigate how
cities, in turn, shape social life - in both positive and negative ways.
526
041105:1
SOCIOL 609L - Qualitative Methods and Field Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to qualitative research methods; its specific focus is on policy
research and aging. Students practice the skills needed to observe the world around them by attending to
social phenomena, descriptively and analytically. The course functions as both a seminar and a research
workshop, and students learn by engaging in a field work project.
Course Note
GERON GR 609L and PPOL-G 609L and SOCIOL 609L are the same course.
This course is cross-listed as GERON GR 609L and PPOL-G 609L
000165:1
SOCIOL 610 - Teaching Sociology: Theory & Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar is designed for graduate students who are interested in teaching careers at the college and
university level and/or in the scholarship about teaching and learning. Teaching assistants who are involved
in classroom practice are also welcome. The course will address both the theory and practice of teaching
with a focus on the kinds of backgrounds, experiences, and learning styles that UMass Boston students
bring to the classroom.
033470:1
SOCIOL 630 - Applied Social Psychology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course has been designed to introduce students to sociological theories about interaction and to
motivate students to explore how the theories about which they learn can make change in the `real world'.
During the seminar, the class will cover a mixture of contemporary and classical research literature in the
attempt to make sense of interactions in everyday social life and to use the ideas and concepts from the
literature to address social problems.
034697:1
SOCIOL 642 - Issues in Contemporary Social Policy
527
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides special emphasis on contemporary social policy issues. It examines principals of social
policy analysis and the impact of social policy decisions on recipients and non-recipients of social services.
Special attention is given to research on contemporary problem areas such as immigration, homelessness,
public sector health and mental health, social justice issues, and crime and delinquency.
Enrollment Requirements:
Pre-req = Graduate Students Only
028269:1
SOCIOL 646 - Sociology of Gender
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
How are gender and gendered identities socially constructed? In what ways does gender intersect with and
influence issues of power and inequality in society? Gender is one of the most central axes of inequality,
along with class, race, ethnicity, nationality, citizenship, and sexuality. We will examine gender as an ever-
present organizing principle of social life that has broad-ranging effects, from micro-level individual
interactions up to macro-level economic and political processes. We will consider different theoretical
approaches and discuss the ways in which gender is social and cultural, rather than "natural" and
"biological." Next we will look at the construction of gendered identities, sexuality, and the performance of
masculinity and femininity in everyday life. Furthermore, we will explore how gender relations are being
shaped by, as well as are shaping, larger processes of globalization. By the end of this course, you should
be familiar with sociological perspectives on gender and the social construction and reproduction of gender
categories.
040392:1
SOCIOL 650 - Meth Of Research I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Focuses on methods of collecting information about social beliefs and social process, including the
operation of social services and other programs. The course requires students to conduct exercises that will
give them first hand experiences in various approaches to data collection and management. Emphasis is
given to techniques of survey, field, and experimental research. Students are introduced to the use of
computers.
Enrollment Requirements:
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028272:1
SOCIOL 651 - Quantitative Methods
528
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This class provides introductory training for graduate students in the interpretation, analysis, and
presentation of quantitative data for the social sciences. The course covers descriptive statistics, data
visualization, cross-tabulation and regression analysis for social data. It also provides introductory training
for computer-based statistical analyses; no prior experience with statistical software is required.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
Semester(s) typically offered: Fall
028274:1
SOCIOL 652 - Advanced Quantitative Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This class provides training in quantitative analyses that moves beyond the more basic techniques covered
in the preceding course SOCIOL 651. The course begins with a review of multiple regression before
spending the rest of the semester covering specialized regression techniques.
037858:1
SOCIOL 655 - Evaluation Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An advanced course in the theory and practice of evaluation of public policy and social service programs for
social science students and practitioners. Basic knowledge of research methods is assumed, but relevant
issues in research design and implementation are reviewed. The course provides general overview of
evaluation theory and landmark evaluation studies, as well as analysis of commonly used evaluation models
and of practical and political issues involved in design and implementation of evaluations. Design of an
evaluation of a social agency program is required.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
028278:1
SOCIOL 660 - Fundamentals of Survey Methodology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
529
This course introduces students to the principles of survey design that are the basis of standard practices in
the field, providing tools to design and implement survey data collection and for evaluating surveys. Topics
include: sampling, nonresponse, survey instrument development and evaluation, survey interviewing, post
survey data processing, and research ethics.
037859:1
SOCIOL 661 - Designing and Evaluating Survey Questions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will teach students what is known about how the characteristics of survey questions affect the
likely validity of the resulting data. It will also teach them how to evaluate how well questions meet the
standards that we set for them. Tee course will introduce students to the underlying science of how to
design and evaluate questions and will provide them with experience in actually carrying out question design
and evaluation.
037860:1
SOCIOL 662 - Applied Survey Sampling - Design and Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to teach students the principles of probability sampling for general populations. It
will teach them about the various types of sampling methods including simple random, stratified, cluster, and
probability proportionate to size. It will help them to understand when certain methods are preferable and
how adding complexity to a sample design can affect data analysis. Topics will also include developing
survey weights and analyzing data from complex samples.
037861:1
SOCIOL 664 - Practicum in Survey Research Techniques
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers students hands-on experience in planning and conducting a survey, focusing on
sampling, questionnaire development, and interviewing techniques. Students will put survey best practices
into action in the development of a survey instrument by planning and moderating focus groups. They will
evaluate questions by conduction cognitive interviews and completing behavior coding of recorded
interviews. Students also participate in a sample listing exercise in the Boston area and conduct face-to-face
pretest interviews.
039225:1
SOCIOL 665 - New Techniques in Survey Data Collection
530
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to the newest and most state-of-are methods of survey data
collection, an appreciation of their history and development, as well as their rapidly developing research
programs. Purposes both methodological (to improve the instrument and forward the state-of-the-art in
survey techniques) and substantive (addressing research questions in sociological frameworks) will be
addressed.
039226:1
SOCIOL 667 - Sociology of Law
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A general analysis of the social origins and consequences of law and legal process; special emphasis on
law as a method of conflict resolution and as a social control structure, and on law and social change.
Attention also given to law in other societies, including non-literate societies, to the evolution and
development of legal structures, and to patterns of due process and criminal law.
028279:1
SOCIOL 681 - Health Care Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on recent changes in health care policy and in the organization of medicine, with
special attention to the impact of these changes on the delivery, distribution, and quality of health services.
Additional emphasis is given to the history of medicine; the political economy of health care; inequality in
utilization of and access to health services; rising costs and cost containment programs; attempts at
regulation; and government health programs and private health service organizations.
Enrollment Requirements:
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028283:1
SOCIOL 682 - Sociology of Health and Illness
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course highlights the role of the social sciences in dealing with problems of health care practice,
focusing on research contributions to health maintenance, prevention, treatment, and quality of care. Topics
include the nature and goals of client-practitioner relationships, health education, behavioral and
psychosomatic medicine, and the linkages between social problems and medical problems.
531
Enrollment Requirements:
Pre-req = Graduate degree student in Applied Sociology or Sociology PhD
028285:1
SOCIOL 694 - Master's Research Seminar
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course guides students in their design and completion of the master's paper. It operates as an
intellectual workshop where throughout the semester students share with the group the process as well as
the results of their research. Special attention is given to the formation of research questions, research
methodology, and writing appropriate literature reviews.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
028297:1
SOCIOL 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
In-depth study of a particular topic according to the student's interests. Independent study projects are
expected to make an important contribution to a student's training in applied sociology. All projects are under
the supervision of a faculty advisor, who is responsible for guiding and evaluating the student's work.
Course Note
An application and detailed proposal must be submitted to the graduate program director not later than two
weeks before the end of the semester previous to that in which SOCIOL 696 is to be taken.
Enrollment Requirements:
Pre-req = Graduate Students Only
027928:1
SOCIOL 697 - Special Topics in Applied Sociology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced seminar on selected topics in applied sociology. The course content and credit vary according
to topic. Details on special topics courses will be announced during the advance registration period.
Enrollment Requirements:
Pre-req = Graduate Students Only
532
028299:1
SOCIOL 698 - Field Work
3-6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Intensive field work and/or internship in a public or private research or practice setting jointly supervised by
faculty and agency-based staff. Placements made according to student interest and internship availability.
Enrollment Requirements:
Pre-req = GRADUATE Degree Students Only
028312:1
SOCIOL 700 - Proseminar I: Introduction to Graduate Sociology
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
The goal of this proseminar is to introduce students to UMass Boston and to life as a graduate students.
040813:1
SOCIOL 701 - Proseminar II: Planning a career in Sociology
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
The goal of this preseminar is to help you think about the develop plans for your particular career plans in
sociology. We will discuss upcoming program requirements (comprehensive exams, dissertation), and well
as how to think about graduate school as an opportunity for professional development, both within your
courses and TA/RA experiences and beyond.
040814:1
SOCIOL 702 - Proseminar III: Developing professional skills and preparing for job
market
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
The goal of this proseminar is to help you think about and develop plans for your particular career plans in
sociology. Much of our time will be spent talking about the job market (academic and applied) and how to
tailor your work to fit different types of jobs.
533
040815:1
SOCIOL 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Various topics in Sociology.
039339:1
SOCIOL 899 - Dissertation Credits
1-9 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 12 / total completions: 12
Description:
This is a course for students working on their dissertations.
Course Note
Students may only enroll in dissertation credits after they have completed the other credit requirements for
the PhD.
040212:1
Critical Ethnic and Community Studies
Website
https://www.umb.edu/academics/program-finder/critical-
ethnic-community-studies-ms/
Email
[email protected]
Phone
617.287.5129
Program Director
Cedric Woods
[email protected]
617.287.5784
Master of Science
Critical Ethnic and Community Studies (MS)
534
Critical Ethnic and Community Studies | College of Liberal Arts
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 37 credits from 13 courses including six core courses, five electives, and one
capstone course.
Students may transfer in completed certificates in Gender, Leadership and Public Policy, Conflict
Resolution or Critical and Creative Thinking to partially or wholly fulfill their elective credits requirements.
Capstone: Completion of a project, internship, or research paper as part of CECS 698. The capstone
includes a public presentation of the student's work.
Grading basis: No courses taken satisfactory/unsatisfactory or for no grade may be applied toward the
program.
Residency: Before enrollment in the program, students should consult with the graduate program director
regarding transfer credits or UMass Boston undergraduate credits if these are intended to satisfy degree
requirements. The program does not accept transfer credit for any of its required core courses; transfer
courses may be applied to the program's electives.
Independent study: No more than one independent study course (three credits) may be applied toward the
program.
Statute of limitations: Five years.
Course Requirements
Core Courses (16 Credits)
• CECS 600 - CECS Professional Seminar A 1 Credit(s)
• CECS 610 - Foundations of Critical Ethnic and Community Studies 3 Credit(s)
• CECS 611 - Migration and Diaspora 3 Credit(s)
• CECS 612 - Community Formation and Development 3 Credit(s)
• CECS 622 - Transdisciplinary Research in Practice B 3 Credit(s)
• CECS 623 - Transdisciplinary Research Methods 3 Credit(s)
Electives (15 Credits)
Complete five additional courses chosen in consultation with the faculty advisor.
Electives for CECS include graduate courses from within Critical Ethnic and Community Studies as well as
courses from other graduate disciplines or programs, such as Global Inclusion and Social Development,
Public Administration, Creative Writing, Conflict Resolution, American Studies, Environmental Sciences,
Gerontology, Urban Planning and Community Development, or Applied Sociology.
Alternatively, CECS offers the unique opportunity of fulfilling the elective sequence through the completion of
a graduate certificate (at least 15 credits) in one of various areas, including:
• Human Rights
535
• Conflict Resolution
• Survey Research
• Gender, Leadership, and Public Policy
• Critical and Creative Thinking
Capstone Course (6 Credits)
• CECS 698 - CECS Master's Capstone 3 Credit(s)
Critical Ethnic and Community Studies
CECS 600 - CECS Professional Seminar A
Formerly TCCS 600 - TCCS Professional Seminar A
1 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This class is intended to fit a variety of advanced academic and professional writing contexts. Professional
Seminar A will be offered for both MS and PhD students in their first semester and will consist of a series of
workshops focused on several key skills areas. Students will learn how to write for advanced academic
study or for professional purposes. In addition, students will be able to locate and use journals, databases,
and other resources that are relevant to their field. Other areas to be addressed in this entry-level seminar
are: Writing a Literature Review and Using Library Databases.
038581:1
CECS 610 - Foundations of Critical Ethnic and Community Studies
Formerly TCCS 610 - Foundations of Transnational, Cultural, and Community Studies
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Foundations of CECS is the introductory theory course for the graduate program in CECS. This seminar
provides an introduction to critical terms, concepts, and issues in CECS. The processes that lead to the
formation of personal and collective identities, real, imagined, or emotional, have historical, material,
structural and cultural lineages that must be excavated separately but analyzed holistically through
transdisciplinary approaches. This course centers communities of color in the U.S. and the historical and
contemporary forces through which they have developed transnational and diasporic relationships
individually, structurally, collectively, and culturally. We will explore and analyze debates and approaches to
colonialism and empire, development, globalization, migration transnationalism and diaspora, nationalism
and nativism, community formation, intersectionality and layered identities, the politics of cultural
representation, critical race theory and racial formation, race relations, and political resistance, advocacy,
and activism. Finally, we engage with these concepts in the context of power relationships from a humanistic
framework grounded in empathy and individual transformation.
038583:1
CECS 611 - Migration and Diaspora
536
Formerly TCCS 611 - Migration and Diaspora
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course will explore the most recent scholarship and most recent scholarship and most dominant
theories in the field of migration and diaspora studies. New technologies, climate change, economic crises
as well as contemporary iterations of terrorism and warfare have all intensified the global movements of
people, goods, ideas, cultures, and money. This has reinvigorated the study of migration in earlier periods,
with many arguing that related phenomena have been endemic to the human population since our
beginning. New frameworks that emphasize networks and relationality, and bring into the foreground
interculturalism, borders and borderlands, and hybridic formations have begun to reorder ways of reading
human cultures and civilizations. The course brings together theoretical frameworks and methodological
approaches from both the humanities and social sciences (e.g. anthropology, literary studies, performance
studies, psychology, ethnomusicology, sociolinguistics, history, and sociology) with various forms of cultural
expression (e.g., poetry, film, music, literature). The course places the different theories/strategies in
dialogue to empower students of transdisciplinarity with tools for shaping their own unique studies of
migration and diaspora in ways that exceed the boundaries of particular disciplines. Themes explored will
include: the contexts for the newly invigorated field; the multiple meanings and models of diaspora and
migration; the relation of migration and diaspora to conquest, colonialism, post colonialism, refugeeism,
political exile, etc.; the heterogeneity of diasporic groups; the problems and potentials of assimilation,
acculturation and transculturation; nativism and the hostility of hostlands; generational conflicts and
continuities in the (re)production of culture; the role of language and other cultural practices in migratory
experiences; the significance of memory for the production of what Salman Rushdie calls "imaginary
homelands"; and the phenomenological dimensions of migration and diaspora (loss, between worlds,
nostalgia, depression, exhilaration, etc.).
038584:1
CECS 612 - Community Formation and Development
Formerly TCCS 612 - Community Formation and Development
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Generally "community" has positive connotations, as communities provide identity, companionship, support,
yet communities can also be constricting, parochial, exclusionary. Communities are not static: They come
into being, evolve and may dissolve. Living in Liquid Times (Bauman 2007) the certainty of modernity
"evaporates" and uncertainty permeates our daily lives destabilizing our sense of "belonging." Community
has also become a principal arena of organized collective action to change or preserve the status quo.
Communities are thus complex, dynamic, contested, and contradictory. This course explores these issues in
theory and practice, from the academic literature to its use society at large. The idea of community is
contested: its definition is not clear lacking a consistent body of knowledge with theories about its origins,
functions, and use in contemporary society. Scholarship in post-colonial and transnational studies has
redrawn conceptual maps: The course also explores decolonizing traditional understanding(s) of community.
038585:1
CECS 622 - Transdisciplinary Research in Practice B
537
Formerly TCCS 622
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Transdisciplinary Research in Practice B enables students to apply research methods and strategies that
they learn in their core methods courses (including Research in Transnational Cultural and Community
Studies, Transdisciplinary Research Methods, and Transdisciplinary Research in Practice A) in real practice
settings and directly experience how transdisciplinary research projects addressing complex issues or
problems in transnational cultural community contexts are being planned, implemented, and managed.
038588:1
CECS 623 - Transdisciplinary Research Methods
Formerly TCCS 623
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Transdisciplinary research "transcends disciplinary borders and open[s] up totally new research pathways
and prioritizes[s] the problem at the center of research over discipline-specific concerns" (Leavy 2011). This
course provides a transdisciplinary, problem-centered spin on conventional research methods training.
Through this course, students will develop advanced research skills in transdisciplinary methods and
approaches, to understand transdisciplinarity as a research principle, and to examine in-depth the
development and application of transdisciplinary research methods in the arts, humanities, and sciences.
This course offers students hands-on experience in transdisciplinary research, which emphasis on
developing methodological versatility across multiple levels of inquiry: 1) self/identity; 2)
community/relationships; and 3) global/transnational. This course accompanies TRIP 2 in the second
semester of the MA/PhD programs. The research approaches, data collection, and data analysis methods
will synergize to the extent possible with topics and activities of TRIP 2. As such, the course content is
meant to complement and support students' work on their community-centered projects.
038590:1
CECS 650 - Community Health and Equity
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course will introduce students to trans/disciplinary U.S. and global perspectives on community
health/mental health making connections between personal health, multi-systemic resources creating
societal conditions for "wellness as fairness", and community mobilization for equity. Students will learn
comparative critical/intersectional perspectives on addressing social determinants of health/mental health in
specific US & international settings, using a wide variety of research methods promoting community
engagement and a vision of research as a Human Right (Appadurai, 2006) including auto-ethnography, arts-
based and Community Based Participatory Action Research. Drawing on a continuum of health
promotion/prevention/treatment interventions, we will explore frameworks for using health and health care to
activate person-centered, community-engaged, and integrative health interventions within health care and
other community settings, using cultural and intergenerational life-course perspectives on the timing and
settings best promoting health and healing. We will explore examples of transformational action research,
538
policy and social movements practice through partnerships with communities and links to local and
transnational social movements addressing specific health and social justice issues. Students will bring to
the course their specific areas of research, practice, or policy interest in community health/mental health,
and explore how their work can be informed by relevant research, public policy initiatives, community
partnerships, collaborative leadership, and social movements promoting health equity.
041927:1
CECS 696 - Independent Study
Formerly TCCS 696
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040243:1
CECS 697 - Special Topics
Formerly TCCS 697
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040245:1
CECS 698 - CECS Master's Capstone
Formerly TCCS 698 - TCCS Master's Capstone
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
The "capstone project" is designed to integrate student learning from the content and process of the overall
CECS curriculum in relation to a real issue or challenge facing the student. The project will include an
analysis of relevant, critical literature along with the development of an appropriate, meaningful intervention
to address the issue. This intervention may involve, for example, an organizing initiative, the planning of a
program, the design of a training curriculum or the proposal for a research project. Students participate in a
weekly Capstone Seminar led by a faculty member, and will also be mentored by a capstone advisor. Those
students seeking to go on to a PhD program will be advised to pursue a research-based capstone project. In
addition, the Capstone Seminar provides participants with an opportunity to review and reflect on their work
in the CECS Master's program and its impact on their current and future professional and personal lives. In
sharing their process and products with each other throughout the semester, students will be able to
demonstrate knowledge and integration of skills, process, and strategies of transdisciplinary thinking and
grounded, local/global, reflective practice. Capstone projects will be presented by and for seminar
participants, together with public audiences, as appropriate, during the final third of the semester.
038624:1
CECS 712 - Circuits of Migration
Formerly TCCS 712
3 Credit(s) | Seminar | Graded
539
Not repeatable for credit
Description:
The historical trajectory of immigrants from Europe to the United States has shaped much of the theory,
policy, and social relations toward immigrant integration through the first half of the Twentieth Century. Since
the latter half of the century, due in large part of the watershed Immigration and Naturalization Act of 1965
and the increasing impact of globalization and war on population movements, immigration from the Global
South, particularly Southeast and South Asia, the Caribbean, Africa, and Central and South America, has
changed the experiences of immigrants and refugees to the United States. Only recently has research
begun to consider the fundamental ways in which we must reconceptualize traditional migration processes
from universalized, linear trajectories to dynamic processes that are cyclical, uneven, nuanced,
heterogeneous, and intersectional. This course will examine the local-regional-global relationships to cultural
identity, social relations, public policy, and Critical Race Theory as it is experienced by immigrants and
refugees from the Global South on individual, communal, and transnational scales. We will discuss
immigrant and refugee integration, community development, and identity formation as they are constructed
or negotiated across transnational, interstitial spaces.
038599:1
CECS 719 - Queer of Color Critique
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the emergent theoretical field of queer of color critique, a mode of analysis grounded
in the struggles and world-making of LGBTQ people of color. Activists, artists, and theorists have mobilized
queer of color critique to interrogate the intersections of race, gender, sexuality, class, nation, and diaspora
as a response to the inherent whiteness of mainstream queer theory and persistent heterosexism in ethnic
studies. Students will gain an understanding of queer of color critique as a aumanistic method of inquiry that
includes the analysis and interpretation of ideas and symbolic expression. We will examine the development
of queer of color critique (primarily in the United States) through both academic and activist domains;
consider what queer theory has to say about empire, citizenship, prisons, welfare, neoliberalism, and
terrorism; and articulate the role of queer of color analysis in a vision for racial, gender, sexual, and
economic justice.
Semester(s) typically offered: Fall and Spring
042129:1
CECS 796 - Independent Study
Formerly TCCS 796
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent Study in CECS
040244:1
CECS 797 - Special Topics
540
Formerly TCCS 797
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 1
Description:
This course offers study of selected topic within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
040160:1
Women's, Gender, and Sexuality Studies
Website
https://www.umb.edu/liberal-arts/academic-departments/women-gender-studies/
Office
Wheatley Hall, 5th Floor, Room 4A
617.287.6780
Womens.Studi[email protected]
Department Chair
Amani El Jack, PhD
[email protected]
617.287.6783
Wheatley Hall, 6th Floor, Room 67
Women's and Gender Studies
WGS 501 - Advanced Topics in Human Rights
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar aims to provide students with a deeper knowledge of human rights as both an intellectual
discourse and a realm of political action. The first part of the course deals with the emergence and
institutionalization of human rights in the 20th century. Beginning with an overview of its roots in political
theory, moving to the first and second generation of rights, to debates over universality and cultural
relativism and ending with exploration of human rights frameworks' applicability and implications across
nations and cultures, the course offers an in-depth interdisciplinary understanding of the field and its
practices. Topics of study include torture, genocide, race gender and law, visual culture, humanitarian
intervention and protection.
039658:1
541
WGS 581 - Seminar in Gender, Power, Politics/Graduate Consortium in Women's
Studies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course investigates theories, methodologies and practices of feminist inquiry in the social sciences. We
look at the many ways in which feminist scholarship has sought to understand and theorize power and
politics. It is designed as a seminar for students who are motivated to think critically about a range of issues
related to gender and politics and relations of power. It introduces students to feminist theoretical
frameworks for thinking about power, as well as to empirical explorations of a variety of key topics within the
larger field of gender and politics.
039506:1
WGS 583 - Seminar in Gender, Culture, Society/Graduate Consortium in Women's
Studies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course investigates theories, methodologies and practices of feminist inquiry in the humanities. We look
at the many ways in which feminist scholarship has sought to understand and theorize society and culture. It
is designed as a seminar for students who are motivated to think critically about a range of issues related to
gender and socio-cultural norms, institutions and relations of power. It introduces students to
interdisciplinary and intersectional perspectives to knowledge, agency, social and structural inequalities.
039507:1
WGS 591 - Feminist Inquiry: Strategies for Effective Scholarship/Graduate
Consortium in Women's Studies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course investigates theories and practices of feminist inquiry across a range of disciplines. Doing
feminist research involves rethinking disciplinary assumptions and methodologies, developing new
understandings of what counts as knowledge, seeking alternative ways of understanding the origins of
problems/issues, formulating new ways of asking questions and redefining the relationship between subjects
and objects of study. The course will focus on methodology, i.e., the theory and analysis of how research
should proceed. We shall be especially attentive to epistemological issues--pre-suppositions about the
nature of knowledge and in their connections to methodologies and research methods. Further, we shall
explore how these connections are formed in the traditional disciplines and raise questions about why they
are inadequate and / or problematic for feminist inquiry.
034855:1
542
WGS 597 - Special Topics in Women's Studies/Graduate Consortium in Women's
Studies
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers intensive study of a selected topic in Women's Studies offered through the Graduate
Consortium in Women's Studies. Course content varies according to the topic, which will be announced prior
to the registration period.
Department consent required for enrollment
033314:1
WGS 599 - Dissertation Workshop/Graduate Consortium in Women's Studies
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 999 / total completions: 99
Description:
A writing workshop for dissertation writers at all levels, beginning with preparation of the proposal. Class will
include rotating discussion in each meeting of pre-circulated material by on or two students. In addition to a
constructive critiques of student writing, we will focus on; theoretical and methodological concepts in
Women's and Gender Studies across disciplines; research, argumentation, and writing; practical matters
such as; the Dissertation Committee, looking toward eventual publication, and writing with an eye to a
professional position.
Course Note
This class meets every other week.
034856:1
College of Management
College of Management
Website
https://www.umb.edu/business/
Dean (interim)
Arindam Bandopadhyaya, PhD
Dean's Office
McCormack Hall, 5th Floor, Room 610
[email protected]
543
617.287.7702
Departments
• Accounting and Finance
• Management
• Management Science and Information Systems
• Marketing
Centers
• Center for Collaborative Leadership
• Center for Sustainable Enterprise and Regional Competitiveness
• Financial Services Forum
Master's
Business Administration (MBA)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 36 or 42 credits from 12 to 14 courses including ten required business courses and two to four
electives.
Specialization: Students may choose to specialize one of 15 areas; accounting, business analytics, digital
marketing, entrepreneurship, environmental management, finance, health care management, health care
informatics, human resource management, information systems, leadership and organizational change,
marketing, nonprofit management, or supply chain and service management. Students who choose to
specialize must complete three to four electives.
Capstone: Completion of a written paper as part of MBAMGT 689.
Statute of limitations: Five years
Course Requirements
Required Business Courses (30 Credits)
• MBA AF 601 - Economics for Managers 3 Credit(s)
• MBA AF 610 - Accounting for Managers 3 Credit(s)
• MBA AF 620 - Financial Management 3 Credit(s)
544
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
• MBAMGT 660 - Business and Its Environment 3 Credit(s)
• MBAMGT 689 - Strategic Management 3 Credit(s)
• MBAMKT 670 - Marketing Management 3 Credit(s)
• MBAMS 630 - Statistical Analysis for Managers 3 Credit(s)
• MBAMS 635 - Operations Mgt 3 Credit(s)
• MBAMS 640 - Computer & Info Syst 3 Credit(s)
Electives (6 to 12 Credits)
Complete at least two additional business courses.
Students who wish to specialize must complete three to four electives.
Specialization Options
Accounting Specialization
Business Analytics Specialization
Digital Marketing Specialization
Entrepreneurship Specialization
Environmental Management and Sustainability Specialization
Finance Specialization
Healthcare Management Specialization
Healthcare Informatics Specialization
Human Resource Management Specialization
Information Systems Specialization
International Management Specialization
Leadership and Organizational Change Specialization
Marketing Specialization
Nonprofit Management Specialization
Supply Chain and Service Management Specialization
Business Analytics (MS)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from 10 courses including four core courses, five track courses, and one capstone
course.
Capstone: Completion of a written paper.
Track requirement: Candidates must select a track in big data analytics or supply chain analytics.
Prerequisite: Candidates must have completed a statistics course, either MSIS 111 or MBAMS 630, or an
equivalent course within the last five years. Students who have not met this requirement are required to take
545
MBAMS 630 as part of their first semester in addition to the 10 courses required for the program.
Statute of limitations: Eight years.
Course Requirements
Core Courses (12 Credits)
• MSIS 642 - Multivariate Statistics and Regression Analysis 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
• MBAMS 638 - Management Decision Models 3 Credit(s)
Track Courses
Big Data Analytics Track
Supply Chain Analytics Track
Capstone Course (3 Credits)
• MSIS 630 - Project & Change Management 3 Credit(s)
Students may also choose MSIS 690/699 Master's Thesis Option, MSIS 697
Special Topics and MBAMGT 698 Practicum (students must have relevant
internship).
Finance (MS)
College of Management
Finance (MS) - General Finance Track
Finance (MS) - Investment Management and Quantitative Finance Track
Doctorate
Business Administration (PhD)
College of Management
Business Administration (PhD) - Finance Track
Business Administration (PhD) - Information Systems for Data Science Track
Business Administration (PhD) - Organizations and Social Change Track
Graduate Certificate
546
Business Analytics (Certificate)
College of Management
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• MSIS 656 - Information Storage Management 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Clean Energy and Sustainability (Certificate)
College of Management
School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including one required course and three electives.
Practicum: Students must complete one practicum experience with a clean energy sector organization.
Statute of limitations: Three years.
Course Requirements
Required Course (3 Credits)
Complete one from below.
Students may also complete an independent study if no suitable internship is available.
547
• MBAMGT 669 - Entrepreneurship Internship/Practicum 3 Credit(s)
• MBAMGT 698 - Practicum 1-3 Credit(s)
• ENVSCI 698 - Projects in Environmental Sciences 1-6 Credit(s)
Electives (9 Credits)
Complete three from below.
• ENVSCI 670L - Environmental and Energy Economics 3 Credit(s)
• ENVSCI 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• MBA AF 631 - Sustainable Finance and Impact Investing 3 Credit(s)
• MBAMGT 671L - Introduction to Environmental Management 3 Credit(s)
• MBAMGT 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• MBAMGT 688L - Business and Climate Change 3 Credit(s)
Contemporary Marketing (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including four required courses and one elective.
Additional course: Students without a business degree or have less than three years of experience in
marketing must also complete MBAMKT 670 - Marketing Management.
Statute of limitations: Three years
Course Requirements
Required Courses (12 Credits)
• MBAMKT 671 - Marketing Research 3 Credit(s)
• MBAMKT 673 - Marketing Communications 3 Credit(s)
• MBAMKT 674 - International Marketing 3 Credit(s)
• MBAMKT 691 - Social Media Marketing 3 Credit(s)
Elective (3 Credits)
Complete one from below.
• MBAMKT 685 - Brain of the Consumer 3 Credit(s)
548
Healthcare Informatics (Certificate)
College of Management
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (12 Credits)
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
• MSIS 635 - Health Information Analytics 3 Credit(s)
Healthcare Management (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses and two electives.
Statute of limitations: Three years.
Course Requirements
Required Courses (9 Credits)
• MBA AF 627 - Health System Financial Management 3 Credit(s)
• MBAMGT 680 - Management of Health Organizations 3 Credit(s)
• MBAMGT 681 - The Health System and Public Policy 3 Credit(s)
Electives (6 Credits)
549
Complete two from below.
Independent study courses must be approved by the graduate program director.
No more than three credits of independent study may be applied toward the program.
• GGHS 716 - Global Health and Development: Concepts, Policies, and Practice 3 Credit(s)
• MBAMGT 655 - Healthcare Innovation 3 Credit(s)
• MBAMGT 684L - Social Enterprise 3 Credit(s)
• MBAMGT 687L - Nonprofit Management 3 Credit(s)
• MBAMGT 696 - Independent Study 1-6 Credit(s)
• MBAMGT 698 - Practicum 1-3 Credit(s)
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
Investment Management (Certificate)
College of Management
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including two required courses and three electives.
Prerequisite: MBA AF 620 must be completed or waived prior to enrollment in the program.
Statute of limitations: Three years
Course Requirements
Required Courses (6 Credits)
• MBA AF 623 - Financial Modeling 3 Credit(s)
• MBA AF 636 - Applied Econometric Analysis of Business Data 3 Credit(s)
Electives (9 Credits)
Complete three from below.
• MBA AF 622 - Global Portfolio Investment Management 3 Credit(s)
• MBA AF 625 - Options: Theory and Applications 3 Credit(s)
• MBA AF 628 - Portfolio Analysis and Investment Management 3 Credit(s)
• MBA AF 632 - Asset Management Practicum 3 Credit(s)
• MBA AF 634 - Financial Engineering and Risk Management 3 Credit(s)
Business Administration
550
BUSADM 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study in business administration
041089:1
BUSADM 700 - Business in Context: Markets, Technologies, Societies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the introductory core course for the PhD program in Business Administration and its goal is to
establish a common experience with a foundational array of theories, perspectives, and topical issues for all
the PhD tracks. The course provides a broad review, across business disciplines, of major contemporary
management and organizational trends at the interface with technology, economics, policy, and social
issues.
038571:1
BUSADM 710 - Accounting for Finance I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course teaches financial accounting theory and techniques that are useful to finance research.,
especially corporate finance area. Doing research on corporate finance requires intensive use of accounting
data disclosed in financial statements. A better understanding of how the accounting numbers are measured
and presented will enhance the research design and power of the tests.
038975:1
BUSADM 711 - Accounting for Finance II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will focus on capital market studies, i.e., that portion of the empirical accounting research
literature that focuses on the role that accounting information plays in the formation of capital market prices.
The course will cover "classic" papers in the major research areas within the field and methodological issues
in financial accounting.
038976:1
BUSADM 721 - Quantitative Financial Analysis II
551
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The emphasis in this course is to capture the dynamics of the economic system at an aggregate level. It
covers mathematical tools and econometrics techniques required to analyze and forecast the dynamics of
important economy-wide measurements such as long-run growth, inflation, unemployment, balance of trade
and exchange rates. The underlying emphasis is also to understand how these macro level variables affect
business decision-making and relate to financial markets.
Enrollment Requirements:
Pre-Req: BUSADM 720
038978:1
BUSADM 722 - Cross-Section Analysis of Financial Data
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is a PhD level introduction to econometrics. The objective of the course is to provide a rigorous
treatment of basic econometric techniques and the body of theory underlying their applications.
038979:1
BUSADM 723 - Time Series Analysis of Financial Data
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The emphasis of this course will be to introduce students to time series data in financial accounting and
finance. The course introduces the students to a variety of econometric techniques and the latest
developments in the area of financial econometrics and quantitative finance. Topics include maximum
likelihood, generalized method of moments, extremum estimators, selected topics in time series analysis,
limited dependent variable model, nonparametric kernel estimators, predictability of asset returns, univariate
and multivariate volatility modeling, estimation of dynamic equilibrium models, estimation and inference in
continuous-time models, and Value at Risk models.
038980:1
BUSADM 730 - Seminar in Investment & Asset Valuation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course in asset pricing. In this course we will study the theoretical foundations of
modern financial economics. The course will cover the central themes of modern finance including individual
investment decisions under uncertainty, capital market equilibrium an asset valuation, arbitrage pricing
theory, option pricing. The emphasis on class presentation will enhance the ability to summarize the
552
essential ingredients of a paper in a concise way, and to put them in perspective. Participation in
presentation seminars should encourage critical thinking in terms of to asking the right questions about the
research piece, assumptions made by the authors and to isolate key strengths and weaknesses of a
research paper.
039568:1
BUSADM 731 - Seminar in Financial Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is intended for individuals planning to pursue careers in "applied" finance. The objective of this
course is for students to gain a working understanding of the major elements in the theory of capital markets
and how they might be applied to common problems in professional money management. It also provides a
broad array of topics in which these tools are used for research in both academia and money management.
Course Note
This course is required for PhD in Business Administration Finance track students.
039569:1
BUSADM 732 - Seminar in Corporate Finance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course in corporate finance. The objective of this course is to gain a working
understanding firm's contractual nature. The course begins with the classic Modigliani/Miller arguments,
focus on the implications of violations of MM assumptions and then study the traditional corporate finance
issues, including financial distress, corporate payout policy, and the capital acquisition process. In this
course we will also review some topics that have become prominent in the literature in recent years:
interactions between product and capital markets, corporate governance/control, special issues in
governance/control raised by international differences, and finally, internal capital markets and the logic of
diversification.
039570:1
BUSADM 733 - Advanced Topics in Corporate Finance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course in corporate finance, expanding on topics covered in the PhD core corporate
finance course. In this course we will review some topics that have become prominent in the literature in
recent years: interactions between product and capital markets, corporate government/control, special
issues in governance/control raised by international differences, and finally, internal capital markets and the
logic of diversification.
553
040137:1
BUSADM 734 - Topics in Investment Asset Pricing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
this is an advanced course in asset valuation, building on knowledge fromt he core PhD investments
courses. the course will cover the central themes of modern finance including individual investment
decisions under uncertainty, capital market equilibrium and asset valuation. The emphasis on class
presentations will enhance the ability to summarize the essential ingredients of a paper in a concise way,
and to put them in perspecitve. Participating in presentation seminars should encourage critical thinking in
terms of asking the right questions about the research piece, assumptions made by the authors and to
isolate key strengths and weaknesses of a research paper.
040138:1
BUSADM 736 - Accounting for Finance III
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Building upon BUSADM 710 and 711, this course is designed to provide students with the applied and
advanced understanding of empirical research in accounting. The course will focus on various capital market
studies, i.e., the empirical research on the role that accounting information plays in the formation of capital
asset prices. The course will cover "classic" papers in the major research areas within the field and
methodological issues in financial accounting.
Enrollment Requirements:
Pre-req: BUSADM 710 and BUSADM 711
040140:1
BUSADM 740 - Information Systems Theory I: Behavioral and Group Perspectives
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is the first part of two-course series of Ph.D seminars on classic literature of information
systems. It is designed to provide doctoral students a broad introduction to various research issues and
challenges in topics of information systems (IS) and information technology (IT) management. As the first
one of this series, this course is focused on theories at the behavioral and group levels. Typical topics
covered in the course include, but are not limited to, technology adoption and diffusion, IT-enabled
communication, decision support, virtual teams, online community, cultural and power issues in IT activities,
and other emerging topics in the research field.
039669:1
554
BUSADM 741 - Information Systems Theory II: Organizational and Economic
Perspectives
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is the second part of two-course series of Ph.D seminars on classic literature of information
systems. It is designed to provide doctoral student specialized in information systems and business analytics
a broad introduction to various research issues and challenges in topics of information systems (IS) and
information technology (IT) management. As the second one of this series, this course is focused on
theories at the organizational and economic levels. Topics covered include strategic IT planning, business
value of IT, IT strategies, IT governance and controls, IT sourcing models, electronic marketplaces,
economics of digital products, data science and business analytic, and other emerging topics in the research
field.
039670:1
BUSADM 742 - Regression Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce the fundamental concepts and applications of linear regressions, such as simple
linear regression, multiple regression, model fit, transformations, variable selection and logistic regression
etc., and also various issues that we might face during those applications. This course will be the foundation
for applied quantitative research.
039831:1
BUSADM 743 - Decision and Risk Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Decision and risk analysis combine elements of probability, economics, logic, psychology and domain
knowledge to characterize and analyze complex decision problems. Researchers in this scholarly discipline
develop theoretical mathematical results, develop computational decision support tools grounded in formal
theory, methods for populating models, as well as a large number of applied models for different real world
problems or problem classes. Students will gain familiarity with the basic theory and methods from classic
and recent texts, and will examine some real world applications from recent journal publications. There will
be particular focus on connections between the approaches covered and developments in information
systems and in analytics. The course will involve portions of problem sets, student led discussions. Students
emerging from the class will be prepared to incorporate decision analysis into research involving
applications or IS/Analytics, or to further investigate decision analysis in order to research in the methods of
the field itself. Students will also keep a journal of ideas one of which will be the basis for a project or
research paper that has the potential for expansion into publishable results.
039671:1
555
BUSADM 744 - Quantitative Research Methods in Information Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on understanding, evaluating, and designing quantitative methods and methodologies
for information systems research. Through this course, students will review and exercise the basic skills
required for quantitative research at the post-graduate level, including literature review, research design,
data collection and analysis, and report writing. To gain hands-on experience, students will work on an
original research project during the semester and will be expected to submit a research outcome to an IS
journal or conference. This course will be especially helpful to students who wish to use the quantitative
research methods (e.g., survey, experimental and/or quasi-experimental methods) in their dissertations and
subsequent research endeavors.
039672:1
BUSADM 745 - Multivariate Statistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is to develop skills necessary in analyzing problems in which multiple variables are
simultaneously present, without knowing beforehand which once are playing important roles and hence are
of interest, and which ones are not. Our main goal is to identify the signal or key features of the data. The
course will cover the major techniques in this field. The focus will be on practical issues such as selecting
the appropriate approach and how to prepare the data.
039832:1
BUSADM 750 - Foundations of Organization Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course considers classic readings in social theory that inform the main traditions in organization theory.
It addresses central questions about how groups, organizations, and fields of organizations are created,
patterned, and reproduced. Its objectives are to understand the historical and philosophical context of
contemporary organization theory, to trace the genealogy of concepts in organization studies, and to
understand the main concepts and ideas in the major publication outlets.
038573:1
BUSADM 751 - Contemporary Organization Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
556
This course for the Organizations and Social Change track provides students with a comprehensive
foundation to understand different theories of organization across a variety of academic disciplines (i.e.,
Management, Economics, Political Economy, Sociology, Feminist Studies, etc.) focusing on more
contemporary and critical schools of thought. Students will study the philosophical assumptions of different
theories and gain an in-depth understanding of the relevance of ontology and epistemology for theorizing on
and about organizations. the course is designed to socialize first and second year doctoral students with
respect to the guiding scholarly norms of the business administration field in terms of understanding how to
"read", critique, and utilize various theories of organization.
040141:1
BUSADM 754 - Introduction to Organizations & Social Change
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Organizations are at the heart of markets and societies. Profit-seeking corporations transform economic
resources into outputs via organizations; governmental agencies delivered services and regulate other
organizations; and numerous non-governmental organizations, from unions to churches to advocacy groups,
constitute the realm of civil society. Organizations shape how a society functions. They are the vehicles
through which societal-level interests and agendas are channeled. They represent a form a structural power;
some groups systematically benefit relative to others as a result of how organizations operate. Organizations
are frequently the target of public policy, as they are sites of both societal aspirations (productivity,
innovation, opportunities for advancement) and societal challenges (inequality, discrimination, pollution,
deception). Organizations can also be arenas of resistance and change, advancing new ideas and
addressing old problems. An understanding of organizations - their sources of power, their role in
governance, and their structures and processes - is therefore highly relevant for future researchers who wish
to conduct studies of use for policy analysts, activists, and managers in the private, public, and non-profit
sectors.
038572:1
BUSADM 770 - Introduction to Research Methods for the Social Sciences
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will train students in selecting appropriate methods for investigation a research question. We will
explore a range of approaches to data, including positivist, interpretive, and critical. Students will learn to
read research papers through the eyes of reviewers and note where improvements can be made to tighten
the flow from theory to research to conclusions.
038575:1
BUSADM 771 - Contemporary Research Practice on Management, Organizations,
and Social Change
3 Credit(s) | Lecture | Graded
Not repeatable for credit
557
Description:
This course is required for all doctoral students in the Ph.D. in Business Administration, Organizations and
Social Change (OSC) track. This course complements research methods courses to further develop the
abilities of students to evaluate and design social science research on management, organizations and
social change for publication in academic journals and other outlets. The core assumption of this class is
that research is a craft with rules, norms, and best practices that are not always obvious. The primary goal is
to demystify research practice and give students the tools to better connect research methods to
contemporary theoretical debates within management and organizational theory, both of which are key to
the development of original research projects.
041009:1
BUSADM 775 - Professional Development Workshop - Doctoral Teaching
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for advanced doctoral students (e.g., end of second year), across the three tracks of
the PhD in Business Administration (Organizations and Social Change, Finance, and Management
Information Systems). The course is taken at this juncture to prepare you to teach sections of undergraduate
courses at the College of Management, and more broadly, to develop a well-grounded approach to the skills
and goals of teaching. In addition, this course prepares you to make presentations to a wide variety of
audiences, including professional colleagues, business practitioners, policy makers, and other key
stakeholders with an interest in their research findings. At this point in your career, you will increasingly be
presented at research conferences, and ultimately, preparing your oral dissertation defense and your "job
talk."
038576:1
BUSADM 777 - Dissertation Seminar - Finance track
3 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 6 / total completions: 2
Description:
The primary purpose of this course is to apply one's cumulative understanding and skills learned from two
years of course work. This seminar is structured around a series of assignments and milestones during
which the students will be encouraged to work collaboratively among themselves and occasionally with other
faculty members in their area of interest. The goal is to provide a structured approach to produce a research
work plan and milestones for their third year by the end of the semester. This course does not aim to provide
additional substantive material or methodological toolkit, the way typical graduate course do. From the
perspective of one's program of study, however, this course poses a real-world test helping to make a
realistic transition from coursework to dissertation.
040665:1
BUSADM 780 - Advanced Data Mining and Predictive Modeling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
558
Description:
One of premiere challenges businesses face today is how to take advantage of the vast amounts of data
they can easily collect. Data mining is used to find patterns and relationships in data, and is integral to
business analytics and fact-based decision-making. This course covers current data mining and predictive
modeling techniques including algorithms for classification, association, and clustering; the course also
covers text mining techniques such as Latent Semantic Analysis and Latent Dirichlet allocation. Current
software tools will be introduced to apply data mining techniques with approaches used for building effective
models, such as sampling strategies, data transformation, feature selection and ensemble methods, will be
incorporated. The techniques and approaches covered int his course will be examined in the context of
current research and methodological use in the field of Information Systems.
039833:1
BUSADM 782 - Optimization for Data Science
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course teaches optimization theory and techniques that are powerful and important tools for conduction
research in Data Science area. Optimization techniques can be used for mining and analytics of complex
systems in Data Science field, which can greatly impact the decision making process in this area. This
course covers linear and discrete optimization techniques including linear programming, integer
programming, and network optimization; and emphasizes on how they can be applied to research problems.
It focuses on effective formulation, techniques, basic mathematical and algorithmic concepts, and software
solution of large-scale problems arising in Data Science applications.
039834:1
BUSADM 785 - Big Data: Management, Analytics, and Applications
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers a new and increasingly popular method of conduction research using large scale data
analysis. The advent of the Internet, Social Media and subsequently machine generated data has enabled
social scientists to have access to extremely large datasets about the behavior of millions (or billions) of
people or objects. However, collecting, storing, and analyzing this data isn't straightforward and requires
specific skills. The goal of this course is to help students gain the skills required for this type of research
while exposing them to tools and big data research streams. The course will help students understand both
both the challenges and the opportunities and assist them to appreciate research related to the Big Data.
039835:1
BUSADM 797 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
559
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
037933:1
BUSADM 891 - Dissertation Proposal Course
3-6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an elective for Ph.D. students. The goal of this course is to help students transition from
coursework to dissertation, and includes a structured series of discussions, assignments, and presentation.
Students will apply their cumulative understanding and skills from Ph.D. courses. This course will not
provide additional substantive, theoretical, or methodological training, but instead organize everything being
learned and learned to date to prepare and defend their dissertation proposal.
Enrollment Requirements:
Department consent
Department consent required for enrollment
041005:1
BUSADM 895 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project. The proposal should be signed by both the student and the faculty sponsor.
Department consent required for enrollment
038472:1
BUSADM 896 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project. The proposal should be signed by both the student and the faculty sponsor.
Department consent required for enrollment
038471:1
560
BUSADM 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special topics in Susiness Administration
038714:1
BUSADM 899 - Dissertation Research
1-12 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 40 / total completions: 12
Description:
This is a placeholder course for students to enroll while conducting doctoral research and writing their
dissertation under the supervision of a dissertation committee. It allows students to register for required
dissertation credits towards a Ph.D. in Business Administration.
040838:1
Accounting and Finance
Website
https://www.umb.edu/business/academic-departments/
Office
McCormack Hall, 5th Floor, Room 610
617.287.7702
Department Chair
Arindam Bandopadhyaya, PhD
[email protected]
617.287.7702
McCormack Hall, 5th Floor, Room 624
Master's
Accounting (MS)
Accounting and Finance Department | College of Management
About the Program
Admission Requirements
561
Program Requirements
Complete 30 credits from ten courses including seven required courses, two electives, and one capstone
course.
Prerequisite courses:
• MBA AF 601 - Economics for Managers
• MBA AF 610 - Accounting for Managers
• MBA AF 620 - Financial Management
• MBAMS 600 - Mathematical Analysis for Managers
Capstone: Completion of a research paper as part of MBA AF 691.
Statute of limitations: Five years.
Course Requirements
Required Courses (24 Credits)
One course from below may be substituted with an approved three-credit graduate course.
• MBA AF 611 - Intermediate Accounting 3 Credit(s)
• MBA AF 612 - Cost Accounting 3 Credit(s)
• MBA AF 613 - Federal Tax Planning 3 Credit(s)
• MBA AF 614 - Financial and Managerial Auditing 3 Credit(s)
• MBA AF 618 - Accounting Information Systems 3 Credit(s)
• MBA AF 640 - Accounting Data Analytics 3 Credit(s)
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
• MBAMGT 664 - The Legal Environment of Business 3 Credit(s)
Electives (3 Credits)
Complete two from below.
• MBA AF 615 - International Accounting 3 Credit(s)
• MBA AF 616 - Financial Statement Analysis/Advanced Accounting 3 Credit(s)
• MBA AF 623 - Financial Modeling 3 Credit(s)
• MBA AF 631 - Sustainable Finance and Impact Investing 3 Credit(s)
• MBA AF 636 - Applied Econometric Analysis of Business Data 3 Credit(s)
• MBA AF 637 - Financial Reporting Fraud Examination 3 Credit(s)
• MBA AF 690 - Master's Thesis Option Research Colloquium 3 Credit(s)
• MBA AF 699 - Master's Thesis 3 Credit(s)
Capstone Course (3 Credits)
• MBA AF 691 - Financial Accounting Theory & Analysis 3 Credit(s)
562
MBA Accounting/Finance
MBA AF 601 - Economics for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Introduces the student to economic principles of particular interest to the firm manager. The course is
divided roughly into two parts that deal with macroeconomic and microeconomic issues. In the macro
section such key aggregates as gross domestic product, unemployment rate, inflation rate, and balance of
payments, which are of importance to the firm manager, are discussed. Discussions focus on a critical
examination of how these aggregates are measured and determined in various competing theoretical
models. The theory discussed here then serves as an analytical tool in understanding and evaluating
economic policies related to such current economic issues as unemployment, inflation, and trade
imbalances. In the micro section, emphasis is given to a) the theory of markets, how prices and quantities
are determined in markets and factors that affect these prices and quantities; and b) how firms compete in
different market environments. Besides concentrating on the theory, special attention is given to how the
concepts covered are applied to real-world microeconomic problems.
Enrollment Requirements:
Pre-req = MBAMS 600 and Graduate degree student in Management
021919:1
MBA AF 603 - Massachusetts In the Global Economy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course has four goals. It seeks to provide students with 1) an understanding of the evolving business
structure of Massachusetts and its place in US and world goods and service industries; 2) an introduction to
country and regional analysis, especially macro-economic analysis and social and organizational analysis,
as they pertain to understanding customer-markets, competitors, and comparative investment locations; 3)
an introduction to major global economic, technological, and political trends, including changing
demographics and regulation, technological "creative destruction," emerging markets, and transitions to
capitalism; and 4) an introduction and overview of industry analysis, focusing on key Massachusetts
industries, including financial services and banking, health care products and services, and computer
hardware and software. The course involves intensive student research projects and team presentations.
Enrollment Requirements:
Pre-req = Graduate degree students in Management
021922:1
MBA AF 610 - Accounting for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
563
Description:
Instructs students in the fundamentals of financial and managerial accounting. The financial accounting
component presents techniques used to measure business transactions, preparation of financial statements,
recording and valuation of assets, owners' equity, revenue, cost, and expenses. The managerial accounting
component deals with techniques for management decision-making, planning, and control.
Enrollment Requirements:
Pre-req = MBA AF 601 and Graduate degree student in Management
009236:1
MBA AF 611 - Intermediate Accounting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the core of financial accounting careers. Students who take the class will gain
knowledge or skills that are useful to professional accountants. Accounting is often described as the
language of business. Understanding books of financial statements in the language of Accounting requires
quite a bit of practices. This course also introduces topics on accounting data analytics within the scope of
intermediate financial accounting, such as big data, data analytics to accountants and auditors, data
visualization, etc.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
021928:1
MBA AF 612 - Cost Accounting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers the principles, techniques and challenges of cost analysis and strategic cost
management. You will learn concepts and techniques that accountants and managers use to make planning
and control decisions. This course revisits a few topics from Accounting for Managers (MBA AF 610), and
builds upon this foundation to consider a number of traditional and contemporary topics such as job costing,
allocation of support department costing, process costing and spoilage issues, cost allocation of joint
products and byproducts, cost volume-profit analysis, activity-based costing and management, and
performance measurement. The course includes a semester-long project designed to help students get
some hands-on experience with data collection and analysis.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
009238:1
MBA AF 613 - Federal Tax Planning
564
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the tax consequences of transactions. We will focus on both the tax and nontax
motives of involved parties. We will discuss the concepts of gross income, deductions, exclusions, tax
credits, and the income tax effects of transactions with an emphasis on individuals' decision-making and
planning. We also will discuss Tax Practice and focus on Tax Research. Students will learn not only how to
deal with and analyze large data sets but also how to identify the patterns and interpret the results.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
009252:1
MBA AF 614 - Financial and Managerial Auditing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course involves the study of the theory and practice of professional auditing. The auditing environment
has become more complex and dynamic today and the need for reliable assurance over financial reporting
has intensified. This course is concerned with the technical and conceptual skills involved in an audit or
examination of financial statements. Students will learn about concepts and applications related to financial
statement auditors' professional responsibilities, audit evidence, internal control, audit risk, fraud
consideration, audit planning, audit program, audit sampling, and audit report. Furthermore, the
advancement in technologies has increased the amount of data available for analysis. The audit profession
is rapidly exploring how audit data analytics might allow them to increase audit quality and efficiency. We will
discuss how audit data analytics are being used in all phases of the audit. More specifically, we will discuss
AICPA's Guide to Audit Data Analytics for each of major audit procedures. We will also use a
comprehensive audit data analytics case.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
021935:1
MBA AF 615 - International Accounting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers graduate-level financial accounting and analytics in the international context. We will
discuss the institutional, cultural and environmental influences on accounting standards with an emphasis on
financial reporting and analytics. Many of the topics in the international accounting and analytics course
have domestic counterparts. However, new factors play a role in the international arena, such as the
diversity of laws, practices, customs, cultures and competitive circumstances, and the risk associated with
fluctuating exchange rates, differential rate of inflation, and property rights. This course is designed to
enhance your understanding of international accounting issues from the prospective of companies with
internationalized operations and/or finance. Throughout the course, we will discuss the similarities and
565
differences between US GAAP and International Financial Reporting Standards (IFRS). We will also apply
various data analytics techniques to analyze international accounting issues.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
021938:1
MBA AF 616 - Financial Statement Analysis/Advanced Accounting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the effective analysis of financial statements while integrating the concepts and
principles learned in previous accounting courses. It teaches students how to make informed business
decisions by reading, analyzing, and interpreting accounting information disclosed in financial reports.
Contemporary and engaging business cases are used to highlight the analytical skills used in financial
statement analysis with emphasis on the assessment of a company's profitability and risk. We also cover
cost of capital estimation and firm valuation by discussing various valuation models. In addition to the data
analytics assignments in the textbook, we incorporate data visualization and analytics into our course by
utilizing Wharton Research Data Services (WRDS) Classroom tools to help students interact with financial
data and analyze/interpret data visualizations. Students are expected to understand the relevant toolsets of
data analytics as well as their application in financial statement analysis and firm valuation.
033018:1
MBA AF 618 - Accounting Information Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
All aspects of accounting have been fundamentally changed by information technology and the Internet.
Accountants have a critical role in providing relevant information for planning, decision making, and control.
Due to the impact technology has on providing this information; accountants must have a thorough
understanding of Accounting Information Systems (AIS) and also be proficient in the use of technology for
providing information. In order to ensure the bright future of the accounting profession, we must use
technology to its full advantage. In this course students will gain a basic understanding of AIS in the areas of
1) Information Systems, 2) AIS Applications, 3) Database Concepts, 4) Internal Control, 5) Data Analytics
and 6) Auditing of AIS. In this course we will supplement lectures with active learning and group work in
order to make class fun and interesting while we learn! Students will complete various software assignments
to gain exposure to modern technologies. This is not a computer or technology course – it is a business and
information course in which you will later apply theoretical concepts learned using computers.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
021941:1
MBA AF 620 - Financial Management
566
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is intended to provide the student with a sound understanding and appreciation of the principles
of corporate finance. The course covers the theory and practice of financial decision making by managers
and describes how financial theory can be used to address practical problems and to illuminate institutional
aspects of the financial world. Topics include the time value of money, capital budgeting, financial statement
analysis, asset valuation, portfolio theory, capital structure, dividend policy, long-term financing, and issues
of corporate control. The course enables students to develop the skills and intellectual framework for
addressing a variety of financial problems.
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
021943:1
MBA AF 621 - Adv Corporate Financ
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021944:1
MBA AF 622 - Global Portfolio Investment Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The aim of this course is to explore portfolio investment management, i.e., the management of wealth in the
form of readily marketable securities, in a global context. The focus is on extensions of investment theory
and practice to a multi-country field of portfolio choice. Of special concern are variables and constraints that
modify concepts and practices useful in the domestic US market. These include the problems of investing in
a world of many currencies, differential economic growth, divergent institutional and legal environments,
differing tuitional and legal environments, differing national accounting systems, and national valuation
norms and practices. The course is of special interest to students preparing for possible careers in
brokerage houses; in pension and mutual fund management; and as financial planners.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021946:1
MBA AF 623 - Financial Modeling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
567
Description:
This course introduces the principles and techniques for building financial models, especially in an
uncertainty framework. Topics covered include decision support systems, risk analysis, portfolio theory, and
capital budgeting under uncertainty. The course integrates financial, accounting, and statistical concepts and
techniques to construct financial models and to perform analyses using popular software applications, as
well as emphasizing the application of financial modeling techniques in identifying and implementing
business solutions. The course is of special interest to students seeking more hands-on experience in
constructing financial models and more in-depth knowledge in financial software.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021947:1
MBA AF 624 - Managing Mutual Funds
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course discusses issues related to the financial management of mutual funds. It covers such unique
aspects of mutual funds as their role in the financial markets; the impact on mutual funds of technology and
regulatory systems; different types of mutual funds; security valuation; portfolio models; international
diversification related to funds; and asset valuation and custodial services. The course is conducted through
a combination of lectures and case analyses.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021948:1
MBA AF 625 - Options: Theory and Applications
Formerly Derivatve Securities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Options are very popular and very easy to trade for small retail investors using online trading platforms (E-
trade, Robinhood etc.). Options additionally have a strong presence in the finance-oriented social media
space. Also, the topic is deep enough to yield a semester worth of material. The name change does not
represent a shift in focus or content for the existing course but rather allows for a more marketable name
which should enhance student interest in the overall program offerings.
Department consent required for enrollment
021949:1
MBA AF 626 - International Financial Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
568
Description:
Describes the body of knowledge, attitudes, and skills required of financial decision-makers operation in a
global setting. The phenomenal rise in importance of multinational business finance and concomitant issues
is explored in light of recent theoretical and empirical research. Specific topics include foreign exchange, risk
management, financing decisions in the long and short run, currency translation, accounting, and taxation.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021951:1
MBA AF 627 - Health System Financial Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses the financial management theory, techniques, and issues applicable to public and
private health organizations. Specific topics include budgeting, capital formation, cost finding,
reimbursement alternatives, financial analysis, and performance evaluation. The course also evaluates
contemporary policy issues affecting the health care administrator.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021954:1
MBA AF 628 - Portfolio Analysis and Investment Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the student with an understanding of capital market securities, operations, valuation,
and investment techniques. Specifically, the course covers definitions of various investment vehicles,
operation of the NYSE and NASDAQ markets, portfolio theory (CAPM and APT), capital allocation
decisions--including discussions of mutual fund selection.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021958:1
MBA AF 629 - Managing Financial Institutions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the financial management of financial institutions and covers the management of
liquidity, loan portfolio, and capital, as well as overall asset-liability management in depository-type
569
institutions. The course also discusses the strategic implications for such institutions of changing financial
and regulatory environment. The course is oriented toward managerial decision-making in the changing
environment facing these institutions. The course is conducted through the analysis of cases and through
discussions of the kinds of issues that affect decisions.
Enrollment Requirements:
Pre-req = MBA AF 620 and Graduate degree student in Management
021960:1
MBA AF 631 - Sustainable Finance and Impact Investing
Formerly Environmental Accounting and Finance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce ESG (Enviornmental, Social and Governance) investing, exposing students to
ESG data and indicators, ESG impact on financial performance, and sustainable investment strategies.
Environmental concerns and climate change are emerging as important business drivers and gaining the
attention of accountants, financial managers, and investors. As investors and society require companies to
become more socially and environmentally sustainable, the measurement, management, and external
reporting of information about environmental risks and performance is of growing importance. Topics
covered in the course include corporate environmental disclosure and reporting, environmental management
accounting, carbon markets, green project analysis, corporate environmental risk assessment and valuation,
socially responsible investing, and green banking.
Enrollment Requirements:
Pre-req: MBA AF 620 or permission of instructor
038156:1
MBA AF 632 - Asset Management Practicum
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
The course is designed to give the students a hands-on experience at performing investment research,
investing money and managing a portfolio prior to entering the work force. Students are expected to
generate investment ideas, research investment opportunities and make buy/sell/hold recommendations
based on their analysis. The course will also provide an opportunity for students to work closely with money
managers from Boston's financial services industry via the Student Manage Fund's advisory board.
Enrollment Requirements:
Pre-req: MBA AF 628
038157:1
MBA AF 634 - Financial Engineering and Risk Management
570
Formerly Risk Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is to provide students the fundamentals of financial engineering and corporate
financial risk management. The course focuses on financial engineering using futures, forwards and swaps
in developing business and risk management strategy. Specifically how do companies use financial
engineering to manage risk caused by factors over which they have little control such as commodity prices,
interest and exchange rates? The course covers both theoretical and practical aspects of financial
engineering and risk management. Case studies are used to highlight the value of identifying, monitoring
and managing financial risks.
036082:1
MBA AF 635 - Mergers & Acquisitions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a foundation on the challenging and dynamic world of mergers and acquisitions. The
goal of the course is to give students a solid understanding of the concepts and issues that are central to the
process of mergers and acquisitions; with the intent of discovering the source(s) of value creation within
mergers and acquisitions.
036486:1
MBA AF 636 - Applied Econometric Analysis of Business Data
Formerly Quantitative Analysis of Business Data
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The objective of the course is to familiarize students with the analytical foundations of econometric analysis
of business data and with data management techniques using statistical/data analysis software. Particular
emphasis will be placed on hands-on experience with data analysis and on the economic interpretation of
empirical findings. The course will focus on learning a number of econometric techniques employed in
finance, economics and management. The course will use data and applications that are drawn from the
finance and economics literature as well as consulting practice. This course will also provide students with
analytical tools for the development of a Master's thesis.
037864:1
MBA AF 637 - Financial Reporting Fraud Examination
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Financial reporting fraud and earnings manipulation by managements of publicly traded companies are a
571
continuing source of anxiety and concern to investors, creditors, regulators, and others who depend upon
financial statements. As a special focus in the broader emerging field of fraud examination, students in this
course will gain a thorough understanding of the knowledge of the nature, prevention, and detection of
financial reporting fraud, also called financial statement fraud or accounting fraud. This course examines
various aspects of financial statement fraud and the role that the "financial reporting supply chain" plays in
creating high quality financial statements. This course also introduces data analytical techniques to assess
potential financial statement fraud and earnings management.
Enrollment Requirements:
Pre-req: MBA AF 611 or MBA AF 616
037414:1
MBA AF 640 - Accounting Data Analytics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Data has proliferated in business and managers and accountants need to understand the implications for
decision-making and tap into the data to provide better insights into a firm/client/customer/supplier, etc. This
course is intended to provide students with an understanding of data analytic thinking and terminology as
well as hands-on experience with data analytics tools and techniques. Specific topics include but are not
limited to data preparation, cleaning and data mining using SAS, data visualization using Tableau, data
warehousing for managerial accounting tasks and performing audit forensics with the IDEA application.
Students should leave this course with the skills necessary to translate accounting and business problems
into actionable proposals that they can competently present to managers and data scientists. While there
will be some use of tools in this course, the focus of this class is on concepts, not algorithms or statistical
math or programming.
Enrollment Requirements:
Prerequisite: MBA AF 610
042041:1
MBA AF 690 - Master's Thesis Option Research Colloquium
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first part of the Master's Thesis Option (MTO). It covers research and research methods, and is
intended to position students to successfully complete a year-long research project of publishable quality.
Lectures and discussion will focus on the skills required to develop a research question, how to formulate an
appropriate research strategy, and ways to identify necessary analytical tools and locate data sources.
037572:1
MBA AF 691 - Financial Accounting Theory & Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
572
Description:
This course examines the role of accounting information in the capital markets. Financial statements are
widely used by bankers, analysts, and investors to evaluate a firm's past performance and judge future
prospects. This course explores a variety of financial reporting contexts, industries and business strategies
to provide students with an understanding of accounting information across various corporate environments.
This course will help students gain an understanding of theoretical models and sophisticated quantitative
models in financial reporting and to integrate the concepts into real big data. Students will learn the required
data analytics skills to understand, analyze, and produce solutions to challenges in accounting.
032287:1
MBA AF 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project in the MBA Office. The proposal should be signed by both the student and the faculty sponsor.
Instructor consent required for enrollment
000467:1
MBA AF 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course addresses a specific topic in a particular discipline. Courses under this title are offered as one-
time supplements to a given department's curriculum.
021966:1
MBA AF 699 - Master's Thesis
3 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
Upon invitation by the faculty, MBA candidates may complete a Master's thesis. The thesis will be a
substantial paper, which demonstrates extensive original research/scholarship in the field. The thesis will be
prepared under the direction of an individual faculty advisor and defended before a committee of three
faculty members. A thesis proposal must be approved in the semester prior to registration for the course by
the proposed faculty advisor and by the Graduate Program Director. During the research and writing
process, progress in research and drafts of the thesis will be critiqued in regular conferences with the faculty
advisor.
037865:1
573
Management
Website
https://www.umb.edu/business/academic-departments/
Office
McCormack Hall, 5th Floor, Room 610
617.287.7702
Department Chair
Edward J. Carberry, PhD
[email protected]
617.287.7014
McCormack Hall, 5th Floor, Room 403
MBA Management
MBAMGT 650 - Organizational Analysis and Skills
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the organization of the future, identifying its characteristics and exploring the
strategic design and political and cultural implications for working in and managing such an organization. It
examines the impact of the new organization on the roles and careers of individual managers, the
functioning of groups, the processes that exist within organizations, the relationships of organizations with
their environments, and the learning and change practices needed to enhance global performance. First-
semester MBA students are introduced to a variety of skills that they will be called upon to use throughout
their MBA experience (case analysis, analytical writing, self-awareness, team-building, oral communication).
Enrollment Requirements:
Pre-req = Graduate degree student in Management
022002:1
MBAMGT 652 - Labor-Management Relations and the Collective Bargaining
Process
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course familiarizes students with the practice of labor-management relations in the United States. The
nature of labor-management conflict, the development of the US labor movement, and a comparison to
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other Western labor movements provide the theoretical and historical framework needed to assess the
effectiveness of current practice and trends in the development of new practices and institutions. The major
areas of study are the tactics and strategies of management and union representatives and the legal and
economic constraints on their behavior in the organization of unions, contract negotiation, and contract
administration and interpretation.
Enrollment Requirements:
Pre-req = MBAMGT 650 and Graduate degree student in Management
022011:1
MBAMGT 655 - Healthcare Innovation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
040004:1
MBAMGT 660 - Business and Its Environment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course looks at the relationship of business to the external environment and considers business in
relation to legal, social, political, and economic systems, focusing in particular on the impact of governmental
regulation on business. The course also addresses the functioning of the US business enterprise in the
context of the international business environment. Finally, through an examination of the role of ethics in
management decision-making, the course explores how business organizations can operate effectively and
responsibly in the context of the external environment.
Enrollment Requirements:
Pre-req = Graduate degree student in Management
022016:1
MBAMGT 664 - The Legal Environment of Business
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course seeks to help students broaden their understanding of our legal and regulatory system and how
it affects them as business managers. Businesses have become increasingly subject to laws and
regulations. Legal and regulatory provisions pervade such aspects of business as the sale of securities;
marketing practices; product liability; and business relationships with employees, customers, and other
interested parties. This course assists students in developing their ability to meet the legal and regulatory
demands and responsibilities of contemporary business.
Enrollment Requirements:
Pre-req = MBAMGT 650 an 660 and Graduate degree student in Management
575
022020:1
MBAMGT 665 - Cross-cultural and comparative management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with frameworks to understand, analyze critically, and practice cross
cultural/international management under globalization. In an economically interconnected world, the
historical context of geopolitical and sociocultural relations among nations and people are important to not
only conceptualizing management but also to understanding why different nations/people may have
fundamentally different notions and practices of management. To this effect, this course allows students to
gain an in-depth understanding of an critically analyze the ways in which cross cultural differences in values
have consequences for management behaviors in terms of cooperation, ethics and decision making,
leadership, negotiation, team work, and human resources. This approach will allow students to gain an
understanding of how the broader context of difference and dependence among nations and people
materializes into individual and group differences in conceptualizing and practicing cross
cultural/international management.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
022569:1
MBAMGT 666 - Diversity in the Global Workplace
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will delve into a number of issues related to diversity in the global workforce: how to understand
and appreciate the dimensions of diversity in the global workforce (including gender, race, nationality,
religion, sexual orientation, disability, class); how to learn across differences in order to work more
effectively together; how to contribute to and manage teams with diverse composition; how to be a leader
and change agent on issues regarding diversity and inclusion; how corporations can be on the leading edge
of policies to enhance economic opportunity for a diverse workforce; how diversity is understood and
approached globally.
Enrollment Requirements:
MBAMGT 650
Semester(s) typically offered: Spring
037869:1
MBAMGT 669 - Entrepreneurship Internship/Practicum
3 Credit(s) | Lecture | Graded
Not repeatable for credit
576
Description:
The Entrepreneurship Practicum course is a live experience for students who want to participate in the
entrepreneurial start-up business process. The course is designed for those enrolled in the Entrepreneurship
Specialization, and it will also accept selected student on a case by case basis with the requisite experience
in and commitment to entrepreneurial and high-tech ventures. In addition to lectures, presentations and in-
depth interactions between students and the Entrepreneur in residence each student will participate in an
internship or be an employee with a start-up company connected to the Venture Development Center or
through he University's venture capital backed start-up network, or through the students own efforts.
Companies must be notified by the student that they are taking this course based on their internship or
employment before enrollment in this program.
Enrollment Requirements:
Pre-requisite: MBAMGT 667MBAMGT 669
Instructor consent required for enrollment
036470:1
MBAMGT 671L - Introduction to Environmental Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the critical factors for building competitive and environmental strategies for business
in the areas of environmental management and sustainability. It examines the drivers behind the 'green
wave', the factors and tools for developing successful environmental initiatives and how to integrate
environmental thinking into the business strategy. Key topics covered in the course will include clean
energy, green design, product life-cycle assessment, green chemistry, eco-branding, circular business,
practices, and sustainability reporting.
Course Note
MBAMGT 671L and UPCD 671L are the same course.
This course is cross-listed as UPCD 671L
022644:1
MBAMGT 674L - Climate and Energy: Law, Policy and Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines legal, public policy and management issues related to Climate Change as well as
those related to the siting, development and distribution of renewable energy. It begins with an on
international overview of the socio-economic forces shown to influence climate change, the legal and
economic mechanisms that have emerged to address such change and the evolving global energy portfolio
(particularly efforts to develop renewable energy).
Course Note
ENVSCI 674L and MBAMGT 674L and UPCD 674L are the same course.
577
This course is cross-listed as ENVSCI 674L and UPCD 674L
036478:2
MBAMGT 675 - Managing in the Global Economy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with the opportunity to acquire an in-depth conceptual and operational
understanding of a group of countries, with the purpose of acquiring the technical skills necessary to enter,
network, structure, manage, and eventually exit effectively from a foreign environment.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
022032:1
MBAMGT 680 - Management of Health Organizations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the roles of the health systems manager as planner, organizer, leader, and integrator
of health programs. Particular attention is given to how these roles differ from industry's roles, as well as to
the special demands made of the manager in a health systems organization.
022043:1
MBAMGT 681 - The Health System and Public Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Examines the interface of government, health, and the private sector. This course explores the various roles
government plays as promoter, regulator, and buyer of health services.
022046:1
MBAMGT 683 - Leadership Management in 21st Century
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will explore leadership as it is practiced in corporate and public-sector environments. The
course will emphasize the role of leaders in guiding organizations through turbulent business climates, in
578
motivating subordinates and teams, and in crafting strategic visions for their organizations. Change
management, globalization, and human resource management factor strongly into discussions and
readings.
032549:1
MBAMGT 684L - Social Enterprise
Formerly Social Enterprise & Poverty Alleviation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Social enterprise represents an organization crossbreed, blending elements of for-profit and nonprofit
models. Like a business, social enterprises earn income derived from buying and selling, and like a
nonprofit, they aim to address a particular social or environmental issue. In this course, students will develop
an understanding of the context and domain of social enterprise, learn about the opportunities and
challenges of building a social enterprise, learn about how social entrepreneurs create innovative business
models in response to social issues like hunger, poverty, inner city education, and global warming, and build
a foundation to help prepare personally and professionally for meaningful employment by reflecting on the
issues addressed by social enterprises.
Course Note
MBAMGT 684L and UPCD 684L are the same course.
This course is cross-listed as UPCD 684L
036487:1
MBAMGT 685 - Global Industry and Competitive Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Examines techniques of industry and competitive analysis and ways of applying these techniques to gain a
better understanding of industry trends and company strategies in sectors of significant importance to the
regional economy.
Enrollment Requirements:
Pre-req = MBAMGT 650 and Graduate degree student in Management
022050:1
MBAMGT 687L - Nonprofit Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Nonprofit organizations aim to improve society while facing similar management challenges to any
organization as they provide valued goods and services. This large and growing sector includes colleges
579
and universities, hospitals and social service entities, human rights.
Course Note
MBAMGT 687L and UPCD 687L are the same course.
This course is cross-listed as UPCD 687L
037495:1
MBAMGT 688L - Business and Climate Change
Formerly Global Warming and International Business Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Climate change may be the most important challenge facing society over coming decades, causing sea
levels rise, more extreme storms, flooding and drought. The widespread causes and impacts of climate
change will have broad economic, social and business impacts. Twenty-first century managers and
professionals in every field will need to understand these impacts and the implications of policies to address
climate change for their organizations.
Course Note
CONRES 688L and MBAMGT 688L are the same course.
This course is cross-listed as CONRES 688L
035087:1
MBAMGT 689 - Strategic Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Considers the diverse situations typically confronted by upper-level management and strategies for
managing these situations, using knowledge acquired through study of the MBA Core. These strategies are
based on an analysis of the internal conditions of the firm and the constraints and opportunities afforded by
the external environment. Students learn to develop strategy implementation plans that provide detailed
descriptions of appropriate executive action.
Instructor consent required for enrollment
022053:1
MBAMGT 690 - Master's Thesis Option Research Colloquium
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first part of the Master's Thesis Option (MTO). It covers research and research methods, and is
580
intended to position students to successfully complete a year-long research project of publishable quality.
Lectures and discussion will focus on the skills required to develop a research question, how to formulate an
appropriate research strategy, and ways to identify necessary analytical tools and locate data sources.
037574:1
MBAMGT 691 - Emerging Markets in the Global Economy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The significance of the emerging economies in the global arena is on the rise. For students, it is imperative
to understand what roles these economies play and how it shapes the nature of international business. The
first part of the course will cover concepts that serve as a foundation to understand the dynamics of
emerging markets. The second part will focus on practical issues related to entering and competing in
emerging markets. Specifically, this course will help students study the institutions and the macro
environment of emerging markets, examine the opportunities and the challenges of operating therein,
evaluate local and global competition, and analyze the different strategies of firms.
039166:1
MBAMGT 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project in the MBA Office. The proposal should be signed by both the student and the faculty sponsor.
Instructor consent required for enrollment
000464:1
MBAMGT 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course addresses a specific topic in a particular discipline. Courses under this title are offered as one-
time supplements to a given department's curriculum.
022060:1
MBAMGT 698 - Practicum
1-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
581
Description:
Because education can happen almost anywhere, not only in a classroom, the Practicum is a systematic
attempt to introduce management students in a new learning environment. Through this course students can
enhance the knowledge acquired in the classroom, try out skills and abilities, gain new perspectives on
career goals and academic directions, gain 'real world' work experience and further their personal and
professional development. The Practicum may relate to any of the functional areas of Management:
Accounting and Finance, Marketing, Operations Management, Management Science, Human Resources or
International Management; and may be arranged according to your specialization or may be based more on
general management opportunities.
032515:1
Management Science and Information Systems
Website
https://www.umb.edu/business/academic-departments/
Office
McCormack Hall, 5th Floor, Room 610
617.287.7702
Department Chair
Peng Xu
[email protected]
617.287.7882
McCormack Hall, 5th Floor, Room 234
Master's
Information Technology (MS)
Management Science and Information Systems Department | College of Management
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from ten courses including five required courses, four electives, and a capstone course.
Capstone: Completion of a written paper.
Pre-/corequisite courses: Four (4) pre-requisite courses must be satisfied or waived through prior relevant
coursework, based on a review of transcripts.
582
Course waivers: Students that complete equivalent coursework may be eligible to waive some of these
courses.
A minimum of 30 credits (10 courses) total are required to meet university degree completion criteria.
Waiving multiple courses may require completion of additional elective courses to meet the 30 credit
minimum requirement.
Statute of limitations: Eight years.
Pre-/Corequisite Courses
These courses may be waived in accordance with the course waiver policy below.
• MBAMS 630 - Statistical Analysis for Managers 3 Credit(s)
• MBAMS 635 - Operations Mgt 3 Credit(s)
• MBAMS 640 - Computer & Info Syst 3 Credit(s)
• MBAMGT 650 - Organizational Analysis and Skills 3 Credit(s)
Course Requirements
Required Courses (15 Credits)
Courses with an '*' may be waived in accordance with the course waiver policy. Students must replace each
waived course with an additional elective from below.
• * MSIS 614 - Business Data Communications & Computer Networks 3 Credit(s)
• * MSIS 615 - Business Programming 3 Credit(s)
• * MSIS 618 - Database Management 3 Credit(s)
• MSIS 619 - Systems Analysis and Design 3 Credit(s)
• MSIS 670 - Enterprise Business Intelligence 3 Credit(s)
Electives (12 Credits)
Complete four courses from below.
To pursue a specific career path, students will select four elective courses from that area.
Business Analytics Area
• MSIS 635 - Health Information Analytics 3 Credit(s)
• MSIS 656 - Information Storage Management 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Healthcare IT Area
• MSIS 632 - Introduction to Health Informatics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
• MSIS 635 - Health Information Analytics 3 Credit(s)
583
• MSIS 672 - Enterprise Data Mining and Predictive Analytics 3 Credit(s)
Cybersecurity Area
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 623 - Network and Mobile Forensics 3 Credit(s)
• MSIS 634 - Health Information Privacy & Security 3 Credit(s)
IT Management Area
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 617 - Management of the Supply Chain 3 Credit(s)
• MSIS 631 - Operational Risk Management 3 Credit(s)
• MSIS 671 - Enterprise Data Warehousing for Business Intelligence 3 Credit(s)
Capstone (3 Credits)
• MSIS 630 - Project & Change Management 3 Credit(s)
Course Waiver Policy
Students with equivalent prior coursework may waive classes according to the policy below. A minimum of
10 courses is required to complete any master level degree.
Course waiver criteria: A grade of B or better in each specified equivalent course(s). Students requesting
reconsideration of course waiver decisions will be asked to provide syllabi and/or course descriptions for the
courses in question.
Business Core
Course
Equivalent Course(s) Completed
MBAMS 630
Business Statistics AND Managerial Decision Making
MBAMS 635
Operation Management course OR Enterprise Resource Planning (ERP) Professional
certification (e.g., SAP, Microsoft Dynamics, Oracle Siebel, Lean Six Sigma Certification
etc.) OR Enterprise Resource Planning (ERP) courses
MBAMS 640
Intro Information Systems course AND an upper-level information systems course
(programming courses not included)
MBAMGT 650
Undergraduate business degree with at least one course in organizational behavior, human
resource management, or people management, with a grade of B or better OR 2+ years
managerial experience OR IT management certifications such as Project Management
Professional Certification (PMPC), Program Management Certification (PgMP), Lean Six
Sigma Certification, Certified ScrumMaster (CSM), Certified Scrum Product Owner
(CSPO), Scaled Agile Framework (SAFe)
584
Required Core
Course
Equivalent Course(s) Completed
MSIS 614
One IT Network course AND Network Certification (e.g., CISCO CCNA Routing and
Switching, CISCO CCNP Routing and Switching, or CompTIA Network +)
MSIS 615
Two Programming courses
MSIS 618
One Database course AND one Database related course (e.g., programming, database
programming, data warehouse, data integration)
The following courses are degree requirements and cannot be waived: MSIS 619, 630, and 670.
Graduate Certificate
Cybersecurity (Certificate)
Department of Management Science and Information Systems | College of Management
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including two required courses and two electives.
Students can waive MSIS 614 if they have taken equivalent courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (6 Credits)
• MSIS 613 - Information Security, Privacy, and Regulatory Compliance 3 Credit(s)
• MSIS 614 - Business Data Communications & Computer Networks 3 Credit(s)
Electives (6 Credits)
Complete two from below.
• MSIS 625 - Cybersecurity Risk Management and Auditing 3 Credit(s)
• MSIS 628 - Cloud Computing and Security 3 Credit(s)
• MSIS 629 - Cybersecurity and Forensics 3 Credit(s)
Management Science and Information Systems
585
MSIS 613 - Information Security, Privacy, and Regulatory Compliance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a broad overview of the threats to the security of information systems, the
responsibilities and basic tools for information security, and the levels of training and expertise needed in
organizations to reach and maintain a state of acceptable security. Topics include an introduction to
confidentiality, integrity, and availability; authentication models and protection models; intrusion detection
and response; operational security issues physical security issues; and personnel security. Additional topics
include policy formation and enforcement; access controls and information flow; legal and social issues;
identification and authentication in local and distributed system; classification and trust modeling; and risk
assessment.
033518:1
MSIS 614 - Business Data Communications & Computer Networks
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course develops a managerial level of technical knowledge and terminology for data, voice, image, and
video communications and computer networks to effectively communicate with technical, operational and
management personnel in telecommunications. Students are expected to understand the concepts, models,
architectures, protocols, standards, and security for the design, implementation, and management of digital
networks and apply data communications concepts to situations encountered in industry; learn general
concepts and techniques of loc area networks (LAN), wireless local area networks (WLAN), and wide area
networks (WAN); and understand the technology of the Internet and the regulatory environment. Other
topics introduced include network operating systems, e-commerce and associated web sites and practices,
as well as middleware for wireless systems, multimedia, and conferencing.
Enrollment Requirements:
Pre-req = MBAMS 640 or MSIS 640 or MS 640 BUSADM students only
022118:1
MSIS 615 - Business Programming
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide students with essential programming skills in current business and
analytical world. It exposes students to selected modern programming topics such as object-oriented
programming (OOP), functional programming (FP), database integration, web APIs, and mobile/location
based system programming. Students will learn how to program to solve analytical business problems.
Enrollment Requirements:
Pre-requisite: BUSADM graduate degree students only
586
022122:1
MSIS 617 - Management of the Supply Chain
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines how to create opportunities for revolutionizing manufacturing and logistics, with
increased efficiencies in designing, operating, and managing supply chains. This course will present state-
of-the-art models and practical tools for supply chain management and multi-plant coordination. Sessions
focus on effective logistics strategies for companies operating in several countries and on the integration of
supply chain components and their associated information workflows into a coordinated system to increase
service levels and to reduce costs. The effective use of the Internet and developments in information
systems and communication technologies are presented with real-world case studies that illustrate and
analyze important concepts, such as strategic partnering and outsourcing.
033019:1
MSIS 618 - Database Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the fundamental concepts necessary for the design, use, and implementation of
database systems. The course stresses the fundamentals of database modeling and design, the languages
and facilities provided by database management systems, and the techniques for implementing relational
database systems. Upon completion of the course, the students will be able to use Entity-Relationship
Diagrams as a tool to assist in logical database design, be able to design logical databases in third normal
form, be able to identify current issues in the uses of database management systems, be able to identify
issues in physical database implementation, and gain familiarity with industrial-strength database
management systems.
022955:1
MSIS 619 - Systems Analysis and Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The basic premise of the course is the analysis and logical design of information systems development to
support business process. Object-oriented software development is now mature. The technology and the
acceptance of the object-oriented development have moved far faster in the marketplace than in the
classroom. The theory has been tempered and enriches by experience and by experiments. From modeling
to analysis and from design to programming, object-oriented methods and tools have proven to be winners.
This course provides a firm grounding in the theory of object orientation and a balance between theory and
practice; It covers Unified Modeling Language (UML), the de facto standard for object-oriented business
systems analysis and design and offers hands-on experience by using Computer Aided Software
Engineering (CASE) tools for real-world problem-solving.
587
Enrollment Requirements:
Pre-req = MBAMS 640 or MSIS 640 or MS 640 BUSADM students only
022107:1
MSIS 623 - Network and Mobile Forensics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course deals with the collection, preservation, and analysis of network generated digital evidence such
that this evidence can be successfully presented in a court of law (both civil and criminal). The course
provides a comprehensive understanding of network forensic analysis principles as well as an introduction to
mobile (i.e. Cell-phone/PDA) forensics. Within the context of forensics security network infrastructures,
topologies, and protocols are introduced. Students will understand, learn, and experience the relationship
between network forensic analysis and network security technologies.
037871:1
MSIS 625 - Cybersecurity Risk Management and Auditing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce cybersecurity risk management and auditing concepts and practices.
This course will cover the cybersecurity governance policies and practices, the risk management framework
for cybersecurity threats to organizations, and the management of cybersecurity audit functions and
procedures. The key objective of this course is to provide students with an understanding of the best
practices in the cybersecurity risk management and control within contemporary organizations.
041704:1
MSIS 628 - Cloud Computing and Security
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Cloud computing involves delivery of computing services over the Internet. The ability to access and scale
computing resources based on business need is an advantage to organizations of various sizes. As
businesses move toward cloud computing, it is also necessary to understand the security aspects of cloud
computing. This course provides an overview of cloud computing and security. Topics covered include
understanding types of cloud services and uses of cloud computing. After gaining an understanding of cloud
computing, the potential threats to cloud resources (apps, data etc.) and protection mechanisms are
highlighted. The application of policies, technologies and controls to protect cloud resources are addressed.
These topics will be covered using hands-on exercises from leading cloud providers.
041705:1
588
MSIS 629 - Cybersecurity and Forensics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with how to conduct forensic investigation of digital devices. Students have
hands-on-experience on cyber forensics with a virtual machine. The course introduces EnCase forensic
software, which is widely received in cyber security industry and a court of law. Students will be prepared to
manage organizational cyber security incidents. This course includes forensics tools, methods, and
procedures used for investigation of computers, techniques of data recovery and evidence collection,
protection of evidence, and cybercrime investigation techniques. It also includes analysis of forensic data
and specialized diagnostic software used to retrieve data.
041706:1
MSIS 630 - Project & Change Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an understanding on how to manage projects in the context of change. The course
discusses concepts and techniques in project management such as planning, scheduling and
implementation. It also provides students with an understanding of change management as relevant to
project management in a dynamic organizational environment. The course also develops an understanding
of the software tools employed for project management. It applies the concepts and software to hypothetical
and real world cases.
022125:1
MSIS 631 - Operational Risk Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course discusses the role of "operational risk management" in different aspect of business. The course
starts with a session of definitions and preliminary discussions to show the big picture of the risk
management discipline. The course then shows how different risks that an organization faces can be
categorized according to their natures, probabilities and impacts. This is followed by describing how the
probability of these risks can be reduced and how the impacts can be mitigated. The course finally focuses
on how an organization can recover faster and more efficiently from a realized risk. Throughout this course,
the emphasis is to show not only the importance of managing the inevitable risks as source of opportunity
for organizations. This course is different form "financial risk management" since it does not discuss financial
instruments to hedge against risks. Rather it tries to show how "operational decisions" can influence the
probability and impacts of different types of risks. In addition, this class disc uses how to plan for recovery
process.
036749:1
589
MSIS 632 - Introduction to Health Informatics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course provides core definitions and concepts of systems in general and healthcare in particular.
Examples of HIT systems from a variety of settings as well as functional aspects of interoperability within
and between systems are examined. The concepts of usability, consistency, and reliability in regards to HIT
systems and how each contributes to, or detracts from, effectiveness will be presented. An overview of the
concepts of privacy, security, and confidentiality of protected health information (PHI) in relation to HIT
systems will be presented. Patient-centered care will be defined and explained. The course is concluded
with a focus upon future directions for HIT. New areas of research and development in HIT will be examined.
Students will gain a foundational understanding of these areas and will debate appropriateness and
feasibility of new HIT development areas.
038626:1
MSIS 634 - Health Information Privacy & Security
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses security, privacy and compliance issues as they impact health information systems.
The course explores and evaluates the moral and ethical concepts of information security. Students will
explore security issues including the importance of establishing a health care organization wide information
security program, the ability to identify significant threats, learn about security standards, best practices,
emerging issues and lessons learned from case studies. The overall goal of the course is the evaluation and
implementation of security in the healthcare environment.
038630:1
MSIS 635 - Health Information Analytics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers concepts and tools that aid decision making in healthcare by applying data-driven,
computer-based tools to healthcare problems. This course aims to introduce the emerging information
technologies for management support through data analysis and business intelligence systems. The course
helps students learn the importance of proper formatting of data in order to obtain high quality results; study
the need for management support and business intelligence requirements beyond typical transactional
information systems; identify appropriate tools and techniques required for implementation of business
intelligence systems applied to the health care industry.
038631:1
MSIS 642 - Multivariate Statistics and Regression Analysis
590
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is to develop statistical data analysis skills in business analytics applications. The
content of this course covers multivariate statistics which analyzes problems in which multiple variables are
simultaneously present and various regression applications for business, such as simple linear regression,
multiple regression, and logistic regression etc., and also how to solve various issues that we might face
during those applications. This course will be the foundation for applied quantitative research for business
analysts and business researchers. Our main goal is to identify the signal or key features of the data. The
course will cover the major techniques in this field. The focus will be on practical issues such as selecting
the appropriate approach and how to prepare the data.
039933:1
MSIS 643 - Decision and risk analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Decision and risk analysis combine elements of probability, economics, logic, psychology and domain
knowledge to characterize and analyze complex decision problems. Practitioners in this discipline apply
mathematical and computational decision support tools grounded and, methods for populating models. A
large number of applied models are available for different real-world problems or problem classes. Students
will gain familiarity with the basic theory and methods from classic and recent texts, and will examine some
real world applications from recent journal publications. There will be particular focus on connections
between the approaches covered and developments in information systems and in analytics. The course will
involve portions of problem sets and projects.
Instructor consent required for enrollment
039934:1
MSIS 656 - Information Storage Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a comprehensive overview of network-based storage technology and information
storage infrastructure. Major topics include the storage architectures, service features, benefits of Intelligent
Storage Systems, and Storage Virtualization. Networked storage technologies include fiber channel (FC),
based Storage Area Network (SAN), Network Attached Storage (NAS), and IP-SAN. Advanced storage
technologies on Content Addressed Storage (CAS), information security, and networked storage
virtualization are also discussed.
Enrollment Requirements:
pre-req: College of Management graduate degree student
037493:1
591
MSIS 670 - Enterprise Business Intelligence
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to accomplish the following goals: (1) explain what business intelligence can offer to
organizations; (2) demonstrate how business intelligence is used in the real world; and (3) provide an action
plan for identifying and acting on the BI opportunities that exist in our organization. The first part of the
course covers "business Intelligence Foundations." This part defines business intelligence and describes its
role in the effective management of an organization. It covers the business, technical, and human
components of BI and sets the stage for case studies in part two. Part two, "Business Intelligence Case
Studies" presents five real world BI successes to illustrate the application of BI. Part three, "A business
Intelligence Roadmap" describes a framework and processes for identifying, evaluation, and acting on
specific BI opportunities.
Enrollment Requirements:
pre-reqs: MBAMS 640 AND College of Management graduate
037496:1
MSIS 671 - Enterprise Data Warehousing for Business Intelligence
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a comprehensive overview of data warehousing together with an in-depth treatment of
planning, design, deployment, and ongoing maintenance issues. Students will gain a clear understanding of
techniques for data extraction from source systems, data cleansing, data transformations, data warehouse
architecture and infrastructure, and information delivery. Topics include data marts, real-time information
delivery, data visualization, requirements gathering methods, multi-tier architectures, OLAP applications,
Web clickstream analysis, data warehouse appliances, and data mining techniques. Includes hands-on
exercises in commercial data warehousing modeling and implementation tools and perform case analysis.
Enrollment Requirements:
pre-reqs: MBAMS 640 AND College of Management graduate
037497:1
MSIS 672 - Enterprise Data Mining and Predictive Analytics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to data mining by exposing the theory behind the analytical concepts. It
discusses data mining techniques and their use in strategic business decision making. This is a hands-on
course that provides an understanding of the key methods of data visualization, exploration, association,
classification, prediction, time series forecasting, clustering, induction techniques, neural networks, and
others. During the semester-long course, students work in teams on solving a business problem of their
choice, using data mining tools and applying them to data (e.g., SPSS modeler). Data Mining provides a
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solution to organizations requests for emerging operational patterns that may add value to their business.
The course includes the development of concepts used for building frameworks needed in analyzing useful
patterns in databases through the application of practical methods.
Enrollment Requirements:
pre-reqs: MBAMS 640 AND College of Management graduate
037498:1
MSIS 680 - Advanced Data Mining
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
As organizations have become more and more readily able to collect massive quantities of data, they are
increasingly recognizing data as one of their most valuable assets. Many organizations consider their ability
to acquire data, utilize data mining, and build predictive models as key core competencies, and many are
realizing benefits from fact-based decision-making. For those ends, data mining is used to find patterns and
relationships that lie within data, and to build predictive models for fact-based decision-making. This course
covers data mining algorithms in depth, including techniques for classification, association, and clustering. It
also covers techniques for mining text data, such as Latent Semantic Analysis and Latent Dirichlet
Allocation. This course focuses real world applications to develop the understanding of appropriate
approaches for gathering data and use data mining algorithms to build effective predictive models.
Enrollment Requirements:
Pre-req: MSIS 642 and MSIS 672
039935:1
MSIS 682 - Linear Programming
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course teaches linear optimization techniques that are powerful and important tools in analytics area.
Linear optimization can be used for mining and analytics of complex systems in business world, which can
greatly impact the decision making process in this area. This course primarily focuses on linear
programming techniques and emphasis on their applications in solving real-world practical problems. It
focuses on effective formulation techniques, basic mathematical and algorithmic concepts, and software
solution of large-scale problems arising in business analytics applications.
039936:1
MSIS 685 - Introduction to Big Data Analytics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Course covers a new and increasingly popular method of managing data using large scale data analysis.
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The advent of the internet, Social Media and subsequently machine generated data has enabled social
scientists to have access to massive datasets about the behavior of millions (or billions) of people or objects.
However, collecting, storing, and analyzing this data isn't straightforward and requires specific skills. The
goal of this course is to help students gain the skills required for this type of research while exposing them to
tools and big data research streams. The course will help students understand both the challenges and the
opportunities and assist them to appreciate Big Data applications.
Enrollment Requirements:
Pre-req: MSIS 618 and MSIS 642
039938:1
MSIS 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
034994:1
MBA Management Science
MBAMS 600 - Mathematical Analysis for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the mathematical skills and applications necessary to pursue graduate study in the
College of Management. Topics include a review of basic algebra; graphing; linear, polynomial, exponential,
and logarithmic functions; functions of several variables; systems of linear equations; probability;
differentiation and integration.
022948:1
MBAMS 630 - Statistical Analysis for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Acquaints students with statistical techniques used in management decision-making and develops their
ability to characterize management problems that can be solved by such techniques. Topics include
descriptive statistics, probability distributions, sampling, estimation, hypothesis testing, simple and multiple
regression and correlation, chi square testing, analysis of variance, and decision theory. Students make use
of computers and appropriate software to apply what they are learning.
022949:1
594
MBAMS 635 - Operations Mgt
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course familiarizes students with the analysis, planning, and control of operations and operating
resources in both production and service organizations. Topics covered include product design and process
selection, capacity planning, location and layout decisions, and inventory control. Analytical techniques used
in system design and operations planning and control problems are also discussed. Students make use of
computers and appropriate software to apply what they are learning.
Enrollment Requirements:
Pre-req = MBAMS 630 or MSIS 630 or MS 630 BUSADM students only
022101:1
MBAMS 638 - Management Decision Models
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Using the framework of 1) data, 2) models, and 3) decisions, this course familiarizes the student with the
systematic use of data and models in decision-making. The student acquires an appreciation of
management science approaches to solving problems in business or government, public or private and profit
or not-for-profit sectors. Examples of problems from various sectors and from various functional areas are
discussed. Students gather data about these problems, develop models, and explore solutions, using
computer-based analysis and managerial judgment. In addition, "what if" analyses are used to determine the
sensitivity of model solutions to uncertainties in data inputs. The course is computer-based, using many of
the advanced features on Excel and/or other software packages.
022103:1
MBAMS 640 - Computer & Info Syst
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the roles of information technologies (IS) and information systems (IS) in supporting
an organization's operations, strategy, and change efforts. The course offers a comprehensive review of
modern IT architectures and trends covering management of computer technologies, telecommunications,
data organization, and IS applications. Major emphasis is given to the critical roles of IT and IS in innovating
business models and processes, i.e., digital innovations, under different organizational settings. The course
makes extensive use of case-based scenarios to describe and understand key issues in the planning,
development, and implementation of IT-dependent strategic initiatives for business.
021974:1
MBAMS 652 - Lean and Six Sigma Management
595
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A revolution in management methods is moving through the global economy at breakneck speed, High
performance, Six Sigma, Lean and IS management methods among them. The new methods aim to create
competitive advantage which every enterprise needs in order to create sustained growth of its net income. In
this course students study how to use the new leading edge methods for creating the required competitive
advantages. The course focuses on how a company can create and deliver high value and quality to end-
users, how it can design products and services so these will start their lives as growth products when
launched, how the companies can manage its value chains so they become capable of operating with a
productivity advantage at competitively low costs, how the two - the value and the productivity advantages -
drive sustained growth of the "bottom line" - a company's net income. The student will study how, in this very
competitive world, these new high performance methods will achieve stellar "bottom line" business results in
an accelerated time frame under dynamically changing circumstances
035803:1
MBAMS 690 - Master's Thesis Option Research Colloquium
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first part of the Master's Thesis Option (MTO). It covers research and research methods, and is
intended to position students to successfully complete a year-long research project of publishable quality.
Lectures and discussion will focus on the skills required to develop a research question, how to formulate an
appropriate research strategy, and ways to identify necessary analytical tools and locate data sources.
037576:1
MBAMS 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project in the MBA Office. The proposal should be signed by both the student and the faculty sponsor.
Department consent required for enrollment
000461:1
Marketing
Website
https://www.umb.edu/business/academic-departments/
596
Office
McCormack Hall, 5th Floor, Room 610
617.287.7702
Department Chair
Raymond R. Liu, PhD
[email protected]
617.257.7739
McCormack Hall, 5th Floor, Room 222
MBA Analysis & Communications
MBAACM 682 - Oral Communication for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course helps students improve their oral communication skills. Its purpose is to improve 1) students'
organizational effectiveness as managers, and 2) students' personal effectiveness as speakers. Course
topics include the communication process, communicating in organizations, the substance of oral
communication (argument and persuasion), and the form of communication (organization and delivery).
Enrollment Requirements:
Pre-req = Graduate degree student in Management
021979:1
MBAACM 683 - Business Communication for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Business Communication for Managers is an interactive classroom that promotes effective written an oral
communication, critical thinking, and problem solving skills. Through group discussion, writing projects, case
studies, and individual and group presentations, students will improve their organizational effectiveness as
managers and personal effectiveness as managerial writers, speakers, and listeners.
041187:1
MBAACM 684 - Written communication for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
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This course stresses fundamental theories and strategies needed for effective writing in diverse
management situations. The course perspective is that of the manager in a multi-national organization; the
course focus is on the impact of written messages on receivers both internal and external to the
organization; the course context is communication in the global marketplace, bearing in mind that although
English is used extensively in doing business in the world communication is always influenced by culture.
Written communication topics include fundamentals such as audience awareness, organizational strategies,
content development, and language control; persuasion; intercultural communication; and message channel
choices. The course will be writing intensive.
037194:1
MBAACM 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Department consent required for enrollment
040250:1
MBA Marketing
MBAMKT 668 - Entrepreneurship Sales & Marketing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Entrepreneurship Sales & Marketing is a course that will prepare you for an entry level sales and marketing
position in a startup initiative as well as prepare you to launch your own sales and marketing initiative in your
own startup. Live role play scenarios with experienced sales and marketing entrepreneurs will prepare you
for the multiple areas of responsibilities and interactions within a startup organization as well as outward
facing prospect and customer responsibilities and interactions that are required in a startup. And you will be
exposed to the overall process and tools that drive a sales/marketing organization in a startup. Students will
also be provided preparation assistance and given priority consideration to the internships offered through
UMass Boston's Student Entrepreneurship Program (StEP)
Instructor consent required for enrollment
039432:1
MBAMKT 670 - Marketing Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the strategic decisions necessary to match organizational resources with market
opportunities. Students learn to analyze market opportunities, to develop marketing plans and marketing mix
strategies, and to manage implementation and control of the marketing plan.
598
Enrollment Requirements:
Pre-req = MBA AF 610 and Graduate degree student in Management
022698:1
MBAMKT 671 - Marketing Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is intended to improve your ability to actually use research as a formalized means of obtaining
information to be used in making decisions in the context of increasingly globalized, diverse, and
information-oriented marketplace, business world, and nonprofit organizations. During the information
collection, analysis, and report process, you will learn a set of fundamental marketing research skills of
problems formulation, research design, measurement scale development, questionnaire design, data
collection, basic and multivariate data analysis, report writing, and presentation.
031455:1
MBAMKT 672 - Services Marketing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines what differentiates services marketing from the marketing of products. Special
attention is given to the unusually intricate coordination of planning and interaction that the marketing of
services requires among the traditional management functions of marketing, operations, human resources,
and finance.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
021985:1
MBAMKT 673 - Marketing Communications
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course helps students develop an integrated communications strategy, blending individual external
elements such as advertising, personal selling, sales promotion (including direct marketing and trade
shows), and publicity with internal communications. The course is managerial in nature and provides the
student with the necessary ability to analyze, plan, implement, and control marketing communications
programs.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
021987:1
599
MBAMKT 674 - International Marketing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
021989:1
MBAMKT 676 - Marketing Analytics for Big Data
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Organizations large and small are inundated with data about markets and consumers. But the wealth of
information does not always translate into better decisions. Knowing how to interpret data is the challenge -
and marketers in particular are increasingly expected to use analytics to inform and justify their decisions.
Considering the significant impact the big data and analytics, this course will be focused on understanding
and making sense of market data collected at various levels. Students will learn data analysis methods,
learn how to use R - one of the fasted growing software programs in business analytics, and have hands-on
experience of data analysis by applying those methods to real cases.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
022076:1
MBAMKT 677 - Database & Internet Marketing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
022079:1
MBAMKT 680 - Entrepreneurship in China/US
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Through both lectures and company visits in China and the US, this course offers students an in-depth look
at how business is conducted in both countries. The unique global comparative approach provides students
with both theoretical foundations and first-hand experience to learn the differences and similarities of
different managerial systems and entrepreneurial practices indifferent cultural settings. The course
emphasizes the relationships between management functions such as marketing, human resources,
accounting, finance, and information technology and the social, economical, political, and technological
600
environments in different cultures.
Enrollment Requirements:
Pre-requisite = MBAMGT 650 Co-requisite = MBAMKT 670
033870:1
MBAMKT 682 - Digital Marketing Strategy and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces contemporary digital marketing strategies and practices. Digital Marketing is a key
component of the organization's total marketing effort. Effective digital marketing strategies optimize
identification, selection, acquisition, growth, and retention of desired customers to maximize long-term
benefits for an organization and its stakeholders. This course concentrated on 1) creating and disseminating
marketing content on digital channels, including email blast, webpage design, search engine optimization,
live streaming, and mobile messaging; and 2) streamlining an organization's digital marketing process,
including lead generation, salesforce automation, and customer experience management. Students who are
interested in or responsible for the development of any major aspect of marketing will find this course
beneficial. Students will incorporate strategical frameworks with practical tools, including customer
information management, leading digital marketing applications, systems, and solutions.
041002:1
MBAMKT 684 - Brand Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
More and more firms and organizations of all types have come to the realization that one of the most
valuable assets they have is the brand names associated with their products or services. To successfully
compete in today's global economy, they must learn the concepts, techniques, and guidelines to build and
manage strong brands. To address this issue, this course will help students understand brand management
process. More specifically, students will learn how to 1) establish strong and competitive positions, 2) create
brand resonance with customers, 3) integrate brand marketing programs, 4) align internal and external
marketing activities, 5) understand the ROI of marketing investments, 6) leverage brand equity across
categories and markets, 7) achieve market balance in managing rand equity over time, 8) design and
implement brand strategies, and 9) envision the future of branding, etc. As a key learning outcome, a Brand
Audit project will be conducted by students in groups.
036799:1
MBAMKT 685 - Brain of the Consumer
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Advances in medical technology during the last 15 years have made it possible to study with a far greater
601
accuracy the neural bases of feeling, thinking, decision-making and behaving. The progress in neuroscience
has implications for the analysis of buyers' decisions and conduct. The objective of the course is to introduce
students to the most recent observations explaining how consumers act in response to personal and
situational factors as manifested through neurobiological reactions. Understanding whether and why people
act in not-co-rational ways as theoretically assumed is very important for developing a realistic perspective
on various marketing phenomena. After reviewing existing psycho-sociological concepts as they have been
typically presented in marketing textbooks, and adopting the approach of grounded theory, we will discuss
findings from neuroscience that help explain individual and family consumption decisions.
Enrollment Requirements:
Pre-req = MBAMKT 670 and Graduate degree student in Management
037002:1
MBAMKT 691 - Social Media Marketing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Social media provide marketers with several important capabilities not present in most other media including
interactivity and measurability. Social media platforms like Facebook, Foursquare, or Twitter have a
fundamental impact on the way business and consumers behave, communicate and interact with each
other. It is critical for business to understand these new media in order to benefit from them significantly. In
this course, we will deal with the possibilities that Social media can offer companies and how they can be
used to retain and interact with consumers. In this context, we rely partly on established theoretical models
and best practice business cases. Special attention will be given to mobile services as well as the special
characteristics of social media.
037870:1
MBAMKT 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study credit is granted only for academic work not normally offered in advanced courses. A
student must find a faculty sponsor for his or her independent study project and then file a proposal for the
project in the MBA Office. The proposal should be signed by both the student and the faculty sponsor.
Department consent required for enrollment
000463:1
MBAMKT 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course addresses a specific topic in a particular discipline. Courses under this title are offered as one-
602
time supplements to a given department's curriculum.
022000:1
College of Nursing and Health Sciences
Manning College of Nursing and Health
Sciences
Website
https://www.umb.edu/nursing-health-sciences/
Dean
Rosana DeMarco, PhD, RN, FAAN
Dean's Office
Quinn Administration Building, 1st Floor, Room 17
617.287.7500
Departments
• Exercise and Health Sciences
• Gerontology
• Nursing
Centers
• Center for Clinical Education and Research
Exercise and Health Sciences
Website
https://www.umb.edu/nursing-health-sciences/about/exercise-health-sciences/
Office
Quinn Administration Building, 1st Floor
617.287.7500
Department Chair
Tongjian You, PhD, FACSM, FTOS
603
[email protected]
617.287.5934
Quinn Administration Building, 1st Floor, Room 52
Master's
Exercise and Health Sciences (MS)
Department of Exercise and Health Sciences | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 30 to 33 credits from ten to eleven courses including four core courses and six to seven courses
in one of the options below.
Thesis option - three option courses, two concentration courses, and one elective.
Non-thesis option - three option courses, two concentration courses, and two electives.
Concentration: Select a concentration in applied exercise physiology or physical activity and health
promotion.
Capstone: Completion of a thesis or a practicum project.
Statute of limitations: Five years.
Course Requirements
Core Courses (12 Credits)
• EHS 630 - Advanced Health Fitness and Nutrition Assessment 3 Credit(s)
• EHS 655 - Advanced Physical Activity and Health 3 Credit(s)
• EHS 685 - Applied Exercise Physiology 3 Credit(s)
• NURSNG 760 - Introduction to Biostatistics: Biostatistics I 3 Credit(s)
Thesis or Non-Thesis Option
Thesis Option
Non-Thesis Option
Concentration
Applied Exercise Physiology Concentration
Physical Activity and Health Promotion Concentration
604
Doctorate
Exercise and Health Sciences (PhD)
Department of Exercise and Health Sciences | Manning College of Nursing and Health Sciences
About the Program
Entry to PhD with a BS Route
Entry to PhD with a MS Route
Exercise and Health Science
EHS 610 - Exercise and Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses current theories of biological aging, the physiological alterations associated with age
and chronic disease, and benefits of physical activity and chronic exercise in the aging process. Students
will learn how to screen and assess health status and fitness levels and develop exercise recommendations
for older adults, understand the basic pathophysiology of common age-related diseases/conditions, and
develop appropriate exercise tests and programs for older adults with these diseases/conditions.
Course Note
Course requirements will differ for undergraduate and graduate students and will be outlined in the course
syllabus.
038088:1
EHS 620 - Pediatric Exercise
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on exercise and physical activity in children and adolescents. Topics include
physiological and psychosocial differences in pediatrics with regards to effects of maturation, growth and
puberty on the fitness components (body composition, cardiorespiratory endurance, muscle strength,
muscle endurance and flexibility), normal exercise responses, and exercise training adaptations. A special
emphasis will also be on clinical pediatric health issues (ie. asthma, diabetes, cancer, congenital heart
disease, obesity) and on public health policies and national recommendations for children and adolescents
including (but not limited to) physical activity, physical education, nutritional intake, school wellness policies,
and community wellness programs.
038089:1
EHS 625L - Quantitative Research Methods
605
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide graduate students with a background in quantitative research design to
promote an understanding of the scientific literature and to assist in future research pursuits. In this course,
students will become familiar with the scientific research process, ethical issues related to research basic
concepts of statistics and measurements, various types of quantitative research, and interpretation and
reporting of research results. Student will prepare and present a research proposal as part of the course.
Course Note
EHS 625L and NURSNG 625L are the same course.
This course is cross-listed as NURSNG 625L
038090:1
EHS 630 - Advanced Health Fitness and Nutrition Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course is designed to provide hands-on experience for health and fitness professionals. The laboratory
experience will be used to generate new knowledge and provide practical experience for assessment of
human health, physical fitness, and nutrition. The course serves an important role in training graduate
students for professions in areas such as cardiopulmonary rehabilitation, clinical expertise physiology, sports
medicine, and community and worksite fitness/health promotion.
038091:1
EHS 635 - Project and Program Management in Health Promotion
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Successful managers of projects and programs mobilize a group toward a shared vision. To do so while
managing resources and stakeholders requires a systematic approach, skill, and planning. This course will
use theory, supportive research, and experiential learning opportunities to enable students to lead and
manage a broad range of health promotion efforts in diverse settings including public health agencies,
community organizations, or fitness centers.
038092:1
EHS 650 - Obesity and Weight Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course describes characteristics of the global obesity epidemic and its health and economic
606
consequences. Students learn the scientific basis of energy balance, energy metabolism, the regulation of
body weight, and are introduced to neuroendocrine appetite regulation and the genetics of obesity. The
importance of regular physical activity, health nutrition and health behavior change to prevent/reduce obesity
in children and adults is emphasized. Students study important psychosocial factors related to obesity and
explore emerging strategies for obesity treatment, including pharmacological and surgical approaches.
Course Note
Students may not receive credit for both EHS 350 & EHS 650.
038087:1
EHS 655 - Advanced Physical Activity and Health
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The primary purpose of this course is for students to develop an understanding of the relationships among
physical activity, exercise, and health across the lifespan, be able to identify key behavioral and social
determinants of physical activity behaviors, and identify evidence-base approaches to promoting physical
activity at the individual, community and population levels. The course focuses on gaining experience
reading peer reviewed scientific literature, and understanding how research is used to guide physical activity
programs and policies. This course provides an overview of the epidemiological evidence on associations
between physical activity and a variety of health outcomes with an emphasis on chronic cardio-metabolic
disease and cancer, key determinants of physical activity behaviors in different populations, and effective
approaches for increasing participation in physical activity. Special attention is given to developing critical
thinking skills and understanding the application of epidemiological methods to the science of physical
activity and health outcome. The class is also structures to provide opportunities for in-depth analysis and
discussion as to how various research methods are used to study physical activity.
038093:1
EHS 656 - Advanced Nutrition and Health
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The primary purpose of this course is for students to develop an understanding of the relationships between
nutrition and health across the lifespan. The course focuses on gaining experience reading peer reviewed,
scientific literature, and understanding how science is used to guide nutrition program planning. This course
provides an overview of the evidence of the epidemiological association of nutrition with a variety of health
outcomes with an emphasis on chronic cardio-metabolic disease and cancer.
Enrollment Requirements:
Pre-Req: EHS 655
038094:1
EHS 670 - Designing Exercise and Health Promotion Interventions
607
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on advancing knowledge and skills in the development of interventions for exercise and
health promotion using the socio-ecologic framework as the foundation. Students learn an intervention
mapping approach to assist in the conceptualization, planning, implementation, and dissemination of health
promotion programs to groups, organizations, and populations. Students will design a potentially workable
intervention for a specific health problem, health behavior, and target population to develop practical skills
for health promotion and research careers.
038102:1
EHS 680 - Clinical Exercise Physiology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the role of exercise in managing several common chronic disease conditions. Risk
reduction and the treatment of chronic conditions using exercise will be addressed. The chronic conditions
studies in this course are endocrine and metabolic diseases (such as diabetes, metabolic syndrome and
obesity) pulmonary diseases (such as asthma and chronic obstructive pulmonary disease), and
cardiovascular diseases (such as heart failure, cardiovascular disease, and peripheral artery disease).
Graded exercise testing and prescription in clinical populations will be included.
Enrollment Requirements:
Pre-Req: EHS 630
038104:1
EHS 682 - Exercise Metabolism
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an in-depth view of energy metabolism, particularly as affected by acute and chronic
exercise. It covers the physiology of several related processes, including the main energy-producing
systems, skeletal muscle and adipose tissue physiology, hormonal regulation of substrate utilization, and
immune function related to metabolism. The course includes readings from textbooks or review articles, and
readings and presentations by the students of original research articles on pertinent topics.
038105:1
EHS 685 - Applied Exercise Physiology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course designed to integrate basic physiology and relevant exercise science knowledge
608
to provide students an in-depth understanding of acute and chronic effects of exercise on various
physiological systems (e.g., skeletal muscle, cardiovascular and respiratory systems) in humans. Within this
framework, bioenergetic and physiological control mechanisms will be presented relative to exercise
performance. The course builds on principles and concepts learned in undergraduate courses in the area of
exercise physiology such as EHS 385 (Exercise Physiology I).
038108:1
EHS 690 - Proposal Development
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Students will produce a thesis or project proposal with the guidance of faculty and their thesis or project
committees.
038109:1
EHS 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
038269:1
EHS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
038446:1
EHS 698 - Practicum
3 Credit(s) | Practicum | Graded
Not repeatable for credit
Description:
This course is a mentored practicum project for the presentation of a master's project portfolio.
Enrollment Requirements:
Pre-Req: EHS 690
609
038111:1
EHS 699 - Thesis
3-6 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Mentored research for the presentation of master's thesis.
Enrollment Requirements:
Pre-Req: EHS 690
038117:1
EHS 820 - Professional and Ethical Issues in EHS
2 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Topics introduce incoming students to relevant areas in this field, such as faculty research, skills for success
in doctoral programs, the responsible conduct of research, human subjects' approvals, vulnerable
populations, and the tenets of responsible authorship.
038116:1
EHS 825L - Advanced Quantitative Research Methods I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this required, core course is to provide expertise in empirical research methods. Students will
make an in-depth examination of methods used in exercise and health science research. Students will
critically analyze scientific, peer-reviewed research, provide critical analysis in written and oral form, and
take a leadership role in facilitation group discussions such as semi-structured journal clubs. Skills in
methodology will be developed starting from generation hypotheses based on theories and literature reviews
to data collection and management. Students will become proficient at developing proposals for valid
empirical studies including descriptive and experimental designs to test hypotheses. Ethical issues related to
research and concepts of statistics and measurements will be covered to complement required research
courses such as EHS 820 Professional and Ethical Issues in EHS and NURSNG 760 Biostatistics courses.
Students will prepare and present a research proposal as part of the course.
Course Note
EHS 825L and NURSNG 825L are the same course
This course is cross-listed as NURSNG 825L
039572:1
610
EHS 887 - Advanced Topics in Exercise and Health Sciences
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores and evaluates current concepts in the understanding of function of physical activity and
exercise on physiology and health promotion. Particular emphasis is placed on the understanding current
scientific literature, research methods, and clinical implementation of advanced exercise science topics.
Students will be exposed to research in the field of exercise and health sciences. The course includes
readings from textbooks or review articles, and readings and presentations by the students of original
research articles on pertinent topics. The emphasis is on communicating knowledge across different areas
of exercise and health sciences.
041658:1
EHS 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
039084:1
EHS 898 - Directed Research in Exercise and Health Sciences
1-6 Credit(s) | Research | Graded
Repeatable for credit - total credits: 6 / total completions: 6
Description:
The directed study offers the student the opportunity to continue their studies in an in-depth manner in a
subject/topic of their choice. The student will work with their primary advisor to devise methods to further
explore and evaluate current concepts in their area of study while working on skills and competencies that
are required in the field of exercise science. Particular emphasis is placed on the understanding current
scientific literature, research methods, and clinical implementation of advanced exercise and health science
topics.
041659:1
EHS 899 - Dissertation
1-6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 24 / total completions: 4
Description:
Mentored research for the presentation of a doctoral dissertation.
Department consent required for enrollment
038118:1
Health
611
HLTH 644 - Global Perspectives on Health; Exploring the Intersection of Equity,
Economics and Culture
Formerly NURSNG 644
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course brings together undergraduate, graduate and doctoral students to compare and contrast local
population health priorities and challenges from a global health perspective. The course emphasizes the
population health sphere of influence and utilizes the United Nations Millennium Development Goals and US
Department of Health and Human Services Healthy People 2020 as a framework to explore global health.
The focus is on synthesizing knowledge from a variety of interdisciplinary empirical and theoretical literature
to better understand the social, political, economic, cultural and environmental issues that affect the health
of all of us. Students deepen their knowledge and appreciation of global health, health disparities, human
rights and cultural humility.
037196:1
Gerontology
Website
https://www.umb.edu/nursing-health-sciences/about/gerontology/
Office
Wheatley Hall, 3rd Floor, Room 123
617.287.7324
[email protected]
Department Chair
Edward Alan Miller, PhD, MPA
[email protected]
617.287.7313
Wheatley Hall, 3rd Floor, Room 104
Master's
Gerontology (MS)
Department of Gerontology | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
Gerontology (MS) - Research/Policy Track
Gerontology (MS) - Management of Aging Services Track
612
Doctorate
Gerontology (PhD)
Department of Gerontology | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 69 credits from 21 courses including five foundation courses, six research courses, three policy
courses, one professional development seminar, five electives, and nine credits of dissertation research.
Doctoral candidacy: Completion of a paper examination.
Dissertation: Compose and defend a dissertation based on original research.
Empirical research paper: By the end of the fourth semester of study, students are expected to complete
an empirical research paper, comparable to an article that would be published in a professional academic
journal. The paper is based on the preparatory course work in research methods and statistical analysis
undertaken during the first and second years of study. Completion and acceptance of the paper by two
faculty reviewers by the end of the fourth term is a prerequisite to taking the qualifying paper examination.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
MS degree en route to the PhD. To qualify, students must complete 30 credits and the empirical research
paper.
Transfer coursework: Students who enter the program already holding an appropriate master's degree
may petition the Graduate Program Director for waiver of up to 12 credit hours of required or elective course
work. Prior graduate courses will be considered for meeting elective requirements on the basis of their
pertinence to the student's course of studies in gerontology. All courses considered for waiver or transfer
must have been completed with a grade of at least B. Consideration will be given only to courses completed
within 7 years of enrollment. Acceptance of prior course work is subject to the approval of the graduate
program director and the dean of graduate studies.
Statute of limitations: Eight years.
Course Requirements
Foundation Courses (15 Credits)
• GERON GR 611 - Health and Physical Changes in Aging 3 Credit(s)
• GERON GR 621 - Social Aspects Aging 3 Credit(s)
• GERON GR 628 - Psychology of Aging 3 Credit(s)
• GERON GR 724 - Race & Culture 3 Credit(s)
Research Courses (18 Credits)
• GERON GR 601 - Research Methods and Experimental Design 3 Credit(s)
613
• GERON GR 603L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• GERON GR 604L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• GERON GR 726 - Current National Data Bases in Gerontological Policy Research 3 Credit(s)
• GERON GR 727 - Research Practicum in Gerontology 3 Credit(s)
• GERON GR 609L - Qualitative Methods and Field Research 3 Credit(s)
or
• GERON GR 701 - Advanced Statistical Methods in Gerontology 3 Credit(s)
or
Policy Courses (9 Credits)
• GERON GR 623 - Issues in Aging Policy 3 Credit(s)
• GERON GR 760 - Policy Analysis Techniques 3 Credit(s)
• GERON GR 761 - Advanced Policy Analysis in Aging 3 Credit(s)
Professional Development Seminar (3 Credits)
• GERON GR 688 - Multidisciplinary Seminar in Aging 1 Credit(s) - complete three times
Electives (15 Credits)
Complete at least five additional GERON GR courses.
Dissertation Research (9 Credits)
• GERON GR 899 - Dissertation Research 1-9 Credit(s)
Graduate Certificate
Gerontology (Certificate)
Department of Gerontology | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five electives.
Statute of limitations: Three years.
Course Requirements
614
Electives (15 Credits)
Complete five from below.
• GERON GR 610 - Understanding Data: Research Methods for Managers 3 Credit(s)
• GERON GR 612 - Healthy Aging Perspectives 3 Credit(s)
• GERON GR 622 - Aging in Society 3 Credit(s)
• GERON GR 624 - Aging Policy and Programming 3 Credit(s)
• GERON GR 629 - Psychological Impact of Aging 3 Credit(s)
• GERON GR 630 - Residential Long Term Care Management 3 Credit(s)
• GERON GR 635 - Leadership and Ethics in Aging Services 3 Credit(s)
• GERON GR 640 - Introduction to Senior Transportation 3 Credit(s)
• GERON GR 645 - Marketing of Aging Services 3 Credit(s)
• GERON GR 650 - Service Delivery Issues in Aging 3 Credit(s)
• GERON GR 660 - Organization and Financing of Aging Services 3 Credit(s)
• GERON GR 670 - Human Resources & Personnel Management in Aging Services 3 Credit(s)
Gerontology
GERON GR 601 - Research Methods and Experimental Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the conceptual and practical foundations for policy research on aging. It covers the
methodological skills necessary for empirical dissertation research.
018051:1
GERON GR 603L - Statistical Methods in the analysis of Social Problems I
Formerly GERON GR 603
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course introduces foundational concepts in statistics for social science research
including: descriptive statistics, probability distributions, hypothesis testing, bivariate inferential techniques,
and multiple linear regression. The course focuses on understanding the components of a dataset, selecting
appropriate descriptive and inferential techniques, evaluation assumptions of these techniques, generating
statistical analyses, interpreting results, and presenting findings. The course familiarizes students with
statistical software commonly used in social science research.
This course is cross-listed as PPOL-G 604L
018052:1
GERON GR 604L - Statistical Methods in the Analysis of Social Problems II
615
Formerly GERON GR 604
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course explores widely used regression methods in statistics and social science research
including: ordinary least squares, probit, and logit regression models. Additional topics may include time
series analysis, weighted least squares and non-linear transformations. The course focuses on how to select
an appropriate model, specify its mathematical form, and use the model to test hypotheses and estimate
outcomes. The course explores a variety of issues related to estimating regression models including mission
variables, multi-collinearity, heteroskedasticity, and diagnostic procedures to identify and address these
issues.
This course is cross-listed as PPOL-G 605L
018053:1
GERON GR 609L - Qualitative Methods and Field Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to qualitative research methods; its specific focus is on policy
research and aging. Students practice the skills needed to observe the world around them by attending to
social phenomena, descriptively and analytically. The course functions as both a seminar and a research
workshop, and students learn by engaging in a field work project.
Course Note
GERON GR 609L and PPOL-G 609L and SOCIOL 609L are the same course.
This course is cross-listed as SOCIOL 609L and PPOL-G 609L
000165:2
GERON GR 610 - Understanding Data: Research Methods for Managers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course aims to allow graduate students to use data and understand and apply evidence to their
management of aging services. It introduces them to basic research methods; trains them to understand and
use social science research literature; and provides an overview of monitoring and reporting program
performance. Students will learn about the scientific method and the basics of research, including sampling,
measurement, basic statistics, and research design options. The course also trains them to be critical
consumers of scientific research, teaching them to locate, evaluate, and summarize published research.
038773:1
GERON GR 611 - Health and Physical Changes in Aging
616
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Those who provide and manage services for the elderly, or are involved in public policy and research
concerning the elderly, need knowledge about the physical process of aging. This course describes the
physiological changes that accompany the aging process and relates these to social and economic factors
that influence health status. Discussion topics include issues of prevention, health promotion and health
maintenance, and selected disorders that affect health and independent living.
018056:1
GERON GR 612 - Healthy Aging Perspectives
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the physical process of aging and the effects on physical health, mental health, social
and economic factors and relationships from an applied gerontology perspective. These topics are applied to
disease prevention, health promotion, health maintenance, and selected disorders that effect health and
independent living. Public policy and program development issues will be addressed and incorporated into
management and administration of aging services.
039986:1
GERON GR 621 - Social Aspects Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents a social perspective on the aging process. It considers social factors that influence
aging and the nature of the integration of the aged into society, as well as the way in which population aging
affects the society as a whole. The course also looks at social theories of aging, paying special attention to
changing social roles, social stratification and aging, and the development of institutions for the aged.
Gender, race, ethnicity, and class are discussed as social categories that influence aging and that play a
role in the determination of social policy for the aged. Readings on the status, role, and culture of the aged
are drawn from the literature of sociology, economics, and anthropology.
018059:1
GERON GR 622 - Aging in Society
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an in-depth look at the sociological aspects of aging from an applied perspective useful
to administrators and managers. The course focuses on how social arrangements impact aging individuals
and their families and how aging individuals impact society. We will also discuss emerging trends in the
long-term care systems, such as technological advances, consumer directed care, aging in place, and
617
alternatives to nursing home placement.
039987:1
GERON GR 623 - Issues in Aging Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the development, implementation, and analysis of social policy in the
United States on major issues affecting older people. Income security, health care financing, and long-term
care receive major attention. Discussions also focus on the programs mandated by the Older Americans
Act; and participants examine the major normative, demographic, economic, and political forces that
underlie aging policy.
018060:1
GERON GR 624 - Aging Policy and Programming
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course provides a general framework for understanding and analyzing social policy, employing an
applied perspective relevant to administrators and managers in organizations such as nursing homes,
assisted living facilities, home health care, and state and local government agencies. In addition, the course
offers an overview of aging policy at the federal and state levels, with attention to financial security, access
to health care, long-term care, and the Older Americans Act. Students gain experience in both policy
analysis and policy advocacy.
039988:1
GERON GR 628 - Psychology of Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on psychosocial processes throughout the second half of life, from middle age through
the "young old" and "old old" years. It addresses both normal aging and psychopathology. Of special
concern is the question of whether there are any systematic intrinsic psychological or personality changes
associated with development in later life. The course also focuses on the processes used to cope with age-
associated transitions ranging from the empty nest to impending death. It explores theoretical models for
understanding coping and adaptation, developmental changes, and psychopathology. Other topics include
clarification of the causes and nature of the most common psychopathologies, depression, and Alzheimer's
disease; and the psychodynamics of institutionalization and family care of the very old.
018062:1
GERON GR 629 - Psychological Impact of Aging
618
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on psychological processes in the second half of life. Administrators and managers will
benefit from a foundation in the psychological issues that accompany the aging process. The course
addresses both normal aging and psychopathology. The course analyzes normal age-related psychological
changes, common psychopathologies, dementia, and the psychodynamics of caregiving for older adults.
The policy implications of psychological changes in later life are presented with attention to the delivery of
effective and efficient interventions.
039990:1
GERON GR 630 - Residential Long Term Care Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This class will provide a comprehensive overview of the responsibilities of residential care administration for
older people. The National Association of Boards of Registration in Nursing Home Administration supports
state licensing programs for residential care managers including nursing home administrators. This class will
provide a broad understanding of aging issues, and specific elements of administration in residential service
settings, while addressing the requirements for licensure.
036870:1
GERON GR 635 - Leadership and Ethics in Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Increasing numbers of baby boomers will enter the services offered by the aging network. This growing
population will require the leaders in the network to manage with limited resources. Decisions about
programs and services will need to be made with innovation, forethought and deliberation, decisions that
need to be based on law and ethics. How should limited resources be offered to this growing elder
population? Will they be allocated, and how? Is allocation ethical? And, as society moves forward, how will
other changes impact elders? This course prepares students for the decisions they will need to make as
they become leaders in the field of aging.
038783:1
GERON GR 636 - Technology and Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to familiarize students with the concepts of the development, management and use
of technology in aging services as applied in primarily community-based home settings and senior
residential environments (versus institutional settings). This course seeks to develop the critical thinking and
619
strategic planning skills that are needed in today's rapidly changing elder and health care environments as
technology is and will play an increasingly large role in how we provide, manage and evaluate aging
services.
041559:1
GERON GR 638 - An Overview of Environmental Gerontology: The Micro-to-Macro
Continuum
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a comprehensive overview of design interventions for older adults. Important related
theories and frameworks, details of home modifications, components of age-friendly communities (urban,
suburban, and rural - both public and private), and important policies that inform this work are covered.
Students have the opportunity to conduct environmental micro-and macro-level audits and to interview allied
professionals. Readings provide details that students can immediately apply to their current aging services
work.
039430:1
GERON GR 640 - Introduction to Senior Transportation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
As the baby boomers come of age, transportation will become a major challenge. This course is designed
for emerging and seasoned professionals in the field of aging services and transportation services who are
interested in learning more about senior transportation challenges. It also discusses strategies for
addressing those challenges and how we can plan to meet the mobility needs of an aging population. While
the course will emphasize the concept and practice of Supplemental Transportation Programs for seniors
(STPs), it also will discuss the wants and needs of older adult passengers.
038641:1
GERON GR 645 - Marketing of Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines marketing principles as applied to aging services organizations. Students will learn
about marketing concepts, objectives, and brand names. The course will also explore the current structure
of aging organizations in Massachusetts and relate these to current marketing principles and strategies.
Students will learn to apply marketing concepts to effectively manage and operate an aging services
organization. This course provides students with the opportunity to see how marketing principles and
practice come together within the context of various types of aging services organizations in Massachusetts.
033028:1
620
GERON GR 650 - Service Delivery Issues in Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the links between consumers and aging services in organizational settings with well-
developed formal services. The aim of the course is to provide students with an understanding of the
structural problems that underlie the challenges that consumers face in using formal services. The course
covers a wide range of services that older people may need, the complementary relationship between formal
and informal services, boundary issues among service specialties, boundary issues among service
specialties and service professionals, service coordination and integration, and the role of both consumer
directional and professional case management in negotiating service systems.
032534:1
GERON GR 651 - Issues in End of Life Care and Bereavement
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a comprehensive overview of the end-of-life-phase and related challenges, as well as
of how individuals experience transitions from illness into dying, and eventually into bereavement.
Throughout the course, we will not only consider the perspectives of the person who is experiencing the
end-of-life phase up to his or her death, but also the perspectives of family members and other members of
the social network as well as involved healthcare staff. The experience of informal and formal caregivers is
examined for the time period spanning from the end-of-life phase into bereavement. For the end-of-life
phase, a central focus of the class is to identify what are important criteria for decision making regarding
goals of care (e.g. comfort care vs. aggressive medical interventions), and to consider how public policies
influence care practices. The review of the bereavement literature will pay particular attention to exploring
the influence of traditional bereavement models on the thinking of both lay persons and practitioners, and to
gaining a clear understanding of the current state of knowledge on grief and bereavement.
041395:1
GERON GR 660 - Organization and Financing of Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is offered as a core course in the aging service track of the Masters in Gerontology. Students
who are interested in pursuing career opportunities in management of long term care organizations will
benefit from this course content. The influences of organizational and financial forces upon aging service are
analyzed in this course. Three sources of public financing --Medicare, Medicaid, and the Older Americans
Act--are examined in depth. The relative strengths of public and private financing are examined with
attention to both access and quality issues. It is assumed that the student do not have any background
knowledge of accounting and finance. Therefore, foundational elements in accounting and finance will be
covered in this course. The student will acquire an understanding of accounting principles, economic
decision-making and industry factors as they pertain to aging service agencies.
621
032252:1
GERON GR 670 - Human Resources & Personnel Management in Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to familiarize students with the concepts of human resources management as they
are applied tin primarily public, non-profit settings. In particular, the course will focus on human resources
and personnel management as applied to the aging services field. The examples used in the course will
come from organizations such as nursing homes, assisted living facilities, home health agencies, senior
centers and councils on aging. Issues to be addressed will include hiring and supervision, performance
appraisal, mentoring, career planning, equal employment opportunity, diversity and collective bargaining.
Students will examine job design and pay systems, methods of personnel selection and training, issues of
productivity and work hours, team building, effects of government regulations on working conditions and
personnel administration.
033113:1
GERON GR 675 - Organizational Change and Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Organizations play a critical role in both professional and personal realms. This course examines the
structure of organizations including internal and external forces, and approaches to changing the way that
organizations operate. Students will explore the current structure of aging organizations at the federal, state
and local level including government, advocacy and service organizations. Students will also review
emerging trends in the long term care system which may impact the mission, vision and structure of
organizations.
033114:1
GERON GR 688 - Multidisciplinary Seminar in Aging
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
A multidisciplinary colloquium series highlights current research and theory in gerontology. Presentations by
students, faculty, and other scholars. Must be taken three times for credit by students enrolled in the PhD
program.
018065:1
GERON GR 691 - Capstone Project Seminar
622
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course guides each master's student through the production to completion of a research project and
report. Topics include a critique of unresolved issues in analyses of age, cohort, and period effects; an
exposition of theoretical developments in social gerontological theory and their application to the issue of
social policy and aging; explication of a research project, including interview training; research problem
development, implementation of appropriate research methods for specific problems, and how to prepare a
written document that describes the design of the project, the results of the analysis, and conclusions.
Enrollment Requirements:
Pre-req = GERON 601 and 603 Graduate student in Gerontology
Department consent required for enrollment
032239:1
GERON GR 692 - Capstone Project Seminar in Managment of Aging Services
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This capstone offers each student the opportunity to develop a special project in his or her specific area of
interest. This includes researching the topic, identifying an issue, developing strategy and a work plan, and
establishing a timeline and implementation schedule. The course is intended to assist students in
implementing their knowledge and skills developed during their course of study. Projects undertaken should
evidence an understanding and mastery of areas such as policy development an analysis, program
management, administration, and finance. The course is also intended to show student mastery of self-
direction and task management. Students are expected to take this class at or near the end of their course
of study in the Management of Aging Services Master's Program.
036746:1
GERON GR 697 - Special Topics in Aging Policy
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 6
Description:
This course provides an opportunity for presentation of current topics in aging policy that do not fall under
the purview of any other course.
018067:1
GERON GR 701 - Advanced Statistical Methods in Gerontology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
623
This course instructs students in advanced statistical topics and provides training in the use of
corresponding computer methods. The course builds upon the statistical foundations established in GERON
601, 603, 604, and 605, providing technical skills for use in the complex and specialized statistical research
found in the social sciences. In addition to class time, this course requires independent work at the
computer.
Enrollment Requirements:
Pre-req = GERON 604
018073:1
GERON GR 724 - Race & Culture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Race & Culture
018077:1
GERON GR 726 - Current National Data Bases in Gerontological Policy Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the use of large national databases for gerontological social policy
research. It provides a brief survey of the scope and content of various public-use national databases used
in gerontological research, as well as an in-depth examination of one of these major databases. Students
are introduced to the fundamentals of statistical programming; to the use of such standard statistical
packages as Statistical Analysis System (SAS); and to methods and strategies for basic analytic data file
construction. These programming skills are applied to actual gerontological databases through examples
presented by the instructor, as well as through a series of take-home student assignments completed by the
students. In addition to class time, this course requires independent work at a computer.
018078:1
GERON GR 727 - Research Practicum in Gerontology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with a guided experience in writing an empirical research paper of publishable
quality. Participants address a research question through secondary statistical analysis of a large survey
data set supplied by the instructor. They critically examine published papers to learn how to write empirical
papers for refereed gerontology journals. The statistical analysis involves application of multiple regression
techniques. Students receive guidance from the instructor in all aspects of writing the paper: introduction,
literature review, methodology, findings, and discussion. They also learn how to construct complex statistical
tables. The course requires independent work conducting analysis of statistical data at a computer.
624
Enrollment Requirements:
Pre-req = GERON 604 and 726
000558:1
GERON GR 760 - Policy Analysis Techniques
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course introduces students to a variety of formal methods used in policy analysis in gerontology. Topics
include methods of legal research; projection techniques; factorial survey designs to determine the
normative underpinnings of policy; measurement of inequality; measurement of efficiency in targeting; use of
matrices for analysis of goals and alternatives; benefit-cost analysis; assessment of political feasibility;
assessment of feasibility of implementation; and evaluation research. Students learn how to apply the
various techniques through a series of assignments.
Enrollment Requirements:
Pre-req = GERON 623
000557:1
GERON GR 761 - Advanced Policy Analysis in Aging
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is concerned with the formation, justification, and implementation of aging policy in the United
States. Designed for students with a background in the history, economics, and political economy of aging
policy, the course provides an opportunity to apply this knowledge to the shaping of current public policy.
The course explores agenda setting, the dynamics of the political process, and the variety of ways in which
political power can be used. Students write a paper designed to inform decision makers on a current policy
issue in aging.
Enrollment Requirements:
Pre-req = GERON 623 and 760
018082:1
GERON GR 796 - Independent Study in Aging Policy
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course provides students the opportunity for independent research under the direction of a faculty
member.
Department consent required for enrollment
625
000556:1
GERON GR 798 - Internship in Gerontology
1-3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Students participate in policy research or policy analysis of aging-related issues in various settings, including
but not limited to government agencies, research institutes at other universities, and nonprofit organizations.
Each internship is supervised by a faculty member. Students receive credit on the basis of a paper that
reflects the substantive work accomplished through the internship and/or the general knowledge gained
through the internship about policy research or policy analysis.
Department consent required for enrollment
018089:1
GERON GR 899 - Dissertation Research
1-9 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 9 / total completions: 9
Description:
This course focuses on research conducted under faculty supervision, leading to the presentation of a
doctoral dissertation.
018091:1
Nursing
Website
https://www.umb.edu/nursing-health-sciences/about/nursing/
Office
Quinn Administration Building, 1st Floor
617.287.7500
Department Chair
Jacqueline Fawcett, RN, PhD, ScD (hon); FAAN, ANEF
[email protected]
617.287.7539
Quinn Administration Building, 1st Floor, Room 14
Master's
626
Nursing (MS)
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from 13 to 15 courses including eight core courses and five to seven track courses.
Tracks: Students must choose a track in adult/gerontological acute care clinical nurse specialist,
adult/gerontological nurse practitioner, or family nurse practitioner.
Capstone: Students must complete a comprehensive paper, an evidenced based project, or a poster or
paper presentation. The capstone must be mutually agreed upon with the advisor.
Minimum grade: No courses with a grade below B may be applied toward the program.
Grading basis: No courses taken satisfactory/unsatisfactory or pass/fail may be applied toward the
program.
Statute of limitations: Five years.
Course Requirements
Core Courses (27 Credits)
• NURSNG 601 - Introduction to Advanced Practice Nursing: Knowledge for Practice in the Global
Community 3 Credit(s)
• NURSNG 614 - Advanced Pathophysiology 3 Credit(s)
• NURSNG 615 - Advanced Health Assessment Practicum 3 Credit(s)
• NURSNG 616 - Evidence Based Practice I: Appraising the Strength and Significance of Evidence 3
Credit(s)
• NURSNG 618 - Introduction to Health Policy, Finance and Ethics 3 Credit(s)
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse 3 Credit(s)
• NURSNG 640 - Advanced Health Promotion and Disease Prevention Across the Lifespan 6
Credit(s)
• NURSNG 715 - Health Informatics 3 Credit(s)
Track Courses (21 Credits)
Complete five to seven courses from one of the tracks below.
Adult/Gerontology Acute Care Clinical Nurse Specialist Track
Adult/Gerontology Nurse Practitioner Track
Family Nurse Practitioner Track
Doctorate
627
Nursing (PhD)
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Nursing (PhD) - BS to PhD Health Policy and Population Health Track
Nursing (PhD) - MS to PhD Health Policy and Population Health Track
Advanced Practice Certification
Students enrolled in the nursing PhD program who wish to pursue additional coursework to apply for
Advanced Practice certification (NP or CNS) after completion of the PhD will be allowed to take up to two NP
courses for their elective requirements within the PhD curriculum at the discretion of their faculty advisor.
Students are encouraged to discuss this option with their faculty advisor as early as possible during their
PhD coursework.
Nursing (PhD) - BS to PhD Health Policy and Population
Health Track
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
Program Requirements
Complete 48 credits from 14 courses including seven required courses, three research methods courses,
three methods electives, and nine credits of dissertation research.
Doctoral candidacy: Students must pass written and oral comprehensive exams which is a prerequisite for
doctoral candidacy. The written exam consists of two papers; one conceptual and one methodological.
Dissertation: Candidates must complete and defend a dissertation written in traditional five-chapter format.
Statute of limitations: Eight years.
En Route MS: A non-clinical, generic master's degree in nursing can be awarded en route to the PhD after
completing 30 credits.
The 30 credits comprise 21 credits from the BSN-PhD curriculum plus 9 credits required as part of the
628
American Association of Colleges of Nursing's Essentials - Advanced Health Assessment (ex NU 615),
Advanced Pharmacology (ex NU 634), and Advanced Pathophysiology (ex NU 614)
Course Requirements
Required Courses (21 Credits)
• NURSNG 607 - Evidenced Based Teaching Practices 3 Credit(s)
• NURSNG 700 - Philosophy of Nursing Science: Ways of Knowing 3 Credit(s)
• NURSNG 702 - Doctoral Seminar 3 Credit(s)
• NURSNG 741 - Health Policy I 3 Credit(s)
• NURSNG 745 - Population Health I 3 Credit(s)
• NURSNG 750 - Contemporary Disciplinary Knowledge 3 Credit(s)
• NURSNG 770 - Biostatistics II: Advanced Statistical Methods in Healthcare Research 3 Credit(s)
Research Methods Courses (9 Credits)
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EHS 825L - Advanced Quantitative Research Methods I 3 Credit(s)
or
• NURSNG 825L - Advanced Quantitative Research Methods I 3 Credit(s)
or
• NURSNG 780 - Epidemiologic Methods 3 Credit(s)
• NURSNG 790 - Integrating concepts & methods for research development 3 Credit(s)
Methods Electives (9 Credits)
Complete three electives from below or other with permission of advisor.
• NURSNG 608 - The Nurse Educator in the Academic Setting 3 Credit(s)
• NURSNG 609 - The Nurse Educator in the Practice Setting 3 Credit(s)
• NURSNG 618 - Introduction to Health Policy, Finance and Ethics 3 Credit(s)
• NURSNG 637 - Mental and Psychosocial Health of the Urban Family 3 Credit(s)
Dissertation Research (9 Credits)
• NURSNG 899 - Dissertation Research 3-9 Credit(s)
Nursing Practice (DNP)
Department of Nursing | Manning College of Nursing and Health Sciences
Nursing Practice (DNP) - BS to DNP
Nursing Practice (DNP) - MS to DNP
629
Post Master’s Certificate
Adult/Gerontological Nurse Practitioner (Post-Master's
Certificate)
Department of Nursing | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete one of the following:
• 21 credits from five required courses
or
• 12 credits from three courses including one required course, one primary care course, and one
practicum course.
Prerequisites:
• NURSNG 614 - Advanced Pathophysiology
• NURSNG 615 - Advanced Health Assessment Practicum
• NURSNG 631 - The Role of the Advanced Practice Nurse
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
These courses, taken within 7 years (5 years for Advanced Pharmacology), will be recognized if the student
has earned a B or better, if the course is judged to be equivalent in content and credit, and if the course is at
the graduate and APN level. Depending on their previous courses, some students may need to complete
some or all of these prerequisite courses before advancing to the specialty area.
Clinical experience: All students in the 21-credit option must complete 600 hours of documented
supervised clinical experience. Students in the 12-credit option must complete 300 hours of clinical
experience. Students need to arrange their own clinical experiences. All practicum experiences are subject
to the approval of the program directors. The agency must be under contract agreement with the
UMass/Boston College of Nursing and Health Sciences and that working agreement will be facilitated by the
Placement Office prior to the start of the clinical course. Students are advised that preceptors must be either
master's-prepared NPs, physician assistants (PAs) or physicians with evidence of current licensure.
Grading basis: No courses taken satisfactory/unsatisfactory may be applied toward the program.
Statute of limitations: Four years.
Course Requirements
21-Credit Option
12-Credit Option
Family Nurse Practitioner (Post-Master's Certificate)
630
Department of Nursing | Manning College of Nursing and Health Sciences
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete one of the following:
• 21 credits from five required courses
or
• 12 credits from three courses including one required course, one primary care course, and one
practicum course.
Prerequisites:
• NURSNG 614 - Advanced Pathophysiology
• NURSNG 615 - Advanced Health Assessment Practicum
• NURSNG 631 - The Role of the Advanced Practice Nurse
• NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
These courses, taken within 7 years (5 years for Advanced Pharmacology), will be recognized if the student
has earned a B or better, if the course is judged to be equivalent in content and credit, and if the course is at
the graduate and APN level. Depending on their previous courses, some students may need to complete
some or all of these prerequisite courses before advancing to the specialty area.
Clinical experience: All students in the 21-credit option must complete 600 hours of documented
supervised clinical experience. Students in the 12-credit option must complete 300 hours of clinical
experience. Students need to arrange their own clinical experiences. All practicum experiences are subject
to the approval of the program directors. The agency must be under contract agreement with the
UMass/Boston College of Nursing and Health Sciences and that working agreement will be facilitated by the
Placement Office prior to the start of the clinical course. Students are advised that preceptors must be either
master's-prepared NPs, physician assistants (PAs), certified nurse midwives (CNMs) or physicians (MDs or
Docs) with evidence of current licensure and board specialty.
Grading basis: No courses taken satisfactory/unsatisfactory may be applied toward the program.
Statute of limitations: Four years.
Course Requirements
Complete three to five courses from one of the options below.
21-Credit Option
12-Credit Option
Nurse Educator (Certificate)
Department of Nursing | Manning College of Nursing and Health Sciences
About the Program
Admission Requirements
631
Program Requirements
Complete twelve credits from four courses including one required course, one nursing elective, and two
additional electives.
Practicum: Practicum is highly recommended, but optional. NURSNG 608 NURSNG 609 NURSNG
612 offer an optional clinical practicum component in the academic or clinical practice setting.
Statute of Limitations: Three years
Course Requirements
Required Course (3 Credits)
• NURSNG 607 - Evidenced Based Teaching Practices 3 Credit(s)
Nursing Elective (3 Credits)
Complete one from below.
• NURSNG 608 - The Nurse Educator in the Academic Setting 3 Credit(s)
• NURSNG 609 - The Nurse Educator in the Practice Setting 3 Credit(s)
• NURSNG 612 - Transition from Nurse Clinician to Nurse Educator 3 Credit(s)
Additional Electives (6 Credits)
Complete two additional courses from the nursing electives above or courses offered in the College of
Education and Human Development.
Nursing
NURSNG 601 - Introduction to Advanced Practice Nursing: Knowledge for Practice
in the Global Community
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course presents a foundational context for the global, inclusive environment in which
advanced practice nurses participate in the care of diverse populations. The course focuses on the
integration of knowledge from nursing and the biopsychosocial fields for the continual improvement of
advanced practice nursing care across diverse populations and settings. Populations are defined in the
context of diversity of age, gender, race/ethnicity, culture, language, sexual orientation, abilities, religion and
socioeconomic status as well as those that may be underserved, vulnerable populations or experience
health disparities. The course builds on learners' understanding of nursing knowledge gained in their
undergraduate studies and provides the opportunity to analyze a broad spectrum of conceptual and
theoretical frameworks from multiple disciplines. Learners select a nursing conceptual-theoretical framework
to explore in-depth and to apply to advanced nursing practice with a selected population and health
632
condition of interest.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
023999:1
NURSNG 607 - Evidenced Based Teaching Practices
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to assist current and aspiring nurse educators acquired foundational knowledge for
effective teaching and learning practices. This course explores current conceptual frameworks, theories, and
evidence-based pedagogical practices within the nursing education discipline. Practical application of key
concepts for culturally inclusive teaching in varied learning environments is particularly emphasized.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
036750:1
NURSNG 608 - The Nurse Educator in the Academic Setting
Formerly NURSNG 668 - Clinical Practicum: Nurse Educators in the Academic Practice Settings
3 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
The course focuses on expected advanced teaching skills for nurse educators to help students acquire the
knowledge, skills and values required for professional nursing practice. Sessions focus on the role of the
academic nurse educator, classroom teaching skills, curriculum development and methods for evaluating
learning. A clinical practicum experience, precepted by an expert academic nurse educator, is offered as an
optional learning experience.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
032531:1
NURSNG 609 - The Nurse Educator in the Practice Setting
Formerly NURSNG 667 - Clinical Practicum: Nurse Educators in the Clinical Practice Setting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students acquire advanced teaching skills required to meet the health-related learning needs of patients,
families, groups, in clinical practice, and community settings. Students also learn about educating practicing
nurses, nursing staff, and interprofessional healthcare team members to meet population needs and
healthcare outcomes more effectively. Sessions focus on the pedagogy supporting the work of nurse
633
educators in nursing professional development and as interprofessional healthcare team members. Students
develop educational interventions and programs using a variety of teaching and learning strategies. A
clinical practicum experience, precepted by a nurse educator in a practice setting, is offered as an optional
learning experience.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
032530:1
NURSNG 612 - Transition from Nurse Clinician to Nurse Educator
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to assist the learner as a current or aspiring nurse educator acquire the knowledge,
skills and attitudes for effective clinical teaching and learning practices. This course explores the transition
from clinician to educator and the multiple roles of the nurse educator in the clinical setting. The course
examines creative and innovative strategies to support and guide the student¿s development. The use of
simulation, critical thinking, and reflective practice skills and varying types of clinical instruction are explored.
036751:1
NURSNG 614 - Advanced Pathophysiology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents the pathophysiological knowledge required of the advanced practice nurse to practice
in the management of pathophysiological disorders in primary and tertiary care settings. It includes genetic
and cellular mechanisms of diseases, the immune responses and selected disorders throughout life span. It
explores current research findings and theory relevant to the pathophysiology of common illnesses.
Students analyze laboratory data in light of actual and potential pathophysiological processes. Special
emphasis is given to the case study presentations to aid student application of pathophysiologic process to
advanced nursing practice in diverse populations.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
024010:1
NURSNG 615 - Advanced Health Assessment Practicum
3 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course focuses on the development of advanced practice nursing knowledge and skills in health
assessment with an emphasis on diverse populations. Concepts, theories and research germane to the
scientific underpinnings for practice in the context of the bio-psycho-social and environmental domains of
634
human development are emphasized. Critical thinking, diagnostic reasoning and communication skills are
developed through practice with case guided vignettes and simulated or clinical practice experiences
specific to the student's area of advanced practice nursing. This course builds on the students' ability to
utilize scientific foundations learned in previous courses and lays the foundation for subsequent clinical
courses.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
024011:1
NURSNG 616 - Evidence Based Practice I: Appraising the Strength and
Significance of Evidence
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the critical appraisal of health-related research to prepare learners to identify best
practices and translate evidence to clinical practice, population health or health policy and analysis.
Emphasis will be placed on evaluation multiple sources of existing evidence as the first step in identifying
knowledge, practice or policy gaps and in translating evidence to improve outcomes, quality, safety, cost
and access to care for individuals and populations. Ethical issues in the conduct of research and translation
of evidence will be explored.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
024012:1
NURSNG 618 - Introduction to Health Policy, Finance and Ethics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on how issues and trends in health policy, economics and ethics are linked to the U.S.
health care delivery system and other international health care systems. The role of the advanced practice
nurse in developing a professional ethical framework, understanding the economic implications of health
care and in shaping and formulating health policy will be stressed with a focus on application of course
concepts for the advanced practice nurse. Relevant evidenced based research in health policy, economics
and ethics will be analyzed.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
024013:1
NURSNG 625L - Quantitative Research Methods
635
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide graduate students with a background in quantitative research design to
promote an understanding of the scientific literature and to assist in future research pursuits. In this course,
students will become familiar with the scientific research process, ethical issues related to research basic
concepts of statistics and measurements, various types of quantitative research, and interpretation and
reporting of research results. Student will prepare and present a research proposal as part of the course.
Course Note
EHS 625L and NURSNG 625L are the same course.
This course is cross-listed as EHS 625L
038090:2
NURSNG 631 - The Role of the Advanced Practice Nurse
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The historical development, scope, and functional roles of the advanced practice nurse are analyzed.
Students examine the dynamic relationships among professional organizations, health care trends, and
health care policy as they influence the need for advanced practice nursing. Emphasis is placed on
acquiring the knowledge and skills to assume leadership roles in the health care system. Related health
professions theories, research, and opportunities for implementing changes are emphasized. Critical
thinking, group dynamics, leadership skills, and role of the APN as educator are studied and modeled in
classroom experiences and course assignments.
024016:1
NURSNG 634 - Advanced Pharmacology for the Advanced Practice Nurse
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course emphasizes the pharmacological knowledge required by the advanced practice nurse to safely
care for and counsel patients with physical and mental illnesses across the lifespan. Students synthesize
knowledge of clinical pharmacokinetics and pharmacodynamics in the management of common disease
processes occurring in pre-and post-natal women, infants, children, adolescents, adults, and elders.
Students will analyze and discuss current research findings related to pharmacotherapeutic therapies for
patients in the community and tertiary care settings. Guided by faculty prepared in pharmacology and
experienced in applying the science of clinical pharmacology in the practice setting, students will apply their
knowledge of pharmacotherapeutics to the care of patients throughout patient transitions of care.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
024022:1
636
NURSNG 637 - Mental and Psychosocial Health of the Urban Family
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Multicultural individuals and families at risk for mental and psychosocial problems are considered within the
context of urban living. Nursing theory and research is applied to developing processes of care for
individuals across the lifespan with mental health and psychosocial problems. Students learn evidence-
based care including cognitive-behavioral, psychopharmacological, and non-traditional approaches to
psychosocial and related physical problems. Research related to environmental, psychosocial, genetic,
economic, family systems, developmental risk factors, drug efficacy and nonpharmacological approaches for
individuals with mental and psychosocial illness is investigated. The impact of contemporary health care
policy and legislative proposals on quality, cost, and access to care is investigated.
Enrollment Requirements:
Pre-requisite: Graduate student in College of Nursing or permission and NURSNG 614 and NURSNG
615 and NURSNG 634
024027:1
NURSNG 639 - Primary Care of Adults
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the knowledge related to the assessment and management of patients with acute and
chronic health care problems encountered by nurse practitioners in family practice and adult/gerontological
primary care settings. Students analyze the direct and indirect components of the nurse practitioner role
related to primary health care. Application of evidence based guidelines and research are used to support
diagnostic, therapeutic, and pharmacological regimens. Continued emphasis is placed on the application of
culturally sensitive nursing care to a diverse population, where diversity includes age, gender, race,
ethnicity, culture, religion, sexual orientation, abilities, and socioeconomic status.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing, NURSNG 640
024029:1
NURSNG 640 - Advanced Health Promotion and Disease Prevention Across the
Lifespan
6 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
Students analyze the clinical application of theories and research from nursing, health promotion, and
disease prevention. Family, human development, patient education and community theories that inform
patient/family centered care are examined. Data grounded in epidemiological, sources, health histories,
family assessments, physical examinations, diagnostic tests, and community assets are examined as the
basis for case findings and identification of risk factors. Students begin to institute primordial, primary and
637
secondary interventions tailored to diverse populations, demonstrate interdisciplinary communication skills,
examine collaborative community partnerships, and analyze the dimensions of the advanced nursing
professional leadership role in diverse communities.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing, NURSNG 614 and NURSNG 615 and
NURSNG 634
040357:1
NURSNG 645 - Neuropathology and Diagnosis of Mental Disorders Across the
Lifespan
3 Credit(s) | Lecture and Discussion | Graded
Not repeatable for credit
Description:
Students are provided a fundamental and functional understanding of the neurobiology, epidemiology,
psychology, sociology and clinical manifestations that make up the diagnostic criteria for the most common
and complex mental disorders in the US population across the lifespan. Students learn to 1) use a holistic
perspective to collect data using standardized psychiatric evaluation instruments and other reliable and valid
assessment tools, 2) differentiate between normal/abnormal age-related physiological and psychological
symptoms and changes, 3) evaluate risk for adverse outcomes such as suicide or an adverse social or drug
effect, and 4) formulate a differential diagnosis integrating a holistic perspective that views a person within
their sphere of relationships, the environment, and social systems. There is an emphasis throughout this
course on developing critical thinking skills, awareness of the impact of systems, and synthesizing a holistic
psychiatric evaluation. Cultural differences and inclusion/exclusion dynamics are seriously considered in the
psychiatric diagnostic formulation. Students learn to critically evaluate research findings in the area of
neuropathology, social determinants of physical and mental health. This course is a core course for the
Psychiatric Mental Health Nurse Practitioner Track
Enrollment Requirements:
Prerequisites: NURSNG 614 and NURSNG 615
041915:1
NURSNG 646 - Advanced Psychopharmacology Across the Lifespan
3 Credit(s) | Lecture and Dsicussion | Graded
Not repeatable for credit
Description:
This course focuses on the development of the Psychiatric Mental Health Nurse Practitioner (PMHNP)
student's psychopharmacology knowledge, critical thinking, and clinical judgment in the use of
psychopharmacologic agents in the treatment of mental disorders. Using a case study method to encourage
the application of neurobiological concepts, psychopharmaceutical concepts, the course fosters PMHNP
students' skills that are required for safe practice and to evaluate and manage psychopharmacology
treatment. The course emphasizes evidence-based practice, research-based clinical decision-making and a
holistic approach to integrating the science and biology of the mind and body with social and behavioral
interventions. The course provides students with the knowledge to focus on specific populations such as
children, adolescents, adults and aging adults. This is a required course for completion of the PMHNP
program.
638
Enrollment Requirements:
Prerequisites: NURSNG 614 and NURSNG 615 and NURSNG 634 and NURSNG 645
041916:1
NURSNG 647 - Clinical Management I: Psychiatric Assessment/Diagnosis for
PMHNP
6 Credit(s) | Lecture, Clinical, Discussion | Graded
Not repeatable for credit
Description:
This is the first clinical course that prepares psychiatric nurse practitioner students for advanced practice in
Psychiatric-Mental Health Nursing. The course focuses on the methods for gathering pertinent data in order
to conduct a psychiatric evaluation, arrive at a differential diagnosis and make appropriate treatment
recommendations with clients across the life span demonstrating psychiatric symptoms. The assessment,
diagnostic, therapeutic, evaluative, consultative, and teaching functions of the nurse practitioner role are
examined within a professional, ethical, and legal framework. Seminar discussions include an exploration of
special topics applied to hypothetical and real patient cases to explore issues of mental health and wellness
across the life span, differential diagnosis of common psychiatric complaints and culturally competent
comprehensive care. Diversity, health care disparities, and ethical issues will be discussed as they relate to
the case discussions and clinical topics.
Enrollment Requirements:
Prerequisites: NURSNG 614 and NURSNG 615 and NURSNG 634
Corequisites: NURSNG 645 and NURSNG 646
041917:1
NURSNG 648 - Clinical Management II: Diagnostic Management & Treatment
Strategies
6 Credit(s) | Lecture, Discussion, Clinical | Graded
Not repeatable for credit
Description:
This is the second clinical course that emphasizes the theoretical bases for psychiatric diagnosis and
treatment interventions across the lifespan. Advanced interview methods and diagnostic skills are a course
thread. Cognitive treatment and evidence based therapy techniques are applied. The PMHNP learns to
manage common psychiatric disorders using clinical practice guidelines and research. Students provide a
full spectrum of mental health services to the increasingly complex patients with a combination of higher risk,
acute illness, and chronic & comorbid health conditions where atypical disease presentation and challenges
to disease treatment exist. Seminars focus on the application of Diagnostic theory and research to the
domains of practice of the psychiatric mental health nurse practitioner role, including the management of
patient with minor to serious mental illness, the teaching-coaching function of the nurse practitioner, and
ensuring the quality of health care services. Interdisciplinary collaborative practice skills are developed.
Enrollment Requirements:
Prerequisite: NURSNG 647
041918:1
639
NURSNG 649 - Clinical Management III: Treatment
6 Credit(s) | Lecture, Discussion, and Clinical | Graded
Not repeatable for credit
Description:
This is the third clinical course that focuses on the psychiatric mental health nurse practitioner (PMHNP)
students' skills and competencies with patients with higher complexity. Assessment, diagnostic, therapeutic,
and health teaching strategies are applied to a continuum of mental health promotion / illness management
with a focus on the psychiatric care across the lifespan and continuum of care across settings. Students
provide depth analysis of theory and research as a basis for their clinical decisions; exploration of the mental
health recovery paradigm, and finally, the assessment, planning and intervention in complex care of
individuals with co-morbid substance use and medical conditions. Interdisciplinary collaborative practice
skills are developed. Seminar discussions include an exploration of special topics in disease management to
improve quality, access and cost of mental health care for diverse populations (or communities) with an
emphasis on underserved populations, where diversity includes age, gender, race/ethnicity, culture, religion,
language, sexual orientation, abilities, and socioeconomic status. Virtual care and Telehealth delivery of
mental health services is a topical area of emphasis for this semester.
Enrollment Requirements:
Prerequisite: NURSNG 648
041919:1
NURSNG 664 - Clinical Nurse Specialist (CNS) Clinical Practicum: Focus on the
Patient
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students apply the knowledge and advanced practice skills in patient care learned in Nursing
690. Under the guidance of a clinical nurse specialist preceptor, students implement the advanced
competencies of direct care, patient/family teaching and coaching, and ethical decision-making as they
assess and treat problems experienced by adult and gerontological patients. Clinical practice in this course
provides an opportunity for students to integrate advanced nursing knowledge with knowledge of disease
pathophysiology, technical competence, and medical management.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
032528:1
NURSNG 665 - Clinical Nurse Specialist (CNS) Clinical Practicum: Focus on the
CNS Role
3 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course emphasizes the CNS influence on nursing personnel and the organization. Under the guidance
640
of a CNS preceptor, students practice in an adult/gerontological health, acute or critical care setting in their
chosen specialty. This course continues to address patient care, but the focus shifts to nursing personnel
and organization/network spheres of influence, giving students the opportunity to implement the CNS role
fully. Students acquire skill and confidence in consultation, collaboration, and leadership skills. The course
includes the Master's degree capstone project.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
032529:1
NURSNG 670 - Primary Care of the Adult Practicum
6 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
Students refine their advanced practice skills with further attention to applying theory and evidenced-based
practices in the role of the family or adult/gerontological nurse practitioner (NP). Important NP skills,
including assessment, diagnostic, therapeutic, evaluative, consultative, teaching, and leadership, are
examined within professional, legal-ethical, cultural, policy, improvement, and systems frameworks.
Students continue to gain precepted, primary care, clinical experiences in health promotion and episodic and
chronic illness management for adult populations, including primary care in women's health needs. This
course meets the University Capstone requirement.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing and co-requisite/pre-requisite: NURSNG
639
024059:1
NURSNG 671 - Primary Care of the Older Adult
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the health care issues and needs of elders across the care continuum of acute,
chronic, community, and long-term care settings. Aspects of physical, emotional, cultural, and social aging
across the lifespan are explored utilizing various theoretical perspectives and models. The assessment,
teaching-coaching and management roles of the advanced practice gerontological nurse in relations to
acute and chronic health conditions of the older adult are emphasized.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing and co-requisite/pre-requisite: NURSNG
639
024060:1
NURSNG 672 - Primary Care of the Older Adult Practicum
641
6 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
Students further refine skills in critical thinking and clinical reasoning in the application of theory and
research to practice. Assessment, diagnostic, therapeutic, and health teaching strategies are applied to a
continuum of health promotion/illness problems with a focus on the primary care of adults and older adults
across the continuum of care. Students build skills in seeing increasingly complex patients with a
combination of higher risk, acute illness, and chronic health problems where atypical disease presentation
and challenges to disease treatment exist. Seminars are grounded in learning the application of theory and
research to the domains of practice of the adult/gerontological nurse practitioner including the management
of patient health and illness, the teaching-coaching function of the nurse practitioner, and ensuring the
quality of health care services. Interdisciplinary collaborative practice skills are developed. Students develop
role competencies under the supervision of nurse practitioner or physician preceptors and faculty in a variety
of health care settings. Seminar discussions include an exploration of special topics in disease management
to improve quality, access and cost of primary health care for diverse populations (or communities) with an
emphasis on underserved populations, where diversity includes age, gender, race/ethnicity, culture, religion,
language, sexual orientation, abilities, and socioeconomic status.
Enrollment Requirements:
Pre-requisite: Matriculated AGNP MS Students in Graduate College of Nursing. Students are expected to
complete their clinical rotation in Adult Primary Care prior to the more specialized Older Adult course. The
didactic ( NU671) is taken prior to or concurrent with the clinical course.
024061:1
NURSNG 681 - Primary Care of the Childbearing Family
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course builds on human growth and development to focus on acquiring knowledge related to the
assessment and management of patients with acute and chronic health care problems encountered by
nurse practitioner in family practice and pediatric primary care settings. Problems of pregnant women,
infants, children and adolescents are analyzed within a family nurse practitioner framework for practice.
Evidenced based laboratory, diagnostic, therapeutic and pharmacological plans of care are applied to
problem management. Continued emphasis in placed on application of culturally sensitive nursing care to a
diverse population where diversity includes age, gender, race, ethnicity, culture, religion, sexual orientation,
abilities,and socioeconomic status.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing and pre-requisite/co-requisite: NURSNG
639
024063:1
NURSNG 682 - Primary Care of the Childbearing Family Practicum
Formerly Practicum in Primary Care of the Family
6 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
642
Description:
Students refine their advanced practice skills with further attention to applying theory and evidenced-based
practices in the role of the family nurse practitioner (NP). Important NP skills, including assessment,
diagnostic, therapeutic, evaluative, consultative, teaching, and leadership, are examined within professional,
legal-ethical, cultural, policy, improvement, and systems frameworks. Students continue to gain precepted,
clinical, primary care experiences in health promotion and episodic and chronic illness management for
families and pediatric populations, from infants and children through adolescents.
Enrollment Requirements:
Pre-requisite: Matriculated student in Graduate College of Nursing and NURSNG 670 and co-requisite/pre-
requisite: NURSNG 681
024064:1
NURSNG 690 - Adult/Gerontology Health Acute Care Nursing I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the role of the Adult Gerontology Acute Care (AG/AC) Clinical Nurse Specialist,
focusing on the patient sphere of influence. The course refines students' clinical judgments and their
diagnosis of common patient problems in the autonomous domain, extends assessment skills, and expands
knowledge of nursing interventions and expected outcomes. Students acquire and expand the knowledge
and skills needed for the advanced practice direct care competency and ethical decision-making. Diversity,
health care disparities, and ethical issues will be discussed as they relate to the clinical topics. Students will
apply theory and research through comprehensive assessments and the design of appropriate management
strategies.
Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
031476:1
NURSNG 691 - Adult Gerontological Health Acute Care Nursing II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course builds on A/G Health Acute Care Nursing I and continues addressing the patient sphere of
influence while adding the patient/family focus to include the nursing practice and systems sphere of
influence. A focus on high-incidence clinical problems, symptoms or issues in adult and gerontological
health and acute and critical care continues. Diversity, health care disparities, and ethical issues will be
discussed as they relate to the clinical topics. Students deepen their knowledge of adult and gerontological
health and acute and critical care from interdisciplinary empirical and theoretical literature and other sources
of evidence. Emphasis is placed on synthesizing knowledge from a variety of sources to make clinical
judgments and to build the practice base needed for implementing other advanced practice competencies.
Knowledge of assessment, diagnosis, and management in the autonomous nursing domain, and
measurement of relevant, nursing-sensitive patient outcomes and quality improvement approaches to
improving care for populations will be emphasized.
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Enrollment Requirements:
Pre-requisite = Matriculated student in Graduate College of Nursing
032552:1
NURSNG 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Students wishing to enroll in this course should present to the faculty a well-defined problem for
investigation. Plans for advanced study should be established at the beginning of the semester during which
the student wishes to take the course. The study will be conducted in consultation and collaboration with the
student's faculty advisor, and documented in a report at the end of the semester.
024065:1
NURSNG 697 - Special Topics in Nursing
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This advanced course offers intensive study of selected topics in the field of nursing. Course content and
credit vary according to the topic and are announced prior to registration.
024069:1
NURSNG 700 - Philosophy of Nursing Science: Ways of Knowing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course, students learn basic concepts of the philosophy of science and the development of
knowledge. The historical development and themes for knowledge building in the science and discipline of
nursing are explored. Students will analyze different ways of knowing (both philosophical and historical
writings) and philosophical worldviews as they relate to the development of programs of research.
040063:1
NURSNG 701L - Science as a Way of Knowing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course investigates "science" in its multiple forms as a set of clues to the nature of knowledge.
Specifically, this course advances the relationship of philosophy of science and theory to nursing science.
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The course explores forces and issues in the philosophy of science and theoretical thinking which guide
science and knowledge development in nursing methodologies and practice. Theory-research-practice
linkages in nursing knowledge development are highlighted. Specific philosophy of science content includes
the complex symbolic structures of "scientific" concepts; conceptual frameworks and explanations; the
variety of methods used in scientific inquiry; the nature of scientific discovery and creativity; the role of
metaphysical and aesthetic factors in the construction and validation of theories; the social matrices and
determinants of scientific research; and science's dependence on both value judgments and technology.
024092:1
NURSNG 702 - Doctoral Seminar
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
The goal of the doctoral seminar is to socialize students into the roles and activities of research scholars and
members in a global community of scholars. The emphasis is on professional standards for doctoral
education, strategies to support professional development and nursing scholar career opportunities. The
focus of this semester is on how to leverage learning and mentoring experiences that support PhD
education and to facilitate career development as a scholar, nurse scientist, and steward of the discipline.
040005:1
NURSNG 703 - Health Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The primary purpose of this course is to have students learn and apply the basic economic concepts and
models used by both economists and health policy analysts to understand and analyze health care markets.
The goal of health economics is to provide a better understanding of health care problems and issues so
that appropriate health policies can be designed and implemented. The course focuses on the structure and
functioning of health care markets and specifically on how prices are determined in different markets for
health and health-related services, as well as on how prices, in turn, critically affect the behavior of both
consumers and suppliers. It is assumed that the student has no prior background in economics.
Instructor consent required for enrollment
024095:1
NURSNG 705 - Health Disparities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Health disparities in the United States are examined historically and within the context of global health,
globalization, and neo-liberal economic and social ideology. Despite considerable progress in the overall
health of the American population, disparities continue to exist, notable among ethno-racial groups and
those at the lower end of the socio-economic scale. This course identifies and analyzes the complex causes
645
of health disparities and surveys multi-level interventions, strategies and policy approaches to elimination
disparities and improving health care outcomes for all. Students will critically analyze literature and materials
relative to the broad range of topical areas covered across the course. Learning outcomes will position
students to be informed and deliberative when planning programs, conduction research, participating in the
policy process or otherwise working to mitigate or eliminate disparities in health care.
035088:1
NURSNG 711 - Scientific basis for chronic illness preventative and risk reduction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is offered to graduate level students to develop knowledge and skills related to the scientific
basis for health chronic illness prevention and risk reduction. The course will provide students with a
comprehensive overview of current knowledge and research related to the: 1) the epidemiology of chronic
illness, 2) Research priorities related to chronic illness prevention and risk reduction; 3) The role of culture
and developmental stage in health and illness, 4) Biological basis for disease which included genomics,
inflammation and immunity; 5) Risk assessment; 6) Primary, secondary and tertiary approaches to chronic
illness prevention with a focus on cancer, cardiovascular disease and aging; 7) Planning health
promotion/community participatory research intervention and 8) Incorporating survey and biomarkers into
longitudinal epidemiological research.
039674:1
NURSNG 715 - Health Informatics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students learn advanced practice nursing competencies related to computer skills, informatics skill, and
informatics knowledge. Application of information theory and computer technology skills is directed towards
improving the organization and delivery of healthcare to multicultural populations receiving primary,
secondary, and tertiary health care. Health Informatics deals with using technology tools for optimizing the
collection, verification and utilization of data that relates to generating knowledge to inform best practices
and leadership in both public and private health systems. Students are directed to investigate ways in which
information systems can address disparities in health services.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
036233:1
NURSNG 716 - Evidence Based Practice II: Designing an Evidenced Based Quality
Improvement Project
3 Credit(s) | Lecture | Graded
Not repeatable for credit
646
Description:
The focus of this course is on translating research and other forms of evidence to improve practice
processes and outcomes. Learners refine and extend the knowledge and competencies acquired in
Evidence Based Practice I, and Improving Health Care Quality to develop a theory-guided, evidence-based
practice innovation that will improve quality, safety, outcomes, cost and/or access to care, for a specific
practice setting or population. The improvement/innovation developed in this course applies principles from
improvement science to design, implement and analyze practice improvement outcomes and impact. The
end product of this course serves as the theoretical framework and foundation for the DNP Scholarly
Project.
Enrollment Requirements:
Pre-requisite = DNP student
035467:1
NURSNG 717 - DNP Seminar: Project Implementation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Theory and evidenced based research are applied with the goal of improving health care outcomes.
Emphasis is placed on translation research into practice as a means to improve the delivery of health care.
In a supervised internship experience, students continue to develop the DNP Essential competencies
through experiences in leadership, consultation, advocacy, interdisciplinary collaboration, and translation of
research and theory into practice. Students investigate clinical problems in the context of the health care
system and participate in supervised experiences that focus on solving clinical problems and the
implementation of the DNP Scholarly Project.
Enrollment Requirements:
Pre-requisite: NURSNG 716
041542:1
NURSNG 718 - DNP Seminar: Project Synthesis
2 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students progress in achieving the DNP Essential Competencies with clinical experiences and seminar
leadership related to health care disparities and quality improvement. Students examine the clinical
microsystem from the perspective of how data can inform the need for systems change. In conjunction with
their capstone advisor and internship facilitator, learning is directed toward the evaluation phase of the
approved DNP scholarly project and receiving direction in the development of the scholarly project
publishable paper.
Enrollment Requirements:
Pre-requisite: NURSNG 717
035553:1
647
NURSNG 719 - DNP Seminar: Project Dissemination
2 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students continue to integrate the role of the DNP into clinical practice context that includes experiences in
application of evidence to practice, leadership, consultation, advocacy, and interdisciplinary collaboration.
Following DNP committee and IRB approvals of the scholarly project and work done in preceding courses,
students complete the clinical immersion experience, the scholarly project, and summarize their DNP clinical
immersion experiences reflecting their achievement of the DNP Essentials Competencies. In seminars,
students meet to examine the process and outcomes of their colleagues' DNP scholarly projects and
analyze theory and evidence related to health policy and practice.
Enrollment Requirements:
Pre-requisite: NURSNG 718
035555:1
NURSNG 720 - Secondary Data Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will explore the use and limits of large national databases for the conduct of nursing and health
policy research. Students will master accessing, downloading, and analyzing data from large data sets.
Students will identify a testable research question and develop an analytic file to be used for analysis. Data
used for this class are drawn from the Healthcare Cost and Utilization project (HCUP), 2000 Nationwide
Inpatient Sample (NIS).
Course Note
For more information about HCUP data, see http://www.ahrq.gov/data/hcup.
Instructor consent required for enrollment
024096:1
NURSNG 722 - Improving Outcomes: Identification, Interventions, and Evaluation
of Quality Improvement Activities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course includes review of theoretical frameworks and models for improvement science. Students
design and implement processes to evaluate outcomes of practice, practice patterns and systems of care
within a practice setting, health care organization or community. National benchmarks and best-practice
standards are used to determine variances in practice outcomes. Emphasis is placed on rigorous analytic
methods to critically evaluate quality improvement outcomes and impact. Approaches to solving actual
problems in clinical settings are considered, with emphasis on patients with chronic illnesses and other
vulnerable populations. Students gain familiarity with quality improvement methods from management,
648
policy and clinical perspectives.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
034688:1
NURSNG 724 - Mixed Method Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents an overview of core research concepts and methods to build an evidence base for
nursing practice. Using a lecture-discussion approach, the student will be encouraged to evaluate research
evidence and determine appropriate research designs for research hypotheses. Students will be encourages
to contribute to group discussions using their professional experiences and information derived from course
lectures and readings. Key features of the texts include research examples, specific practical tips on doing
research, and aids to enhance and reinforce learning for the student. Emphasis is placed on using a
practical approach to producing and evaluation research evidence.
036738:1
NURSNG 741 - Health Policy I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first course in a two-semester health policy sequence. It provides a foundation for health policy
analysis, focusing on the history and development of political, economic, and social systems involved in
health care and on theories useful in the analysis of past, current, and future health policies. The course
examines federal, state, and local governmental structures and the ways in which they and other forces
affect health policy.
Instructor consent required for enrollment
024098:1
NURSNG 742 - Health Policy II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course builds on NURSNG 741, applying models of policy analysis and theoretical perspectives to the
critical examination of specific health policies. The course studies the historical, political, economic, and
social context in which the policies emerged, as well as the specific actors involved. Emphasis is given to
health policies affecting the aged and urban family population. Case studies are presented, and participants
are introduced to a variety of methods for analyzing, formulating, and evaluating health policy. The policies
examined in the course may include those confronting students in their own workplace or practice.
649
Instructor consent required for enrollment
024099:1
NURSNG 743 - Internship in Health Care Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students may intern with health care agencies, educational institutions, legislatures, professional
associations, or health promotion and prevention organizations. Students are expected to write testimonies
and research or evaluation papers analyzing the health policy issues raised during the internship. An
internship seminar is part of the experience.
Course Note
A three-credit experience.
024100:1
NURSNG 745 - Population Health I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first course in a two-semester Population Health sequence. It will provide a foundation for
population health study. The course focuses on the conceptual understanding of population health and its
importance in the health care system and in the community. Understanding population health issues such as
health promotion, and disease and injury prevention that are influenced by local, national, and global health
is an approach that seeks to improve the health of the whole population. The lens of population health
student also allows us to understand disparities in health outcomes, and to identify effective strategies for
reducing gaps in health disparities both within and between population groups. By the end of this course,
students will be able to analyze and evaluate priority population health outcomes and strategies within--
population health and its determinants-- to promote health locally, nationally, and globally.
040006:1
NURSNG 746 - Population Health II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an advanced course focused on randomized controlled trials and other intervention studies, which
have become one of the basic research tools in evaluation the benefits and risk of new therapeutic or
prevention strategies. The course will provide an in-depth examination of research design and
implementation of theory-based intervention studies. The first module will help students understand how to
approach population health research questions and how to design studies to answer these questions. The
second module will help students understand how to establish causal statements about the efficacy and
generalizability of interventions for population health. The third module is designed to review concepts and
principles of outcome measurement with emphasis on reliability and validity and procedures for developing
650
and evaluating measures. The fourth module will focus on methodological, ethical, and practical issues in
the implementation of a research design for an intervention study to advance the science of nursing and
healthcare.
040007:1
NURSNG 750 - Contemporary Disciplinary Knowledge
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is a multidisciplinary exploration of the structure and growth of knowledge. It examines the
linkages of empirical, aesthetic, ethical, personal, and sociopolitical patterns of knowing with the conceptual
models or paradigms of diverse disciplines. The course constructs a conceptual-theoretical-empirical
structure for research into the generating and testing of theory.
Instructor consent required for enrollment
024102:1
NURSNG 753L - Epidemiological Thinking and Population Health
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Introduction to the concepts, methods, and problems involved in analyzing the biological and social
influences on behaviors and diseases and in translation such analyses into population health policy and
practice. Special attention given to social inequalities, changes over the life course, and heterogeneous
pathways. Case studies and course projects are shaped to accommodate students with interests in diverse
fields related to health and public policy. Students are assumed to have a statistical background, but the
course emphasizes epidemiological literacy with a view to collaborating thoughtfully with specialists, not
technical expertise.
Course Note
CRCRTH 653L and NURSNG 753L and PPOL-G 753L are the same course.
This course is cross-listed as CRCRTH 653L and PPOL-G 753L
035089:2
NURSNG 757 - Social Behavioral Determinants of Health
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on theory, research, and current issues relevant to social and behavioral determinants
of health. Viewed within a social-ecological framework, core concepts central to understanding determinants
of population health and health disparities are addressed. Emphasis is placed on analysis, critique, and
synthesis of interdisciplinary literature and application to nursing and public health practice, future research
651
and scholarly inquiry, and multi-level policies, necessary to reduce disparities in the social and behavioral
determinants of the public's health.
037579:1
NURSNG 760 - Introduction to Biostatistics: Biostatistics I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is the first course in a two-semester Biostatistics sequence. The course introduces students to the basic
concepts and methods of biostatistics. The course is focused on some fundamental theories of biostatistics
and basic methods of statistical inference at a conceptual level. It also covers some important topics in study
design, such as different types of study design, sampling methods, sample size, and power calculation.
Students will understand the concepts and methods of statistics, and apply them in critiquing literature in the
field of clinical and population based research.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
035468:1
NURSNG 761 - Doctor of Nursing Practice (DNP) Internship
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 1 / total completions: 2
Description:
Theory and evidenced based research are applied with the goal of improving health care outcomes. In
supervised clinical experiences, students integrate the role of the DNP into the clinical practice context that
includes leadership, consultation, advocacy, and interdisciplinary collaboration. Clinical learning is directed
at discovering the history, contextual evidence, and current strategies related to problems affecting patient
safety and the quality of health care services for populations at risk. Emphasis is placed on translating
research into practice as a means to improve the delivery of health care.
Enrollment Requirements:
Pre-requisite = DNP student
035544:1
NURSNG 762 - Doctor of Nursing Practice (DNP) Internship II
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Emphasis is placed on translation of research into practice as a means to improve the delivery of health
care. In supervised internship experiences, students continue to develop the DNP Essential competencies
through experiences in leadership, consultation, advocacy, and interdisciplinary collaboration, and
translation of research and theory into practice. Students investigate clinical problems in context of the
health care systems and participate in supervised experiences that focus on solving clinical problems.
652
Students successful in defending their proposal during DNP Internship II may move forward to the action
phase of the capstone project.
Enrollment Requirements:
Pre-requisite = DNP student
035545:1
NURSNG 765 - Health Systems Leadership
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will provide an introduction and overview of leadership, management, and organizational
behavior in health care for the Advanced Practice Nurse (APN). Students will integrate theory with practice
in the development of skills necessary to provide organizational and systems leadership in health care
settings. Students will apply content from lectures and readings to cases studies as well as to actual
experiences from their own workplaces. Topics include leadership and management theories/models, fiscal
management, human resource management, and managing change in a complex environment.
Enrollment Requirements:
Pre-requisite = Graduate student in College of Nursing or permission
035469:1
NURSNG 766 - Health Finance and Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students apply health care economic and finance theory to the analysis of factors influencing health
systems' structure, function and process. Both the U.S. and global trends in health care delivery are
examined from an historical and contemporary perspective of increasing social change and health care
access. Students develop skills in financial management including budget preparation and tailoring budgets
in response to changes in health policy at the local, state, and national level. Proficiency in finance tools,
measures, analysis and reporting will be applied to real time scenarios. Students are prepared to develop
collaborative health care access points in order to advocate for diverse populations with an emphasis on the
underserved populations, where diversity includes age, gender, race/ethnicity, culture, religion, language,
sexual orientation, abilities and socioeconomic status, while controlling costs and improving quality.
038132:1
NURSNG 770 - Biostatistics II: Advanced Statistical Methods in Healthcare
Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
653
This is the second course in a two-semester Biostatistics sequence. This course covers several advanced
methods of statistical analysis that are most often used in Healthcare research, including multiple linear
regression, logistic regression, log-linear (Poisson) regression, Cox proportional hazards regression, and
longitudinal data analysis. This course also discusses the methods and techniques in assessing the
presenting confounding and interaction effects, and handling missing values. The primary purpose of this
course is to help students gain understanding of the advanced statistical methods and use these concepts to
critique literature in the field of clinical and population based research.
036477:1
NURSNG 780 - Epidemiologic Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course builds on prior knowledge of the basic principles of epidemiology while introducing methods of
epidemiologic analysis, and their application to the field of advanced practice nursing (APRN) at the Doctor
of Nursing Practice (DNP) level. The course is intended to provide students with the skills and knowledge to
critically evaluate health research based on epidemiologic standards. In addition, students will learn to
perform preliminary analyses of epidemiologic, biostatistical, environmental, and other scientific data to
address basic questions related to individual, aggregate, and population health. Students will analyze public
use datasets and interpret published government reports describing population health status and the
occurrence of diseases in populations at the local, state, and national levels.
036805:1
NURSNG 790 - Integrating concepts & methods for research development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course prepares students in their development of the required elements for the comprehensive exams,
which precede the conduct of dissertation research. Students will formulate coherent philosophical,
theoretical, conceptual, and methodological understandings in their appraisal of knowledge gained from
previous coursework. Considerations for new inquiry that advance nursing science and health sciences will
be explored. Conducting an effective and comprehensive review of the literature or policy analysis from
conceptual and methodological perspectives will also be emphasized. This course is designed to give
doctoral students opportunities to engage classmates and professors in dialogue and discussion about
integrating concepts and methods into the process of research development. Students should take
advantage of this opportunity to build their research community by engaging fully in class discussion with
fellow students and faculty.
040023:1
NURSNG 791 - Integrating Theory and Policy in Dissertation Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
654
This course is designed to synthesize nursing, policy, and other appropriate theoretical constructs into a
proposal for innovative inquiry and research. Content from nursing, basic and applied research in health and
service delivery, social policy, research methods, and cognate courses is used to build a coherent
conceptual framework and methods for data collection and analysis for dissertation research.
Instructor consent required for enrollment
024103:1
NURSNG 792 - Dissertation Progression Seminar
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
This course is cross-listed as The purpose of this blended delivery course is to facilitate learners' progress to
complete their dissertation research. Learners will participate in in-person and on-line meetings throughout
the semester to provide peer and faculty mentorship, dialogue, mutual learning, referral to resources, and
time management guidance toward goal attainment. The course is open to all PhD students in the College of
Nursing and Health Sciences.
042070:1
NURSNG 796 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Students wishing to enroll in this course should present to the faculty a well-defined problem for
investigation. Plans for advanced study should be established at the beginning of the semester during which
the student wishes to take the course. The study will be conducted in consultation and collaboration with the
student's faculty advisor, and documented in a report at the end of the semester.
034907:1
NURSNG 797 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
Instructor consent required for enrollment
024104:1
NURSNG 825L - Advanced Quantitative Research Methods I
655
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this required, core course is to provide expertise in empirical research methods. Students will
make an in-depth examination of methods used in exercise and health science research. Students will
critically analyze scientific, peer-reviewed research, provide critical analysis in written and oral form, and
take a leadership role in facilitation group discussions such as semi-structured journal clubs. Skills in
methodology will be developed starting from generation hypotheses based on theories and literature reviews
to data collection and management. Students will become proficient at developing proposals for valid
empirical studies including descriptive and experimental designs to test hypotheses. Ethical issues related to
research and concepts of statistics and measurements will be covered to complement required research
courses such as EHS 820 Professional and Ethical Issues in EHS and NURSNG 760 Biostatistics courses.
Students will prepare and present a research proposal as part of the course.
Course Note
EHS 825L and NURSNG 825L are the same course
This course is cross-listed as EHS 825L
039572:2
NURSNG 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special topics in nursing.
040760:1
NURSNG 899 - Dissertation Research
3-9 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 9 / total completions: 3
Description:
Research in the student's area of interest conducted under faculty supervision, resulting in the presentation
of a doctoral dissertation.
Instructor consent required for enrollment
024113:1
College of Science and Mathematics
College of Science and Mathematics
656
Website
https://www.umb.edu/science-mathematics/
Dean
Robin Côté, PhD
Dean's Office
Wheatley Hall, 2nd Floor, Room 10
617.287.5777
[email protected]
Departments
• Biology
• Chemistry
• Computer Science
• Engineering
• Mathematics
• Physics
Interdisciplinary Programs
• Biochemistry
• Computational Sciences
• Integrative Biosciences
Centers
• Center for Green Chemistry
• Center for Personalized Cancer Therapy
Biology
BIOL 649 - Responsible Conduct of Research
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
The overall goals of this course are to: a) sensitize students to and stimulate their interest in ethical issues
that arise in biomedical and biological research; b) introduce students to best practices, guidelines and
expectations, and available resources regarding the responsible conduct of science; and c) foster critical
thinking skills as applied to ethical decision making in research. Topics include bias and objectivity in
research, authorship and peer review, competing interests in research, research data and intellectual
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property, scientific record keeping, and mentor-mentee relationships.
Course Note
This course is intended for graduate students in the biological and biomedical sciences. It is an elective for
the graduate programs in the Biology Department. However, it is designed to fulfill NIH requirements for
Responsible Conduct of Research (RCR) training for all NIH trainees and is required for those who are
supported with NIH funding.
Enrollment Requirements:
Co-requisite: Enrollment in a graduate program in the biological sciences.
Semester(s) typically offered: Spring
042378:1
Chemistry
CHEM 608 - Data Analysis in Chemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An introduction to data analysis in the chemical sciences. The objectives are to acquire the necessary skills
to build statistical models to design, conduct, and understand experiments and to gain a basic
understanding of machine learning and data science in chemistry.
Enrollment Requirements:
Graduate standing or permission of instructor.
Instructor consent required for enrollment
Semester(s) typically offered: Spring
042354:1
Biochemistry
Website
https://www.umb.edu/science-mathematics/academics/biochemistry/
Program Director
Marianna Torok, PhD
[email protected]
617.287.6199
Integrated Sciences Complex, 3rd Floor, Room 3420
658
Biochemistry
BIOCHM 583 - Biochemistry I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In the first of a two-semester sequence, the chemistry of life processes is discussed in terms of structure
and biological function of proteins, nucleic acids, carbohydrates, lipids, and other cellular components.
Special emphasis is given to protein structure and function, enzymology, carbohydrate metabolism,
transport mechanisms, energy transformations, and photosynthesis.
Course Note
It is recommended that BIOCHM 385 be taken concurrently.
033494:1
Biology
Website
https://www.umb.edu/science-mathematics/academics/biology/
Office
Wheatley Hall, 3rd Floor, Room 21
617.287.6600
[email protected]
Department Chair
Rachel Skvirsky, PhD
[email protected]
617.287.6617
Integrated Sciences Complex, 4th Floor, Room 4420
Master's
Biology (MS)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
659
Program Requirements
Complete 30 credits from at least eight courses including one required course, one research course, and 17
to 21 credits of electives.
Capstone: Completion of a master's thesis or library research project. Passage of a general oral
examination after submission of the thesis or research project.
Statute of limitations: Six years.
Course Requirements
Required Course (3 Credits)
• BIOL 650 - Scientific Communication 3 Credit(s)
Research Course (6 to 10 Credits)
• BIOL 698 - Projects in Biology 1-6 Credit(s)
or
• BIOL 699 - Thesis Research 1-10 Credit(s)
Electives (17 to 21 Credits)
Complete 17 to 21 credits of graduate courses chosen in consultation with the academic advisory
committee.
Biotechnology and Biomedical Sciences (MS)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 30 credits from at least ten courses including three core courses, four required electives and three
additional electives.
Capstone: Students may choose either an internship option or a thesis option. Each student prepares a
written report on his or her research work and must also take an oral examination, which will not necessarily
be limited to the topic of the report. The student must submit an outline of the report to his or her advising
committee before taking the oral examination.
Statute of limitations: Six years.
660
Course Requirements
Core Courses (9 Credits)
• BIOL 650 - Scientific Communication 3 Credit(s)
• BIOL 694 - Research Experimentation in Biology 3 Credit(s) - complete two semesters
Required Electives (12 Credits)
Complete four from below.
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
Additional Electives (9 Credits)
Complete at least nine credits from below.
At least two must be BIOL courses.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 653 - Current Literature in Biology 1 Credit(s)
• BIOL 672 - Directed Readings in Biology 1-3 Credit(s)
• BIOL 673 - Directed Readings 1-3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 699 - Thesis Research 1-10 Credit(s) - take for four credits
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
Doctorate
Biology (PhD)
Biology Department | College of Science and Mathematics
Biology (PhD) - Environmental Biology Track
Biology (PhD) - Molecular, Cellular, and Organismal Biology Track
Biomedical Engineering and Biotechnology (PhD)
661
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 63 credits from 12 courses including six core courses, four specialization courses, one
project/directed study course, one doctoral seminar, and 30 credits of research.
Doctoral candidacy: Students must pass written and oral qualifying examinations before undertaking
research at the doctoral level.
Dissertation: Candidates must compose and defend a dissertation based on original research.
Departmental presentation: Within two semesters after the advance to candidacy, the student will present
a seminar, based on his/her work in progress, to the entire department.
Teaching: Students are required to participate in the teaching program as teaching assistants for at least
two semesters.
Minimum grade: No more than one course with a grade of C may be applied toward the program.
Statute of limitations: Eight years.
Course Requirements
Core Courses (16 Credits)
Complete six courses from below.
One course must be taken in each area.
Introduction to Biomedical Engineering and Biotechnology
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 697 - Special Topics in Biology 1-6 Credit(s)
Instrumentation and Laboratory Experience
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Applied Math for Life Sciences or Advanced Numerical Methods
• BIOL 384L Game Theory, Evolution and Ecology 3 Credit(s) (see undergraduate catalog)
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• MATH 303 Introduction to Mathematical Biology 3 Credit(s) (see undergraduate catalog)
• MATH 384L Game Theory, Evolution and Ecology 3 Credit(s) (see undergraduate catalog)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
Bioethics
• BIOL 650 - Scientific Communication 3 Credit(s) (1/3 of this course or 1 credit will apply to this
requirement; the remainder is applied to the doctoral seminar requirement below)
Advanced Cell and Molecular Biology
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
662
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
Specialization Courses (12 Credits)
Complete four courses chosen and approved by the dissertation committee.
Project/Directed Study (3 Credits)
The credits for this can be embedded in existing coursework, but the spirit of this requirement is
that students must be involved in some multi-investigator collaborative project and the student
should present this project at some national meetings or equivalent venue. Documentation of
this presentation must be presented to the GPD for this requirement to be fulfilled.
• BIOL 672 - Directed Readings in Biology 1-3 Credit(s)
or
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Doctoral Seminar (2 Credits)
Doctoral students will present research in progress. The seminar will emphasize not only
research but also communication and writing.
• BIOL 650 - Scientific Communication 3 Credit(s) (2/3 of this course or 2 credits will apply to this
requirement; the remainder is applied to the Bioethics requirement above).
Research (30 Credits)
Complete at least 30 credits of doctoral research from below.
• BIOL 899 - Dissertation Research 1-99 Credit(s)
Graduate Certificate
Biotechnology (Certificate)
Biology Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses.
Statute of limitations: Three years
663
Course Requirements
Elective Courses (15 Credits)
Complete five from below.
At least two courses must be from the list of laboratory courses.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 634 - Methods in Phylogenetics and Macroevolutionary Analysis 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
• BIOL 693 - Seminar in Neurobiology 3 Credit(s)
Laboratory Courses
Biology
BIOL 506 - Marine and Coastal Ecological Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course emphasized supervised independent research into the adaptations and interactions of
organisms of Nantucket's beaches, salt marshes, sand dunes, watershed, and embayments. Students will
be exposed to tools, techniques and statistical analyses used in community ecology, oceanography and
related fields. Individualized research projects have included in the past a wide variety of topics such as
plant/animal interactions in the marsh, impact of nitrogen on marsh plants, and the impact of tidal cycles on
plankton community dynamics.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
035569:1
BIOL 514 - Developmental Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
664
This course studies plant function with emphasis on nutrition, translocation, metabolism, signal transduction
and gene expression, photosynthesis and respiration, hormonal controls during vegetative and reproductive
growth, and responses to environmental signals and stresses.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
032938:1
BIOL 518 - Neurobiology Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the nervous system, beginning at the membrane and cellular level and then moving
on to the organization of sensory and motor systems. Special topics include the biological basis of various
neurological and psychiatric diseases.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033084:1
BIOL 519 - Endocrinology Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course studies hormone physiology and biochemistry in the context of organismal regulation and
coordination. Topics include hormone chemistry, control and regulation of hormone production, and the
cellular and biochemical nature of hormone action. Emphasis is placed on mammalian systems and on
laboratory and clinical investigations of the endocrine system.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033085:1
BIOL 523 - Plant Physiology (Lecture only)
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033487:1
BIOL 527 - Melecular Biology
665
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Intercampus exchange course
037944:1
BIOL 529 - Plant Life Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an advanced survey of plant diversity, the major groups, their organization and reproduction,
the elements of taxonomy and economic botany of vascular plants, and the major issues of conservation
biology.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
032939:1
BIOL 533 - Marine Invertebrates Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides and essential background for those planning to concentrate in organismic biology,
evolution, ecology, or applied environmental science. The course covers life histories, ecological roles,
adaptations, morphologies, evolution, and classification of marine invertebrate animals.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033087:1
BIOL 534 - Microbiology
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course focuses on the study of viruses, bacteria, algae, fungi, and protozoa, to include their
characterization, classification, and relationship to humans and the environment. Lecture topics include
microbial biochemistry, cell biology, genetics, taxonomy, pathogenic bacteriology, food and industrial
microbiology, and ecology. The laboratory emphasizes aseptic techniques to isolate, culture, observe, and
identify bacteria.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
666
032940:1
BIOL 539 - Comparative Animal Physiology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course considers physiological principles and problems in a phylogenetic perspective. An integrated
view of physiological solutions from the cellular to organismal level is used to discuss adaptations to
environments and constraints on life history. Major topics to be considered include temperature responses,
biological clocks, allometry, respiration, circulation, energetics, locomotion, and salt and water balance.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
032941:1
BIOL 540 - Marine Mammal Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This upper-level course covers the biologic ecology of marine mammals (Pinnipeds, Cetaceans, Sirenians)
with emphasis on applied populations population ecology and conservation issues. Topics include
adaptations to marine environments, effects of human exploitation, case studies of population recovery, and
multispecies interactions. Many topics make use of mathematical equations.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
032942:1
BIOL 542 - Ecology Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course studies population and community ecology. Topics include theory and case studies of
population dynamics, competition, predation, niche concepts, life history strategies, behavioral interactions,
energetics and productivity, community structure and organization, and biogeography.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033088:1
BIOL 545L - Biology in Society: Critical Thinking
667
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Current and historical cases are used to examine the political, ethical, and other social dimensions of the life
sciences. Close examination of developments in the life sciences can lead to questions about the social
influences shaping scientists' work or its application. This, in turn, can lead to new questions and alternative
approaches for educators, biologists, health professionals, and concerned citizens. The specific thematic
emphasis each semester is publicized by the Program.
Course Note
BIOL 545L and CRCRTH 645L are the same course.
This course is cross-listed as CRCRTH 645L
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
Instructor consent required for enrollment
012897:2
BIOL 552 - Evolution (Lecture only)
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on evolution as the unifying concept of biology. Topics include population genetics,
adaptive strategies, sex and breeding systems, speciation and population differentiation, fossil histories, and
the evolution of man.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033491:1
BIOL 560 - Bioinformatics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides a fundamental overview of bioinformatics, which is the collection, organization, and
analysis of biological information. Topics include data searches and sequence alignments, substitution
patterns, phylogenetics, genomics, protein, and RNA structure prediction, and proteomics.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033492:1
668
BIOL 572 - Molecular Biology (Lecture only)
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course studies the molecular biology and biochemistry of gene expression in prokaryotes and
eukaryotes. Topics include DNA structure/physical biochemistry, recombinant DNA technology, techniques
in research, DNA synthesis, RNA synthesis, protein synthesis, operons, chromatin structure and gene
regulation, oncogenes, hormones and growth factors and signal transductions, transposons, mutagenesis
and repair, flowering, photosynthesis, development, circadian rhythms.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033493:1
BIOL 580 - Intro to Immunology Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an introduction to the principles of immunology, including definition of antigens and
antibodies, specificity of the immune response, immunoglobulin synthesis, cellular cooperation in the
immune response, mechanism of inflammation, transplantation, and diseases associated with
responsiveness of the immune system.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033089:1
BIOL 607 - Biostatistics and Experimental Design
Formerly An Introduction to Computational Data Analysis for Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will cover the basic statistical knowledge necessary for students in biology to design, execute,
and analyze a basic research project. The course aims to have students focus on thinking about the
biological processes that they are studying in their research and how to translate them into statistical
models. The course will take a hands-on computational approach, teaching students the statistical
programming language R. In addition to teaching the fundamentals of data analysis, we will emphasize
several key concepts of efficient computer programming that students can use in a variety of other areas
outside of data analysis.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
669
038771:1
BIOL 611 - Epigenetics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
How does the environment inside and outside an organism impact gene expression and cellular behavior?
The answer, to some degree, is epigenetic regulation: the regulation of gene expression by chromosomal
modifications, rather than by altering the genetic code directly. In this graduate-level course we will start to
answer this question in move detail, and in the context of development by studying the regulation and role of
specific epigenetic mechanisms in patterning and tissue specification during embroyogenesis, regeneration,
and disease.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
040578:1
BIOL 612 - Advanced Cell Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The analysis of gene transfer and expression at the cellular level, including the nature of metabolic systems
and the factors governing their regulation.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
011199:1
BIOL 615 - Immunology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Selected topics in immunology are studied in depth, using the current literature. Topics are chosen for
relevance and current interest, or for their challenging, even controversial nature.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
011204:1
670
BIOL 617 - Biostatistics and Experimental Design Lab
1.0 Credit(s) | Laboratory | Graded
for credit
Description:
This lab will cover the practical application of statistical programming for data analysis in biology. As BIOL
607 itself focuses on the conceptual material surrounding experimental design, observational survey design,
and the fundamentals of the analytic techniques required to analyze said experiments and surveys, this lab
will focus instead on implementation of those technique. This lab is intended to be taken along with BIOL
607, to allow students to spend time developing mastery of programming and data analytic skills. It will
stress computational techniques for how to deal with modern complex data sets, efficient computation, big
data, and algorithmic approaches to likelihood and Bayesian statistical problems. See the lecture and lab
website at http://biol607.github.io for more.
Enrollment Requirements:
Co-Requisite: BIOL 607
Instructor consent required for enrollment
Semester(s) typically offered: Fall
042302:1
BIOL 625 - Genomics and Biotechnology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an overview of genomics and covers topics such as mapping genomes, acquiring
genomes and annotating genomes. Students will critically assess the genome projects from various
organisms. Special emphasis will be given to technologies that contribute to and stem from the advances in
genome sciences, including principles of sequencing, computational tools for gene annotation, functional
genomic tolls for systems genetics, and technologies for massively parallel analyses of gene function. The
applications of these techniques to various areas of biology will also be presented.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
037068:1
BIOL 634 - Methods in Phylogenetics and Macroevolutionary Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Evolutionary biology is unique in the biological sciences because it is, to a large extent, a historical
discipline. In the absence of direct paleontological data one of the best resources we have for studying
evolutionary history over very long timescales I phylogenetic biology. In the first part of this course, students
671
will survey the theory and application of modern phylogeny inferences. In the second part of this course,
students will learn the important theory and practical methods of phylogenetic comparative biology - the use
of inferred trees in evolutionary inferences. This course will consist of a combined weekly lecture & computer
lab; regular computer exercises; and two independent projects in which the students may use their own
dataset or one obtained from an online data repository.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
038772:1
BIOL 635 - Population Genetics and Diversity
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A quantitative approach to the concept of populations and the evolutionary forces affecting them. The course
analyzes the interactions among forces and the resulting dynamics of population structure. Toward the end
of the semester, the course shifts its primary emphasis from lecture to discussion in order to cover current
topics in population genetics. Topics include the theory and application of tools necessary for assaying
genetic variation in natural populations, DNA fingerprinting in forensics, the evolution of sex, and the
genetics of rare and endangered species.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
011222:1
BIOL 637 - Climate Change: Mechanisms and Biological Impacts
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Responses of organisms to past and current changes in climate. Broadly follows topics addressed by the
IPCC: Science of climate change, expected impacts, and possible adaptations.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033524:1
BIOL 638 - Advanced Ecology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Concepts of population and community ecology. Topics covered may include population dynamics, life
history strategies, theory of r- and K-selection, competition, predation, community organization, and species
diversity. Particular emphasis is placed on the relationship between theoretical and empirical ecology. A
672
weekly tutorial provides the opportunity for greater discussion of material covered in lecture. Emphasis
changes from year to year.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
011226:1
BIOL 639 - Conservation Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The principles of conservation biology are drawn from such various subdisciplines of biology as ecology,
genetics, evolution, and biogeography. The course begins with an analysis of the distribution of biodiversity,
proceeds to examine the patterns of biodiversity loss at all levels, from genes to ecosystems, and finishes
with a discussion of the causes, consequences, and solutions of the crisis. Topics include assessment and
monitoring of species diversity, conservation genetics, the theory of island biogeography, habitat loss and
forest fragmentation, human impacts on biodiversity, the design of nature reserves, economic valuation of
biodiversity, and sustainable use of biodiversity.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
011228:1
BIOL 646 - Disease Ecology
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This graduate seminar (along with the optional lab BIOL 647) will focus on current ecological theory in
disease ecology. Ecological and evolutionary topics discussed in class will partially represent student
interests and may include core microbiome analysis, evolution of symbiosis, comparative germ-free and
gnotobiotic studies, historical contingency and co-infection in symbiont establishment, host development and
colonization resistance, immunomics, or host immunity vs environmental determinants of symbiotic
communities. This seminar will be taught alongside the optional data analysis lab BIOL 647. Students can
sign up for either course separately or both together.
041920:1
BIOL 647 - Data Analysis for Disease Ecology
1 Credit(s) | Laboratory | Graded
Not repeatable for credit
Description:
Next-generation sequencing data are becoming an integral part of disease ecology. For targeted amplicon
sequencing to transcriptomics and metagenomics, these robust datasets can transform our understanding of
host-pathogen interactions in complex environments. In particular, microbiomes are increasingly being
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studied for their symbiotic relationships with hosts, influence on host-pathogen dynamics, and their role in
ecosystem processes. Analysis of these data requires the use of a suite of bioinformatics pipelines and
analysis tools. In this workshop style class students will gain hands-on experience with next generation
datasets. The focus will be on analysis of microbiome data, but can be applied in broader contexts to other
data from next-generation sequencing from targeted amplicon sequencing to shotgun transcriptomics and
metagenomics. Special topics will range from calculation and analysis of alpha and beta diversity to co-
occurrence analysis, and from differential abundance analysis to complex multivariate statistics for time
series data. Students will be given the opportunity to work with their own data as well as instructor-provided
tutorial data and gain experience with QIIME2, R as well as other command line tools. This lab will be taught
alongside the optional graduate seminar BIOL 646. Students can sign up for either course separately or both
together.
041921:1
BIOL 650 - Scientific Communication
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Required of all master's and doctoral students; usually taken in the second year. The course covers the
storage and retrieval of scientific information (including searching of computerized data bases), the design of
tables, figures, and other graphics, the writing of technical reports and papers, and the preparation of
posters and publications. Writing, oral presentations and other assignments, and attendance at the weekly
departmental seminar, are required.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
011234:1
BIOL 652 - Biological Diversity and Evolution
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an inquiry into the origin and evolution of patterns of biological diversity. It begins with an
overview of the biogeochemical history of the Earth, theories of origin of life, diversification of metazoans
during the Panerozoic, and the nature and causes of periodic mass extinction events. Biological diversity is
considered at molecular, population, and community levels.
Course Note
This course counts toward the required core in the Environmental Sciences/Environmental Biology PhD
track.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
011237:1
674
BIOL 653 - Current Literature in Biology
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
A series of one-credit seminar courses focusing on subfields of environmental biology, to help students
develop the habit of keeping up with recent developments through reading scientific journals. The seminars
also provide a forum for oral presentations where students can get comment and critique on their scientific
progress. Students must take a minimum of five seminars, for a total of five credits. This course is part of the
required core in both the Environmental Sciences/Environmental Biology and MCOB PhD tracks.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
011238:1
BIOL 654 - Sustainability Science: Environment, Economy and Equity
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Sustainability science is an emerging field combining tools from biology, ecology, evolution, economics and
sociology (as well as political science, history and philosophy) to address complex problems of society's
relationship with the natural world and natural resources. This course gives an overview of key issues in
sustainability science, including oncoming climate change, economic globalization, population growth and
movement, biodiversity loss and homogenization, fossil fuel use and alternative energy sources. It models a
'problem-based' approach to scientific research, in contrast to a more traditional 'tool-based' approach. It
explicitly explores the interface between research and a policy action. Drawing on our own research and that
of others, we focus particularly on the relationships among ecosystem services, economics, and equity
across social groups, gender, and geography. At the end of the semester, UMB will hold an inter-
departmental, public mini-symposium featuring 3-4 eminent speakers on sustainability science , along with
opportunities for student interaction.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
039836:1
BIOL 664 - Bioinformatics for Molecular Biologists
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The research of molecular biologists is facilitated by the numerous bioinformatics tools available on the
Internet. The topics include DNA and protein sequence databases, sequence alignment, searching
databases, gene structure, protein-function prediction, molecular evolution and whole genome sequences.
The laboratory emphasizes hands-on experience and problem solving, and how to avoid being misled by
errors in databases and improper use of computer programs.
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Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
011274:1
BIOL 672 - Directed Readings in Biology
1-3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides selected readings in advanced areas of biology with guidance and regular discussion.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
Department consent required for enrollment
011282:1
BIOL 673 - Directed Readings
1-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 6
Description:
This course provides selected readings in advanced areas of biology with guidance and regular discussion.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
Instructor consent required for enrollment
011295:1
BIOL 674 - Cell Signaling
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will systematically investigate cell communication mechanisms, with an emphasis on
developmental examples of cell signaling. General properties of signaling cascades will be discussed,
followed by specific examples of conserved signaling pathways, such as Notch, Wnt, Hedgehog, TGF/BMP,
JAK/STAT, nuclear receptors; and receptor tyrosine kinases (RTKs). Normal and aberrant receptor signaling
will be examined using experimental evidence obtained in model genetic organisms. Implications of
disrupting cell communication pathways in human disease will be discussed. The course will emphasize
readings from the current literature. Upon completion of this course, students will have a solid understanding
of the molecular mechanisms and control principles of cellular communication in normal and pathological
conditions.
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Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
033520:1
BIOL 676 - Advanced Molecular Biology Lecture
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A lecture-only course covering the same material as BIOL 675; no lab work is required.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
Instructor consent required for enrollment
011304:1
BIOL 677 - Advanced Eukaryotic Genetics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A broad spectrum of readings in plant, animal, and fungal genetics on such topics as segregation distortion,
the control of sex determination, modes of asexual reproduction, inheritance of cytoplasmic genomes, self-
incompatibility systems, transposable elements, and genetic mapping.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
011306:1
BIOL 680L - Physical Biochemistry
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course serves as an introduction to analytical methods and instrumentation available to the
interdisciplinary scientist. While no course can be comprehensive in this field, this course will examine a
broad base of analytical methods through introductory theory and will highlight applications and recent
developments in these methods through current primary literature.
Course Note
BIOL 680L and CHEM 680L are the same course.
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This course is cross-listed as CHEM 680L
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
001010:1
BIOL 681 - Network Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate course introduces the students to an emerging field of Network Biology. The course covers
general properties of biological networks, and continues with an in-depth treatment of the properties of the
transcriptional, metabolic, protein-protein interaction, and signaling networks. Special emphasis is given to
the technical advances in collection and analysis of high throughput data and to the associated information
repositories. Reading assignments are largely based on the current literature in the field, through two texts
will be recommended as additional resources. Exercises in a computer lab will give students hands-on
experience with biological network analysis.
Course Note
The course is intended primarily for Ph.D. and master's students but is open to advanced undergraduates by
permission of instructor.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
037069:1
BIOL 682 - GENOME STABILITY: DNA DAMAGE AND REPAIR
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will cover major causes (endogenous and exogenous) of DNA damage in cells, different types
of DNA damage, and DNA damage repair pathways in prokaryotic and eukaryotic organisms. We will go
over the DNA damage repair pathways that the cell uses, including cell cycle/DNA damage checkpoints, to
repair damaged DNA upon exposure to exogenous DNA damage or endogenous DNA damage during
natural developmental processes. We will also study how chromatin modification and epigenetics regulates
DNA damage repair. CRISPR/Cas9 technology that is based on homologous and non-homologous DNA
damage repair will also be covered. Cells have evolved a multitude of mechanisms to recognize and repair
different kinds of DNA damage (stalled replication forks, DNA double-strand breaks, DNA mismatches,
abasic sites, damaged nucleotides, etc) to preserve genome stability. DNA damage contributes to aging and
in higher eukaryotes, such as humans, defective responses to DNA damage can cause genome instability
and mutation overload, resulting in a number of diseases. These include cancers, neurodegenerative
diseases, developmental syndromes, and many more. In this course, we will also learn how different model
systems (including yeast, drosophila, zebra fish, mice and human cells) are studied in the laboratory to
answer questions concerning DNA damage and genomic instability.
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Enrollment Requirements:
Graduate degree student in Biology or permission
Instructor consent required for enrollment
Semester(s) typically offered: Fall
042303:1
BIOL 691 - Seminar in Developmental Biology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Current problems in developmental biology. Topics include molecular and cellular differentiation, and pattern
determination.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
033439:1
BIOL 693 - Seminar in Neurobiology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Discussion of current literature in neuropharmacology and drug and behavior interactions. Combination of
lectures and student presentations.
Enrollment Requirements:
Pre-requisite = Graduate degree Biology, Integrative Biosciences, Computational Science student or
permission
001027:1
BIOL 694 - Research Experimentation in Biology
3 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This independent study provides students with sustained experience in a research laboratory. Each student
pursues a specific research project, which may originate in a public or private sector laboratory or at the
University. Each student's project should involve the student in ideas and laboratory skills and should permit
the student to produce work of publishable quality.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
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Instructor consent required for enrollment
011316:1
BIOL 697 - Special Topics in Biology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
A field of current interest in biology is examined in detail.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
Instructor consent required for enrollment
031905:1
BIOL 698 - Projects in Biology
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 6
Description:
A substantial written report based on library research or an original project such as curriculum design,
design of teaching aids and exercises, or critique of a book or theory. No more than 6 credits of this course
may be applied to the master's degree.
Course Note
The credits may be applied over more than one semester. BIOL 698 and BIOL 699 are mutually exclusive.
Enrollment Requirements:
Pre-requisite = Graduate degree student in Biology or permission.
Instructor consent required for enrollment
011334:1
BIOL 699 - Thesis Research
1-10 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 99 / total completions: 10
Description:
Substantial laboratory or field research resulting in a master's thesis.
Course Note
No more than 10 credits of this course may be applied to the master's degree. The credit may be applied
over more than one semester. Students may not receive credit for both BIOL 698 and BIOL 699.
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Enrollment Requirements:
Pre-requisite: Graduate student in Master of Biology.
Instructor consent required for enrollment
011336:1
BIOL 899 - Dissertation Research
1-99 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 999 / total completions: 99
Description:
These are course credits for research conducted under the supervision of members of the faculty within the
Biology Department and leading to the presentation of a doctoral dissertation within one of the PhD
programs housed within the Biology department.
Enrollment Requirements:
Pre-requisite: Biology PhD, Computational Sciences or Integrative Biosciences students.
Instructor consent required for enrollment
011346:1
Chemistry
Website
https://www.umb.edu/science-mathematics/academics/chemistry/
Office
University Hall, 3rd Floor, Room 3230
617.287.6130
[email protected]
Department Chair
Michelle Foster, PhD
[email protected]
617.287.6096
Integrated Sciences Complex, 3rd Floor, Room 3450
Master's
Chemistry (MS)
681
Chemistry Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 33 credits from nine courses including one core course, five additional graduate-
level courses, four seminar courses, and one thesis course.
Students must pass a literature seminar in the first year of study.
Capstone: Complete and defend a master's thesis based on original research.
Statute of limitations: Seven years.
Course Requirements
Core Course (4 Credits)
• CHEM 631 - Chemical Toxicology 4 Credit(s)
or
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
Additional Graduate-Level Courses (17 to 20 Credits)
Complete at least five courses from below.
At least three must be CHEM courses.
It is recommended that students take the core courses for the PhD track that aligns with their research
specialization.
Up to two courses may be from other departments with approval of the student's research advisor and the
graduate program director.
Green Chemistry
• CHEM 631 - Chemical Toxicology 4 Credit(s)
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
Biological Chemistry
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• CHEM 681 - Medical Biochemistry 4 Credit(s)
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Chemistry Education Research
• CHEM 641 - Chemistry and Biochemistry Education Research on Learning, Learning
Environments, and Teaching 4 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
or
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
or
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)
or
• SOCIOL 609L - Qualitative Methods and Field Research 3 Credit(s)
• PSYDBS 623 - Cognitive Neuroscience 3 Credit(s)
or
• PSYDBS 762 - Knowledge Acquisition 3 Credit(s)
Organic Chemistry
• CHEM 621 - Organic Synthesis & Mechanisms 4 Credit(s)
• CHEM 622 - Physical Organic Chemistry 4 Credit(s)
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• CHEM 689 - Topics in Organic Chemistry 3 Credit(s)
Inorganic Chemistry
• CHEM 611 - Organometallic Catalysis 4 Credit(s)
• CHEM 612 - Physical Inorganic Chemistry 4 Credit(s)
Physical/Analytical Chemistry
• CHEM 601 - Thermodynamics & Kinetics 4 Credit(s)
• CHEM 602 - Quantum Mechanics & Spectroscopy 4 Credit(s)
• CHEM 661 - Analytical Instrumentation 4 Credit(s)
Graduate Seminar (4 Credits)
Take one from below each semester.
• CHEM 691 - Seminar I 1 Credit(s) (Fall)
• CHEM 692 - Seminar II 1 Credit(s) (Spring)
Thesis Course (8 Credits)
• CHEM 699 - Master's Thesis 1-10 Credit(s)
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Literature Seminar
During the second semester of enrollment, students are expected to fulfill their literature seminar
requirement. The literature seminar requires students to deliver a talk presenting current research on a topic
of interest.
Students work closely with their advisor and the seminar instructor to obtain approval for their topic and to
prepare for the presentation.
Doctorate
Chemistry (PhD)
Chemistry Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 60 credits from at least 15 courses including one core course, five track courses, six
graduate seminars, and a minimum of 20 credits in dissertation courses.
Students must pass a literature seminar in the first year of study.
Track: Students must select a track from green chemistry, biological chemistry, chemistry education
research, organic chemistry, inorganic chemistry, or physical/analytical chemistry.
Doctoral candidacy: Pass four written qualifying exams (at least two of which are in the track), and an oral
qualifying exam.
Dissertation: Candidates must complete and defend a dissertation based on original research.
Statute of limitations: Seven years.
Course Requirements
Core Course (4 Credits)
• CHEM 631 - Chemical Toxicology 4 Credit(s)
or
• CHEM 671 - Introduction to Green Chemistry 4 Credit(s)
Track Courses (15 to 20 Credits)
Complete five courses required for one of the tracks below.
Green Chemistry Track
Biological Chemistry Track
Chemistry Education Research Track
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Organic Chemistry Track
Inorganic Chemistry Track
Physical/Analytical Chemistry Track
Graduate Seminar (6 Credits)
Take one from below each semester.
• CHEM 691 - Seminar I 1 Credit(s) (Fall)
• CHEM 692 - Seminar II 1 Credit(s) (Spring)
Dissertation Course (20 Credits)
• CHEM 899 - Dissertation Research 1-10 Credit(s)
Literature Seminar
During the second semester of enrollment, students are expected to fulfill their literature seminar
requirement. The literature seminar requires students to deliver a talk presenting current research on a topic
of interest.
Students work closely with their advisor and the seminar instructor to obtain approval for their topic and to
prepare for the presentation.
Chemistry
CHEM 561 - Formative Assessment in Chemistry Teaching
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course, designed for middle and high school chemistry teachers with at least three years of experience
in teaching chemistry, focuses on designing, adapting, and using formative assessments that elicit students'
chemical thinking. Throughout the course, teachers build and analyze assessment portfolios and annotated
chemistry formative assessment tools that illustrate how different learners' chemical thinking is elicited, and
assessment snapshots that capture formative assessment classroom implementation. Perspectives of
responsive teaching and chemical thinking are applied to analyzing formative assessment tools and making
sense of learners' responses to formative assessments from various chemistry instructional materials or
designed by teachers taking the course.
040298:1
CHEM 562 - Chemistry Classroom Discourse
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
685
This course, designed for middle and high school chemistry teachers with at least three years of experience
in teaching chemistry, focuses on facilitating and analyzing classroom discourse when implementing
chemistry formative assessments. Throughout the course, teachers continue to build and analyze
assessment portfolios and annotated formative assessment tools, as well as assessment snapshots that
capture formative assessment classroom implementation. This course builds on understanding of chemistry
formative assessments and focuses on analyzing classroom discourse, specifically studying teaching
purposes, relationships of teacher-student and student-student discourse to chemistry content,
communicative approaches, patterns of discourse, and teacher decision making and interventions.
Enrollment Requirements:
Pre-req: CHEM 561
040299:1
CHEM 601 - Thermodynamics & Kinetics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Advanced physical chemistry with an emphasis on thermodynamics, chemical kinetics, and statistical
mechanics with applications to problems in chemistry.
Instructor consent required for enrollment
011871:1
CHEM 602 - Quantum Mechanics & Spectroscopy
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Advanced physical chemistry with an emphasis on modern theories of the structure of matter, including the
principles of quantum mechanics, the electronic structure of atoms and molecules, chemical bonding, and
atomic and molecular spectra.
Instructor consent required for enrollment
011873:1
CHEM 611 - Organometallic Catalysis
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
CHEM 611 is an advanced inorganic graduate course with a focus on transition metal organometallic
chemistry. The structural and electronic properties of transition metal organometallic complexes are
discussed using ligand field theory to develop and advanced understanding of transition metal-ligand
bonding interactions. Characteristic transition metal mediated chemical transformations are discussed and
their application in catalytic transformations or organic substrates and small molecule activation (proton
686
reduction, water oxidation, CO2 reduction, N2 reduction) discussed.
Instructor consent required for enrollment
011877:1
CHEM 612 - Physical Inorganic Chemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Study of the physical chemistry aspects of modern inorganic chemistry. Ligand field is applied via symmetry
derived group theory principles to understand structural and spectroscopic properties of organic
chromophores and transition metal complexes. Advance theories of inorganic photochemistry and
electrochemistry are covered and their application discussed with respect to renewable energy technologies,
e.g. solar energy and carbon dioxide conversion.
Enrollment Requirements:
Pre-req = Graduate student in CHEM or permission of instructor
011875:1
CHEM 621 - Organic Synthesis & Mechanisms
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Discussion of the mechanisms of fundamental reactions used in organic synthesis. Critical analysis of the
tactics and strategy of the use of these reactions for the construction of organic compounds.
Instructor consent required for enrollment
011878:1
CHEM 622 - Physical Organic Chemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Modern theories of organic reaction mechanisms, particularly the use of physical-chemical principles to
predict the effect of changing reaction variables, especially reactant structures, on reactivity. The structure,
stability, and reactivity of carbanions and carbocations, as well as SN1 and SN2 reactions, are discussed.
Molecular orbital theory and symmetry as applied to organic reactions is also a focus.
Instructor consent required for enrollment
011880:1
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CHEM 631 - Chemical Toxicology
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Designing safer chemicals requires a comprehensive and systematic approach based on the contribution of
multi-disciplinary and interdisciplinary investigators. This course focuses on understanding the structure-
hazard relationship, and on minimizing the intrinsic toxicity of new drug candidates before synthesis even
begins.
Enrollment Requirements:
Pre-requisite = Graduate student in Chemistry
035570:1
CHEM 641 - Chemistry and Biochemistry Education Research on Learning,
Learning Environments, and Teaching
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is a survey of research in chemistry and biochemistry education on learning, learning
environments, and instructional approaches. Students will learn from major research studies in each of the
three areas, and will focus on implications for the practice of teaching chemistry and biochemistry in
undergraduate courses, and also high school courses where appropriate. Topics on learning include
cognitive models of reasoning in problem solving, visuo-spatial abilities and visualization in chemistry and
biochemistry, conceptual change theories underlying learning progressions, and metacognition. Topics on
learning environments include social discourse models applied to laboratory learning environments and
online course/web-based environments. Topics on instructional approaches include studies on student
impacts of popular and widespread pedagogical approaches, such as clickers, peer-tutoring, problem-based
learning, and Process-Oriented Guided Inquiry Learning (POGIL). The overarching theoretical paradigm on
learning, learning environments, and teaching that will be analyzed critically through all topics studied is
constructivism. The course provides a basic introduction to qualitative and quantitative methods as used in
papers that are studied for each topic. Each student will conduct a mini-experiment, and will collect and
analyze pilot data either in an undergraduate or high school chemistry or biology class, and then compare to
the results or implications of one of the research papers studied in the course.
038640:1
CHEM 651 - Spectrometric Identification of Organic Compounds
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
A survey of spectral methods for organic structure determination. This course will introduce the major
spectroscopic techniques with an emphasis on the application to structural analysis. The basic theory and
methodology of each type of spectroscopy will be presented. Topics covered include IR, UV-vis, NMR, and
mass spectrometry.
688
033020:1
CHEM 658 - Medicinal Chemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This graduate and upper-level professional course presents the principles of medicinal chemistry. it is an
introduction to drug development, organized along the following main lines: drug discovery process, drug
structure and ADME properties, lead discovery and optimization, structure-activity relationship, computer-
aided drug design, combinatorial chemistry, drugs from natural sources, pharmacokinetics, drug
metabolism, drug and analog synthesis and overview of major drug targets, such as biological membranes,
receptors, enzymes, nucleic acids among others. Intellectual property protection, preclinical and clinical trials
and approval process are also discussed.
Enrollment Requirements:
Pre-req = CHEM 252 or equivalent
011882:1
CHEM 661 - Analytical Instrumentation
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course provides a survey of the different types of instrumentation that is in the chemist's tool box. The
advantages and disadvantages will be stressed in effort to develop the insight necessary to choose the right
tool for the problem at hand. We will use several of these tools in the laboratory portion of the course.
Course Note
Chem 661is the graduate version of our undergraduate Analytical Instrumentation course, Chem 361.
037004:1
CHEM 666 - Electrochemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an advanced study in the field of electrochemistry. Electro-chemistry will include an
overview of the theories of ionics, electrodiscs, and charge transfer. These theories will then be applied to
the understanding of a variety of electroanalytical techniques and electrochemical applications such as
contemporary batteries and fuel cells. Electroanalytical techniques to be discussed include static and
dynamic methods for application of controlled voltage (potentiometric) and controlled current (coulometric)
as well as ion detection, electro-separation, and conductometric methods. Specific topics emphasized will
include electrochemical instrumentation, reference electrodes, cyclic voltammetry, microelectrochemistry,
and contemporary ion selective electrode analysis.
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032555:1
CHEM 671 - Introduction to Green Chemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this course is to provide a global perspective on Green Chemistry. The first of three sections will
identify an environmental problem such as global warming, ozone depletion, or water pollution. The second
section will look at real-world implications of Green Chemistry-for example, from a manufacturing,
toxicological, or economic perspective. The third section will present an array of representative topics:
renewable energy, atmospheric chemistry, chemical reactions in water and soil, or benign chemical
syntheses, for example. Combined, the three sections provide an understanding of chemistry designed to
benefit society and provide pathways to minimize environmental impact.
Enrollment Requirements:
Pre-req = Graduate students in CHEM only
011891:1
CHEM 680L - Physical Biochemistry
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course serves as an introduction to analytical methods and instrumentation available to the
interdisciplinary scientist. While no course can be comprehensive in this field, this course will examine a
broad base of analytical methods through introductory theory and will highlight applications and recent
developments in these methods through current primary literature.
Course Note
BIOL 680L and CHEM 680L are the same course.
This course is cross-listed as BIOL 680L
001010:2
CHEM 681 - Medical Biochemistry
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Chem 681 is an overview of the biochemical reactions of the human body in health and disease. A previous
knowledge of fundamental biochemistry is necessary for understanding the course material. The
connections of basic biochemical concepts to physiological and pathophysiological processes will be
discussed during this lecture. Topics include among others, Protein Folding & Misfolding, Organ
Specialization of Human Metabolism, Metabolic Diseases, Free Radicals and Ageing, Nutrition, Molecular
Biology of Diseases, Hormones, Biochemistry of Blood, the Extracellular Matrix, Muscle and the
690
Cytoskeleton, and the Sensory Systems.
Enrollment Requirements:
Pre-req= graduate student
037005:1
CHEM 687 - Topics in Chemistry
1-10 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Graduate-level readings in various areas of chemistry under the supervision of a faculty member.
Department consent required for enrollment
031906:1
CHEM 689 - Topics in Organic Chemistry
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Discussions of selected topics of current interest in organic chemistry. Open to graduates and advanced
undergraduates.
001011:1
CHEM 691 - Seminar I
1 Credit(s) | Lecture | Satisfactory and Graded
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Students take CHEM 691 or 692 during every semester they are enrolled in the program.
011894:1
CHEM 692 - Seminar II
1 Credit(s) | Lecture | Satisfactory and Graded
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Students take CHEM 691 or 692 during every semester they are enrolled in the program.
011895:1
CHEM 696 - Independent Study
691
1-8 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 16 / total completions: 4
Description:
Study of a particular area of chemistry under the supervision of a faculty member.
Department consent required for enrollment
011897:1
CHEM 697 - Special Topics
1-8 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 16 / total completions: 4
Description:
A field of current interest in chemistry is examined in detail.
011892:1
CHEM 699 - Master's Thesis
1-10 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 20 / total completions: 5
Description:
Open to degree candidates.
Department consent required for enrollment
011899:1
CHEM 899 - Dissertation Research
1-10 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 50 / total completions: 10
Description:
Research, conducted under faculty supervision, which leads to the presentation of a doctoral dissertation.
032333:1
Computational Sciences
Website
https://www.umb.edu/academics/program-finder/computational-sciences-phd/
Program Director
Ricardo Castano-Bernard, PhD
692
[email protected]
617.287.3283
Science Center, 3rd Floor, Room 83
Doctorate
Computational Sciences (PhD)
Computational Sciences Program | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 64 to 70 credits from at least 15 courses including 40 credits of course work from four core
courses, five track courses, three electives, and four credits of research seminar; and 20 credits of
dissertation research.
Track: Students must choose a track in data analytics, bioinformatics, or computational physics.
Doctoral candidacy: Pass a comprehensive examination after completion of 30 credits of course work. This
examination consists of two parts; written and oral. Passing the written examination is a prerequisite to enter
the oral examination.
Dissertation: Compose and defend a dissertation based on original research.
Minimum grade: No course with a grade below B may be applied toward program requirements.
Statute of limitations: Seven years.
Course Requirements
Core Courses (16 Credits)
• MATH 625 - Numerical Analysis 4 Credit(s)
• MATH 626 - Numerical Linear Algebra 4 Credit(s)
• MATH 647 - Probability Models 4 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Track Courses (15 to 18 Credits)
Complete five courses. Three courses from your declared track and one course from each of the other two
tracks.
Data Analytics Courses:
• CS 624 - Analysis of Algorithms 3 Credit(s)
• CS 670 - Artificial Intelligence 3 Credit(s)
693
• CS 671 - Machine Learning 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Computational Physics Courses:
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
• BIOL 370 Molecular Biology (see Undergraduate Catalog)
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• CS 612 - Algorithms in Bioinformatics 3 Credit(s)
Electives (9 to 12 Credits)
Complete three courses from below. Additional track courses from above may be applied toward this
requirement with permission of the graduate program director.
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• CHEM 601 - Thermodynamics & Kinetics 4 Credit(s)
• CHEM 602 - Quantum Mechanics & Spectroscopy 4 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Research Seminars (4 Credits)
Consult with you advisor for course options.
Dissertation (20 Credits)
Complete 20 credits of dissertation research by registering for a science dissertation course to be approved
by your faculty advisor.
Computer Science
Website
https://www.umb.edu/science-mathematics/academics/computer-science/
694
Office
McCormack Hall, 3rd Floor, Room 211
617.287.6475
[email protected]
Department Chair
Marc Pomplun, PhD
[email protected]
617.287.6443
McCormack Hall, 3rd Floor, Room 201-09
Master's
Computer Science (MS)
Computer Science Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete a minimum of 30 credits from at least ten courses including two object-oriented software
development courses, two theoretical electives, and at least six applied electives.
Capstone: Complete a software engineering project as part of CS 681 and 682 or a master's thesis which
requires a minimum GPA of 3.5 and approval of the graduate program director.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program. A student may not
choose to take an additional course in lieu of a course in which he or she has earned a low grade.
Minimum grade: No courses with a grade below C may be applied toward the program. No more than two
courses with a grade below B- may be applied toward the program.
Course level: At least 24 credits for the program must be from courses at the 600-level or higher. With the
exception of CS 485, all 400-level computer science courses are considered graduate-level courses.
Statute of limitations: Seven years.
Course Requirements
Object-Oriented Software Development (6 Credits)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
Theoretical Electives (6 Credits)
695
Take two from below.
• CS 620 - Theory of Computation 3 Credit(s)
• CS 622 - Theory of Formal Languages 3 Credit(s)
• CS 624 - Analysis of Algorithms 3 Credit(s)
• CS 720 - Logical Foundations of Computer Science 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 420 Introduction to the Theory of Computation
• MATH 470 Mathematical Logic
Applied Electives (18 Credits)
Take six from below.
Student approved for a master's thesis may take three credits of CS 699 - Research for MS Thesis.
• CS 613 - Applied Cryptography 3 Credit(s)
• CS 615 - User Interface Design 3 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
• CS 646 - Computer Communications Networks 3 Credit(s)
• CS 648 - Wireless Networks and Mobile Computing 3 Credit(s)
• CS 651 - Compiler 3 Credit(s)
• CS 670 - Artificial Intelligence 3 Credit(s)
• CS 672 - Neural Networks 3 Credit(s)
• CS 675 - Computer Vision 3 Credit(s)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 410 Introduction to Software Engineering
• CS 411 Competitive Programming
• CS 444 Operating Systems
• CS 446 Introduction to Internetworking
• CS 450 Structure of Higher Level Languages
• CS 445 Real-Time Systems
• CS 460 Graphics
Doctorate
Computer Science (PhD)
Computer Science Department | College of Science and Mathematics
About the Program
Admission Requirements
696
Program Requirements
Complete 48 credits from seventeen courses including four object-oriented software development courses,
two theoretical electives, six applied electives, two additional theory courses, two additional electives and
fifteen credits of dissertation research. The first 30 credits of course work are subject to the requirements of
the Computer Science (MS) program.
Doctoral candidacy: Successful completion of a written exam after completion of 30 credits and an oral
exam after completion of 48 credits. Both exams may be retaken once.
Dissertation: Compose and defend a dissertation based on original research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive the
MS degree en route to the PhD. To qualify, students must complete the requirements outlined in the
Computer Science (MS) program.
GPA: A minimum GPA of 3.5 must be maintained throughout the program.
Residency: At least one year in the program must be completed as a full-time student.
Statute of limitations: Eight years.
Course Requirements
Object-Oriented Software Development (12 Credits)
• CS 680 - Object-Oriented Design and Programming 3 Credit(s)
• CS 681 - Object-Oriented Software Development 3 Credit(s)
• CS 682 - Software Development Laboratory I 3 Credit(s)
Required Theoretical Courses (6 Credits)
• CS 720 - Logical Foundations of Computer Science 3 Credit(s)
• CS 724 - Topics in Algorithm Theory and Design 3 Credit(s)
Theoretical Electives (6 Credits)
Take two from below.
• CS 620 - Theory of Computation 3 Credit(s)
• CS 622 - Theory of Formal Languages 3 Credit(s)
• CS 624 - Analysis of Algorithms 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 420 Introduction to the Theory of Computation
• MATH 470 Mathematical Logic
Applied Electives (18 Credits)
Take six from below.
• CS 615 - User Interface Design 3 Credit(s)
697
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
• CS 646 - Computer Communications Networks 3 Credit(s)
• CS 648 - Wireless Networks and Mobile Computing 3 Credit(s)
• CS 651 - Compiler 3 Credit(s)
• CS 670 - Artificial Intelligence 3 Credit(s)
• CS 675 - Computer Vision 3 Credit(s)
Undergraduate Courses (see Undergraduate Catalog for descriptions):
• CS 410 Introduction to Software Engineering
• CS 411 Competitive Programming
• CS 444 Operating Systems
• CS 446 Introduction to Internetworking
• CS 450 Structure of Higher Level Languages
• CS 445 Real-Time Systems
• CS 460 Graphics
Additional Electives (6 Credits)
Take two additional computer science courses.
Dissertation Research (15 Credits)
• CS 899 - PhD Dissertation Research 1-9 Credit(s)
Graduate Certificate
Database Technology (Certificate)
Computer Science Department | College of Science and Mathematics
Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete twelve credits from four courses including three core courses and one elective.
Statute of limitations: Three years.
Course Requirements
Core Courses (9 Credits)
698
• CS 615 - User Interface Design 3 Credit(s)
• CS 630 - Database Management Systems 3 Credit(s)
• CS 634 - Architecture of Database Systems 3 Credit(s)
Elective (3 Credits)
Take one from below.
• CS 636 - Database Application Development 3 Credit(s)
• CS 637 - Database-Backed Websites 3 Credit(s)
Computer Science
CS 612 - Algorithms in Bioinformatics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will introduce students to bioinformatics - the area concerning the development and application
of computational methods to address key problems in biology. It will introduce the students to a variety of
methods and skills required to conduct research in this popular field. The emphasis of the course is
algorithmic methods in structural bioinformatics with a focus on various computational methods to simulate,
analyze, and model protein structure, dynamic, and fuction.
Enrollment Requirements:
pre-reqs: CS 210 AND MATH 260
037580:1
CS 613 - Applied Cryptography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course aims to introduce fundamental and practical knowledge of cryptography and its applications.
This course covers diverse topics on cryptography and network security techniques including conventional
encryption, asymmetric and symmetric cryptology, digital signatures, certificates, key exchange, key
management, authentication, network access control, cloud computing security, electronic mail security,
advanced crypto primitives, bitcoin, blockchain, and differential privacy. This course focuses on both
theoretical aspects and practical applications of cryptanalysis and network security techniques.
Enrollment Requirements:
Pre-requisite: CS 310
041539:1
CS 614 - Blockchain Technology
699
3 Credit(s) | Lecture | Graded
Not repeatable for credit
This course is cross-listed as Blockchain enables a digital decentralized society where people can
contribute, collaborate, and transact without having to second-guess trust and transparency. It is the
technology behind the success of Bitcoin, Ethereum, and many exciting applications and platforms that
emerge everyday, with impact in many sectors, including finance, education, health care, environment,
transportation, technology, to name a few. This course covers a basic set of essential concepts, algorithms,
and tools suitable for aspiring students who want to be technologically ready for a blockchain venture.
Topics touch various issues in decentralized computing and networking. Students will learn programming
skills sufficiently to develop a blockchain project from scratch.
Enrollment Requirements:
Prerequisite: CS 310 or permission of instructor
041657:1
CS 615 - User Interface Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An introduction to user interface design, which encompasses design of the user interface and the functional
design of the whole system. Students read and critique papers and articles, evaluate and critique existing
user interfaces, and design interfaces of their own. Working in small groups, students use either interface
prototyping tools or conventional rapid prototyping systems to construct an experimental interface.
Enrollment Requirements:
Pre-requisite: CS 310 and CS 220 or permission of instructor
Instructor consent required for enrollment
013110:1
CS 620 - Theory of Computation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Functions computable by programs. Recursive functions and Turing machines; simulation and
diagonalization. Universality and unsolvable problems. Kleene's hierarchy and the recursion theorem.
Gregorczyk's hierarchy and Ackermann's function. Abstract complexity. Formal languages and classes of
automata. Inherently difficult combinatorial problems.
Enrollment Requirements:
Pre-requisite: CS 220
013111:1
CS 622 - Theory of Formal Languages
700
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course treats languages from an abstract point of view as defined by formal grammars and by families
of abstract machines. The Chomsky hierarchy and associated automata are covered. Emphasis is placed on
context-free languages. Careful mathematical definition and proof are stressed throughout. This course does
not involve programming. This course is of special interest to students interested in linguistics and in the
theory of programming language compilers.
Enrollment Requirements:
Pre-requisite: CS 220 or Permission of Instructor
Instructor consent required for enrollment
013114:1
CS 624 - Analysis of Algorithms
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Basic techniques for designing algorithms: divide and conquer, the greedy method, dynamic programming,
etc. Applications to searching and sorting algorithms. Complexity of parsing. The fast Fourier transform and
its applications (evaluation of polynomials and arithmetical problems). Lower bound theory. NP-hard and
NP-complete problems. Probabilistic estimates of algorithms.
Enrollment Requirements:
Pre-requisite: CS 220 or permission of instructor
Instructor consent required for enrollment
013118:1
CS 630 - Database Management Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Databases and database management systems. The entity/relationship model. The relational model.
Relational algebra. The query language SQL. The object-relational model and SQL3. Embedded SQL in
programs and dynamic SQL. Database administration: creating views and integrity constraints, handling
data security. Functional dependencies. Normalization.
Enrollment Requirements:
Pre-req = CS 240 and CS310
Instructor consent required for enrollment
013120:1
701
CS 634 - Architecture of Database Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Indexing and query optimization in database systems. Writing programs to update a database. ACID
properties. Concurrency theory: serializability, 2-phase locking, deadlock detection. Transactional Recovery:
REDO and UNDO logging, different checkpoint approaches, media recovery. Examples of recovery utility
use in INGRES, ORACLE and DB2. Transactional performance: the TPC-A benchmark, analysis of
bottlenecks, and cost-performance considerations. Distributed database systems. Two-phase commit.
Database parallelism.
Enrollment Requirements:
Pre-req = CS 430 or 630
013125:1
CS 636 - Database Application Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A study of database applications, that is, software systems that solve a particular real-world problem and
hold their data in a relational database. The systems under study also have a realistic user interface.
Students work in small groups on a real-world project specified and implemented during the term. Topics
include system specification from user needs, analysis of data flow and work flow, object design, database
design, client-server techniques, and rapid prototyping systems.
Enrollment Requirements:
Pre-requisite: CS 630
013127:1
CS 637 - Database-Backed Websites
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The design and implementation of database-backed websites. Static sites, dynamic sites, and sites that act
as interfaces to relational database systems, providing for web-based collaboration through scalable online
communities. Students install and maintain their own web servers, extend existing tool sets, and build their
own sites from scratch in a series of intensive programming projects.
Enrollment Requirements:
Pre-requisite: CS 430 or 630
013128:1
702
CS 638 - Applied Machine Learning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents the practical side of machine learning for applications, such as pattern recognition from
images or building predictive classifiers. Topics will include linear models for regression, decision trees, rule
based classification, support vector machines, Bayesian networks, and clustering. The emphasis of the
course will be on the hands-on application of machine learning to a variety of problems.
Course Note
This course does not assume any prior exposure to machine learning theory or practice.
039369:1
CS 642 - Cybersecurity in the Internet of Things
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course aims to introduce the concept of IoT and its impact on our daily lives, to understand the
architecture and components of IoT, and to address the challenges and solutions of deploying IoT in reality.
Students will learn how to make design trade-offs between communication and computation costs and
between hardware and software. In addition, cybersecurity is a critical design issue of the IoT system. From
this course, students will become aware of the cybersecurity issues raised by IoT and gain the knowledge of
the related security techniques. Students will also gain hands-on experiences on building IoT devices and
implementing security techniques through team projects.
Enrollment Requirements:
Pre-req: CS 310
040475:1
CS 646 - Computer Communications Networks
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Need for computer networks. Architectures of networks. Architectures of systems. ISO Reference Model.
Standardization efforts. Specification of protocols. Example of protocols and networks.
013136:1
CS 648 - Wireless Networks and Mobile Computing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
703
Description:
Wireless communications, wireless networking, mobility management technologies, and protocols for
wireless LANs and WANs are surveyed. Selected mobile computing models and mobile applications
development environments are evaluated. A wireless networks laboratory provides a realistic
mobile/wireless computing environment. Students are expected to form groups to complete a semester
project involving an investigation and the development of a prototype.
Enrollment Requirements:
Pre-req = CS 446 or CS 646
032251:1
CS 651 - Compiler
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Compiler organization and construction. Programming projects involve scanning input, analyzing program
structure, error checking, code translation and interpreting, code generation and optimization. These
projects result in a compiler for a reasonably large subset of ALGOL, Pascal, or similar procedural language.
Enrollment Requirements:
Pre-req = CS 310 and CS 420 or CS 622
000909:1
CS 666 - Biomedical Signal and Image Processing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces important signal and image processing methods for biomedical diagnostics and
research. You will learn hands-on how to reconstruct, visualize, and analyze datasets from different
modalities such as electrocardiography (ECG), electroencephalography and magnetoencephalography
(EEG/MEG), ultrasound (US), X-ray, electron and light microscopy (EM/LM), computerized tomography
(CT), structural and functional magnetic resonance imaging (MRI/fMRI), as well as single photon emission
computed tomography and positron emission tomography (SPECT/PET). Course discussions and
assignments include the fundamentals of digital signal processing, filtering and denoising, Fourier
transformations, pattern recognition, and state-of-the-art registration and segmentation pipelines. After
completion, you will have the $kills to work at hospitals, life science institutions, and biotech companies!
Enrollment Requirements:
MATH 260 and CS 310, or Permission of instructor
Semester(s) typically offered: Spring
042145:1
CS 670 - Artificial Intelligence
704
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A broad technical introduction to the techniques that enable computers to behave intelligently: problem
solving and game playing, knowledge representation and reasoning, planning and decision making,
learning, perception and interpretation. The application of these techniques to real-world systems, with some
programming in LISP.
Enrollment Requirements:
Pre-requisite: CS 220 and CS 310
Instructor consent required for enrollment
013144:1
CS 671 - Machine Learning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Machine Learning is a foundational discipline for data mining and artificial intelligence which explores the
limits and capacities of automated learning of abstract concepts. The course will focus on the probably
approximately correct (PAC) learning model and will cover topics like the Vapnik-Chervonenkis dimension,
the weak and strong learning paradigms, inherent unpredictability, reducibility in PAC learning, and learning
finite automata.
038066:1
CS 672 - Neural Networks
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An introduction to artificial neural networks. Topics include a survey of natural neural network models,
perceptrons and their limitations, multi-layer networks and back propagation, Hebbian learning,
unsupervised competitive learning, relations to automata and computability theory, adaptive resonance
theory, applications of connectionist models of computing to various domains, including pattern recognition
and databases.
Enrollment Requirements:
Pre-req = Permission of instructor
Instructor consent required for enrollment
013145:1
CS 675 - Computer Vision
705
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides both theoretical knowledge and practical experience with fundamental and advanced
Computer Vision algorithms. Topics range from basic image processing techniques such as image
convolution and region and edge detection to more complex vision algorithms for contour detection, depth
perception, dynamic vision, and object recognition. Students will implement vision algorithms in the JAVA
programming language. The performance of these programs is evaluated, and the advantages and
disadvantages of individual approaches are discussed. The final project is the development by students of
their own computer vision program solving a given problem.
Enrollment Requirements:
Pre-requisite: CS 310 and CS 220 or permission of instructor
032231:1
CS 680 - Object-Oriented Design and Programming
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Object-oriented techniques for the design and development of software. Students will develop a series of
moderate sized programs in C++ and Java and then design and implement a more substantial project in
small teams.
Enrollment Requirements:
Pre-req: CS 310 or permission of instructor
000908:1
CS 681 - Object-Oriented Software Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
In this course students work in small teams to create a useful, complete, medium sized software system for
real customers. There is a strong emphasis on process: the systematic use of an object-oriented
development methodology based on UML models and incremental development is employed throughout
each project.
Enrollment Requirements:
Pre-req = CS 680 with a grade of B or better Co-req = CS 683
000907:1
CS 682 - Software Development Laboratory I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
706
Description:
This is a laboratory course in which students, working in small groups, specify, design, implement, and
document a large software project.
Enrollment Requirements:
Co-req = CS 680
000906:1
CS 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
A student must find a faculty sponsor for his or her independent study and arrange study under that person,
normally about a computer science topic not covered by the department's courses.
032232:1
CS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Topics of current interest in the field, according to student and faculty areas of specialization. Course
content varies according to the topic and will be announced prior to registration.
Instructor consent required for enrollment
013150:1
CS 698 - Practicum in CS
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 2 / total completions: 2
Description:
This course is intended to enhance student industrial work by combining it with closely related academic
studies - of the domain of application of computer skills and of related computer concepts, skills and
methodologies. It will enhance academic studies by providing a focus and a context for learning of new
concepts and skills. It will help to prepare the student for the transition from an academic program to
eventual employment in the computer industry.
Course Note
This course is not open to graduate students in the Ph.D track.
Department consent required for enrollment
013163:1
707
CS 699 - Research for MS Thesis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A one-semester supervised practicum course to help students complete the required thesis, which must be
a substantial piece of research on some aspect of computer science. The master's thesis may take the form
of a theoretical paper or a report on a piece of software.
Enrollment Requirements:
Pre-req = a minimum of 15 Graduate credits
013164:1
CS 720 - Logical Foundations of Computer Science
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course treats the logical foundations of computer science in a mathematically rigorous way but with
emphasis on the applications of logic in computer science. Topics include the syntax and semantics of
predicate logic, formal systems for predicate logic, many-sorted logic, and logic programming. Additional
topics may include equational logic, algebraic specification, term rewriting, program verification, nonstandard
logic, and databases. Students are expected to demonstrate an understanding of theoretical material and
the ability to apply it.
Enrollment Requirements:
Pre-req = MATH 470 or equivalent and permission of instructor
Instructor consent required for enrollment
013165:1
CS 724 - Topics in Algorithm Theory and Design
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An examination of current topics in algorithm analysis and design: complexity classes, abstract complexity
theory, generating functions. Topics may include genetic algorithms, string matching algorithms, and circuit
complexity.
Enrollment Requirements:
Pre-req = CS 624 or equivalent
013167:1
CS 899 - PhD Dissertation Research
708
1-9 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Research, conducted under faculty supervision, which leads to the presentation of a doctoral dissertation.
This course carries variable credit and can be taken more than once.
Instructor consent required for enrollment
013174:1
Engineering
Website
https://www.umb.edu/science-mathematics/academics/engineering/
Office
McCormack Hall, 3rd Floor, Room 128
617.287.6036
[email protected]
Department Chair
Greg Sun, PhD
[email protected]
617.287.6432
McCormack Hall, 3rd Floor, Room 128-09
Integrative Biosciences
Website
https://www.umb.edu/academics/program-finder/integrative-biosciences-phd/
Program Director
Alexey Veraksa, PhD
[email protected]
617.287.6665
Integrated Sciences Complex, 4th Floor, Room 4440
Doctorate
Integrative Biosciences (PhD)
709
Integrative Biosciences Program | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from a minimum of nine courses including two core courses, five track courses, two to
three electives, and 32 credits of dissertation.
Doctoral Candidacy: Pass a written qualifying exam in four topics as well as an oral qualifying exam which
includes the defense of their dissertation proposal.
Dissertation: Compose and defend a dissertation based on original research.
Statute of limitations: Eight years.
Course Requirements
Core Courses (5 Credits)
• INTR-D 601 - Integrative Biosciences Graduate Program Seminar 2 Credit(s)
• BIOL 650 - Scientific Communication 3 Credit(s)
Track Courses (16 to 18 Credits)
Complete five courses.
Three courses must be from your declared track.
One course must be taken in each of the other two tracks.
Biochemistry Track
• BIOL 612 - Advanced Cell Biology 3 Credit(s)
• BIOL 676 - Advanced Molecular Biology Lecture 3 Credit(s)
• BIOL 680L - Physical Biochemistry 3 Credit(s)
or
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• CHEM 681 - Medical Biochemistry 4 Credit(s)
Biophysics Track
• BIOL 680L - Physical Biochemistry 3 Credit(s)
or
• CHEM 680L - Physical Biochemistry 3 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
710
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
Bioinformatics Track
• BIOL 625 - Genomics and Biotechnology 3 Credit(s)
• BIOL 664 - Bioinformatics for Molecular Biologists 3 Credit(s)
• CS 612 - Algorithms in Bioinformatics 3 Credit(s)
• MATH 648 - Computational Statistics 4 Credit(s)
Electives (6 to 8 Credits)
Complete two to three courses from any of the track courses above and from below.
• BIOL 607 - Biostatistics and Experimental Design 3 Credit(s)
• BIOL 615 - Immunology 3 Credit(s)
• BIOL 674 - Cell Signaling 3 Credit(s)
• BIOL 677 - Advanced Eukaryotic Genetics 3 Credit(s)
• BIOL 681 - Network Biology 3 Credit(s)
• BIOL 691 - Seminar in Developmental Biology 3 Credit(s)
• CHEM 658 - Medicinal Chemistry 4 Credit(s)
• MATH 303 Introduction to Mathematical Biology 3 Credit(s) - see Undergraduate Catalog
• CS 671 - Machine Learning 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
Dissertation Course (32 Credits)
Complete at least 32 credits of dissertation research by registering for a science dissertation course to be
approved by your faculty advisor.
Interdisciplinary Studies
INTR-D 601 - Integrative Biosciences Graduate Program Seminar
2 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 6 / total completions: 3
Description:
The goal of this course is to introduce the students to the theory and practice of interdisciplinary research in
the areas of biochemistry, biophysics, and bioinformatics. The course will consist of two main components;
in the first half of the course, participating IBGP faculty will describe their research projects. IBGP faculty
laboratories can also be represented by postdoctoral fellows or advanced graduate students. Each faculty
presentation will be followed by a class discussion of a paper from that laboratory that includes an
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interdisciplinary approach and/or a collaboration between laboratories working in different disciplines. In the
second half of the course, each student will present a paper on an interdisciplinary topic. Throughout the
course, emphasis will be on the collaborative and interdisciplinary nature of research in the biosciences.
Course Note
This course is required for first-year PhD students admitted to the Integrative Biosciences Graduate
Program (IBGP).
039573:1
Mathematics
Website
https://www.umb.edu/science-mathematics/academics/mathematics/
Office
Wheatley Hall, 3rd Floor, Room 154
617.287.6460
[email protected]
Department Chair
Eduardo Gonzalez, PhD
[email protected]
617.287.6470
Wheatley Hall, 3rd Floor, Room 154-17
Mathematics
MATH 545 - Probability & Statistics I for Secondary Teachers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course presents the mathematical laws of random phenomena, including discrete and continuous
random variables, expectation and variance, and common probability distributions such as the binomial,
Poisson, and normal distributions. Topics also include basic ideas and techniques of statistical analysis.
033049:1
MATH 570 - History of Mathematics for Secondary Teachers
3 Credit(s) | Lecture | Graded
Not repeatable for credit
712
Description:
This course traces the development of mathematics from ancient times up to and including 17th century
developments in the calculus. Emphasis is on the development of mathematical ideas and methods of
problems solving. Attention will also be paid to the relevance of history to mathematics teaching as well as
investigation into the origins of non-Euclidean geometry even though this comes well after Newton and
Leibniz, because of its relatively elementary character and fascinating nature.
033093:1
MATH 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in mathematics.
038151:1
MATH 625 - Numerical Analysis
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to numerical analysis and its applications in practical problems in
applied mathematics and engineering. In most scientific modeling projects, investigators have to deal with
very large systems of linear and nonlinear equations, understanding of which requires powerful computers
and a firm understanding of the vast number of existing pertinent algorithms. The main goal of the course is
to provide an introduction to algorithmic and mathematical foundations of high-performance scientific
computations. Introductory topics of the course include root finding, fixed point methods, interpolation
methods, initial value problems and optimization. Particular emphasis will be on optimization methods,
including steepest descent, line search methods, newton methods, quasi-Newton methods, trust regions,
theory of constraint optimization and linear programming.
Instructor consent required for enrollment
039229:1
MATH 626 - Numerical Linear Algebra
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the essential ideas and computational techniques that modern scientists or
engineers will need in order to carry out their work. In most scientific modeling projects, investigators have
to deal with very large systems of linear equations, understanding of which requires powerful computers,
and a firm understanding of the vast number of existing pertinent algorithms. The main goal of the course is
to provide an introduction to algorithmic and mathematical foundations of high-performance matrix
computations. Topics include linear algebraic systems, the singular value decomposition (SVD) of a matrix
and some of its modern applications. We will discuss Principal Component Analysis (PCA) and its
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applications to data analysis. We will study linear transformations and change of basis. We will discuss
complex vector spaces and the Jordan canonical form of Matrices. We will discuss non-negative matrices
and Perron-Frobenius Theory. We will explain multiple matrix factorizations, such as LU, QR, NMF. For
each of these topics we will discuss numerical computer algorithms and their implementations. In particular
we will discuss in detail eigenvalue estimation, including iterative and direct methods, such as Hausholder
methods, tri-diagonalization, power methods, and power methods with shifts. We will explain concepts of
numerical analysis that are important to consider when we talk about the implementation of algorithms, such
as stability and convergence. We will discuss iterative methods as well as direct ones, their advantages and
disadvantages. The methods and their applications will be illustrated using a common programming
language such as python and/or R. The course will emphasize mathematical and software engineering
methods that will allow students to fully participate at all levels of algorithm design and implementation.
Enrollment Requirements:
Pre-requisite: MATH 625 or permission of instructor
Instructor consent required for enrollment
039228:1
MATH 647 - Probability Models
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a graduate course on probability models with a strong emphasis on stochastic processes. The aim is
to enable students to approach real-world phenomena probabilistically and build effective models. Topics
include probability spaces, random variables, conditional probability, Markov chains, Poisson processes,
Browian motion, probabilistic simulations.
Instructor consent required for enrollment
039232:1
MATH 648 - Computational Statistics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an introduction to the fundamental ideas and techniques of statistical inference. The course
demonstrates how and when to use statistical methods, explains the mathematical background behind them
and illustrates them with case studies. Topics covered include the Central Limit Theorem, parameter
estimation, confidence intervals, hypothesis testing, type I and II errors, power, significance level, p-value,
likelihood ratiotests, t-test, paired and 2-population t-test, goodness-of-fit tests, contingency tables, exact
tests, nonparametric tests, ANOVA and regression models. Statistical software such as R, Matlab, or
Python, will be used to analyze real-world data.
Enrollment Requirements:
Pre-requisite: MATH 647 or permission of instructor.
Instructor consent required for enrollment
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039233:1
MATH 655 - An Introduction to Statistical Machine Learning
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide an introduction to methods in statistical machine learning that are commonly used to
extract important patterns and information from data. Topics include: supervised and unsupervised learning
algorithms such as generalized linear models for regression and classification, support vector machines,
random forests, k-means clustering, principal component analysis, and the basics of neural networks. Model
selection, cross-validation, regularization, and statistical model assessment will also be discussed. The
topics and their applications will be illustrated using the statistical programming language R in a practical,
example/project oriented manner.
042071:1
MATH 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Department consent required for enrollment
021850:1
MATH 697 - Special Topics
1-8 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 16 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in mathematics. Course content varies each
semester and will be announced prior to registration.
Instructor consent required for enrollment
040972:1
Mathematics for Teachers
MTT 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
715
Description:
An advanced course offering intensive study of selected topics in this subject area.
038152:1
Physics
Website
https://www.umb.edu/science-mathematics/academics/physics/
Office
Wheatley Hall, 4th Floor, Room 45
617.287.6050
[email protected]
Department Chair
Rahul Kulkarni, PhD
[email protected]
617.287.5408
Wheatley Hall, 4th Floor, Room 46
Master's
Applied Physics (MS)
Physics Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 34 credits from eight courses including three laboratory/applied courses, three theoretical courses,
one elective, and one thesis or internship course.
Capstone: Completion of a master's thesis or internship.
Statute of limitations: Six years.
Course Requirements
Laboratory/Applied Courses (12 Credits)
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Complete three from below.
• PHYSIC 600 - Electronic Instrumentation I: Analog 4 Credit(s)
• PHYSIC 601 - Electronic Instrumentation II: Digital 4 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s) (with approval of the graduate
program director)
Theory Courses (12 Credits)
Complete three from below.
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 612 - Electromagnetic Theory 4 Credit(s)
• PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics 4 Credit(s)
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s) (with approval of the graduate
program director)
Elective (4 Credits)
Complete one additional laboratory/applied or theory course from above.
Thesis or Internship Course (6 Credits)
In exceptional cases, with prior approval of the program, a student may graduate
with nine courses (substituting two additional courses for the internship or thesis
requirement). These courses must be chosen as a coherent subject of specialization
in an applied area of special interest to the student.
• PHYSIC 694 - Master's Internship 3-6 Credit(s)
or
• PHYSIC 699 - Master's Thesis Research 1-6 Credit(s)
Doctorate
Applied Physics (PhD)
717
Physics Department | College of Science and Mathematics
About the Program
Admission Requirements
Program Requirements
Complete 72 credits from 18 courses including four core courses, eight electives, and 24 credits of
dissertation courses.
Doctoral candidacy: Completion of the foundational and lab courses of the MS program and passage of
written comprehensive examinations and an oral candidacy examination.
Dissertation: Compose and defend a dissertation based on independent experimental or theoretical
research. For students who have already published at least one peer reviewed article in a high impact
journal, their published work may be used in place of a dissertation at the discretion of the committee and
graduate program director, though an oral defense is still required.
Statute of limitations: Eight years.
Course Requirements
Core Courses (16 Credits)
Complete the courses below if not already taken as part of the MS degree.
Courses may be waived if the student passes the corresponding examination section prior to enrolling in the
course.
• PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics 4 Credit(s)
• PHYSIC 612 - Electromagnetic Theory 4 Credit(s)
• PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics 4 Credit(s)
• PHYSIC 614 - Thermodynamics and Statistical Mechanics 4 Credit(s)
Electives (32 Credits)
Complete eight from below.
Courses already completed for the MS may be applied toward this requirement.
• PHYSIC 600 - Electronic Instrumentation I: Analog 4 Credit(s)
• PHYSIC 601 - Electronic Instrumentation II: Digital 4 Credit(s)
• PHYSIC 602 - Laser Optics Laboratory 4 Credit(s)
• PHYSIC 607 - Experiments in Squishy Physics 4 Credit(s)
• PHYSIC 610 - Topics in Medical Imaging 4 Credit(s)
• PHYSIC 616 - Mathematical Methods for Physicists 4 Credit(s)
• PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics 4 Credit(s)
• PHYSIC 632 - Advanced Laser Optics (with Lab) 4 Credit(s)
• PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics) 4 Credit(s)
• PHYSIC 638 - Quantum Measurement Theory 4 Credit(s)
718
• PHYSIC 645 - Cancer Biophysics 4 Credit(s)
• PHYSIC 662 - Computational Science 4 Credit(s)
• PHYSIC 680 - Readings in Physics 3-6 Credit(s)
• PHYSIC 690 - Projects in Physics 3-6 Credit(s)
• PHYSIC 697 - Special Topics in Applied Physics 1-8 Credit(s)
Dissertation (24 Credits)
• PHYSIC 899 - Doctoral Dissertation Research 1-15 Credit(s)
Physics
PHYSIC 597 - Special Topics
1-8 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 16 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
025240:1
PHYSIC 600 - Electronic Instrumentation I: Analog
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
A lecture and laboratory course in analog electronics. Emphasis is placed on pragmatic and intuitive
approaches to analog electronic circuit designs. A supervised independent project illustrating an aspect of
basic analog electronics is required of each student.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025241:1
PHYSIC 601 - Electronic Instrumentation II: Digital
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
A lecture and laboratory course to provide understanding of digital electronics and microprocessors.
Emphasis is placed on digital logic components, digital circuit design, and techniques for incorporating
microprocessors and microcomputers into laboratory experiments.
Enrollment Requirements:
719
Pre-req = Graduate degree student in Physics
025244:1
PHYSIC 602 - Laser Optics Laboratory
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
A lecture and laboratory course to provide a working understanding of modern optics, lasers, and
applications. Topics include optical resonators; solid state, gas and semiconductor lasers; tunable dye
lasers; non-linear optics; and spectroscopy applications. Selected topics, which may vary from year to year
according to the interests of the faculty and recent developments in technology, will stress practical
instrumentation as well as relevant theory.
Enrollment Requirements:
Pre-requisite = Graduate degree in Phsyics, Integrated Biosciences, Computational Science or permission
of instructor
025249:1
PHYSIC 607 - Experiments in Squishy Physics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a laboratory course in the physics of soft condensed matter, also known as "squishy physics".
Experiments will focus on physical methods to investigate how the microstructure of soft materials and
biological materials relate to their bulk mechanical response to deformation using a combination of particle
tracking microrheology, imaging, bulk oscillatory shear rheometry and light scattering methods. Analysis of
experimental data will require some basic programming skills and use of MATLAB. In the laboratory
assignments, students will be expected to be largely self-directed and draw upon published research and
will require critical reading and analysis of scientific literature. A major portion of the grade will be based on a
final laboratory project which will include written and oral presentation components.
Enrollment Requirements:
Pre-requisite = Graduate degree in Phsyics, Integrated Biosciences, Computational Science or permission
of instructor
040664:1
PHYSIC 610 - Topics in Medical Imaging
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on an in-depth study of specific topics in the various medical imaging modalities.
Enrollment Requirements:
720
Pre-requisite = Graduate degree in Phsyics, Integrated Biosciences, Computational Science or permission
of instructor
025261:1
PHYSIC 611 - Theory of Classical Mechanics and Fluid Mechanics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focusses on principles of classical mechanics: generalized coordinates, lagrangian and
Hamiltonain formulations, variational principles, multiple periodic systems, non linear dynamics, fluid
dynamics.
Enrollment Requirements:
Pre-req = Graduate student in PHYSICS or COMPUTATIONAL SCIENCE
025266:1
PHYSIC 612 - Electromagnetic Theory
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A lecture course to develop electromagnetic theory and to treat various applications. Topics include
Maxwell's equations in vacuum and in material media, electromagnetic theory of continuous media,
reflection, refraction, diffraction and radiation of electromagnetic waves. Applications are selected from such
topics as wave guides and resonant cavities, and magneto hydrodynamics and plasma physics.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025267:1
PHYSIC 613 - Quantum Mechanics, Atomic, and Molecular Physics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A lecture course on the fundamental principles and applications of the quantum theory of matter. Topics
include bound systems (potential well harmonic oscillator, hydrogen atom), angular momentum, spin,
identical particles, the periodic table, exchange forces, chemical bonding, linear vector spaces, perturbation
theory. Such other topics as magnetic resonance, symmetry groups, and elementary particles are selected
for study according to student and faculty interests.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025270:1
721
PHYSIC 614 - Thermodynamics and Statistical Mechanics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A lecture course on the principles of thermodynamics and statistical mechanics. Topics include:
fundamentals of thermodynamics, first and second laws, thermodynamic potentials, phase transitions,
classical kinetic theory, classical statistical mechanics, and quantum statistical mechanics. Applications of
the principles will be made to physical, chemical, and biological systems of special or current interest.
035703:1
PHYSIC 616 - Mathematical Methods for Physicists
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
A course in intermediate mathematics with applications to analytical and quantum mechanics and
electromagnetic theory. Selected topics from vector analysis, tensor algebra, linear algebra and group
theory, functions of a complex variable, second-order differential equations, Fourier series and transforms,
calculus of variations.
Instructor consent required for enrollment
025275:1
PHYSIC 623 - Quantum Mechanics: Scattering and Many-Body Physics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of this theoretical course is to introduce techniques in two of the most widely used application
areas of Quantum Mechanics, namely Scattering Theory and Many-Body Physics. A working knowledge of
these methods is particularly relevant to a wide range of modern applications int he broad area of
mesoscopic physics, and especially to studies involving ultra-cold atoms.
Enrollment Requirements:
PHYSIC 613 AND PHYSIC 616 OR PERMISSION OF INSTRUCTOR
038681:1
PHYSIC 632 - Advanced Laser Optics (with Lab)
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This is a one-semester lecture and lab course offered as a follow-up to Physic 602. Topics include wave
722
propagation in isotropic and anisotropic media, birefringence, the physical origin of nonlinear polarization,
wave propagation in nonlinear media, optical second harmonic generation, parametric oscillation and
amplification, electro-optic effects in crystals, third order non-linearities, third harmonic generation, the
interaction of light and phase conjugate optics, four-wave mixing, intensity dependent transmission, and
selected topics as time permits.
Enrollment Requirements:
Pre-requisite = Graduate degree in Phsyics, Integrated Biosciences, Computational Science or permission
of instructor
025283:1
PHYSIC 635 - Physics on the Back of an Envelope (Estimation in Physics)
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goal of the course is to introduce the students to a comprehensive array of qualitative methods
practiced by researchers but rarely taught. The focus will be on occurrences in a wide range of areas,
including Quantum Mechanics and Differential Equations. As the course title indicates, these methods allow
for the quick, and relatively painless, estimation of magnitude of effects prior to subjecting them to more
rigors. The ability to do this is widely regarded as the defining characteristic of physicists.
Enrollment Requirements:
Pre-req: PHYSIC 613 and PHYSIC 616
038682:1
PHYSIC 638 - Quantum Measurement Theory
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The issue of measurement has been a topic of debate since the early days of quantum mechanics as the
founders attempted to reconcile the fundamental features of the theory with seeming contraditctions
associated with measurement. In recent years, these questions have taken on added practical importance in
the context of manipulation and control of nano-engineered structures. This course introduces the student to
the language of quantum measurement theory, necessary to model measured quantum dynamical systems,
ideas which are relevant to a number of applications in the emerging area of quantum information such as
quantum computing.
Enrollment Requirements:
PHYSIC 613&650
038684:1
PHYSIC 645 - Cancer Biophysics
4 Credit(s) | Lecture | Graded
Not repeatable for credit
723
Description:
This course deals with the application of physics principles and technologies to cancer biology, diagnosis,
and treatment, with an emphasis on relevant current literature. Subject matter crosses traditional disciplinary
lines to integrate physical, mathematical and molecular descriptions of tumor growth, development, and
metastasis as well as physics-based techniques, especially imaging modalities, for both basic investigation
and in clinical cancer diagnostics and monitoring. Photomedicine, including photodynamic therapy for
treatment of cancer and underlying photophysics is also discussed.
Enrollment Requirements:
Pre-requisite = Graduate degree in Phsyics, Integrated Biosciences, Computational Science or permission
of instructor
038570:1
PHYSIC 662 - Computational Science
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the uses of computational tools in physics and other natural
sciences. While we study numerical methods and programming, the emphasis is on computation as an aid
to understanding physical systems. Students are expected to have a background in undergraduate level
science and mathematics, as well as a basic knowledge of programming. Students who are not matriculated
in the Applied Physics graduate program may enroll with the permission of the instructor. The course
material is intended to be accessible to a scientifically diverse student body, including students in
mathematics, computer science, physical and other natural sciences.
041986:1
PHYSIC 680 - Readings in Physics
3-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 18 / total completions: 3
Description:
An opportunity for qualified graduate students to pursue advanced independent readings in specialized
topics in applied physics, with the guidance of a faculty member.
Course Note
This course may be taken more than once for credit.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025286:1
PHYSIC 690 - Projects in Physics
3-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 18 / total completions: 3
724
Description:
Qualified graduate students may pursue advanced independent projects in applied physics, with the
guidance of a faculty supervisor.
Course Note
This course may be taken more than once for credit.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025288:1
PHYSIC 694 - Master's Internship
3-6 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
Master's Internship
025085:1
PHYSIC 697 - Special Topics in Applied Physics
1-8 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 16 / total completions: 4
Description:
The study of a particular topic of current interest in applied physics, such as photonics, nuclear reactor
physics, semiconductor device physics, superconductivity, magnetic resonance.
Enrollment Requirements:
Pre-req = Graduate degree student in Physics
025086:1
PHYSIC 699 - Master's Thesis Research
1-6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 6 / total completions: 2
Instructor consent required for enrollment
025296:1
PHYSIC 899 - Doctoral Dissertation Research
1-15 Credit(s) | Research | Multi-Term (year long)
Repeatable for credit - total credits: 24 / total completions: 24
725
Description:
This is a repeatable research course culminating in the completion of doctoral thesis and the associated
defense of the findings.
Department consent required for enrollment
040393:1
About the Program
Computational Science is concerned with the construction of mathematical models to solve problems in
science, technology, engineering and mathematics. This is accomplished through the design and
implementation of numerical, probabilistic and statistical models, machine learning and theoretical computer
science. The methods and applications are necessarily cross disciplinary. A typical example is the use of
topological data analysis - which has roots in algebraic topology in pure mathematics - to analyze protein
data or large data clouds. Other examples include environmental modeling via image processing, risk
management and forecasting in finance via stochastic simulations, which in turn can be used in
computational biology to understand the roles of non-coding RNA in cancer.
The Computational Sciences PhD Program at UMass Boston coordinates and promotes multidisciplinary
exchange of ideas among researchers and graduate students. The program involves faculty and graduate
students in various departments at the College of Sciences and Mathematics. Departments currently
participating in the program include: Biology, Chemistry, Computer Science, Engineering, Physics and
Mathematics. The program is built on the existing strong scientific collaborations among faculty and industry
partners. Graduates from the program are expected to be competitive for securing positions in academia or
at companies seeking expertise in data analytics and high-end implementation of computational modeling.
You can select from the following tracks:
• Data Analytics
• Bioinformatics
• Computational Physics.
Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
• Applicants will be required to determine the track they are interested in pursuing (Data Analytics,
Bioinformatics, or Computational Physics) and demonstrate adequate preparation at the
undergraduate level in the form of relevant coursework and research experience.
• Given the multi-disciplinary nature of the Computational Science program, we expect that our
applicants will be undergraduates with bachelor of science degrees in computer science,
mathematics, biology, chemistry, physics, or graduates with master's degrees in these areas.
• Applicants are required to take the general GRE test.
• The program requires three letters of recommendation submitted with the application.
Transfer Requirements
Students who transfer to the Computational Science program will receive transfer credit or advanced
standing for their previous work, if they can demonstrate course equivalency. Credits for previous work will
726
be given at the discretion of the Program Committee. Transfer students will still be required to pass written
and oral qualifying exams and fulfill all other candidacy requirements.
About the Program
The MS program is intended as preparation for professional careers in research and commercial
applications, although it also provides the background for further graduate work leading to the PhD degree.
The program stresses the integration of theoretical knowledge with practical applications. The central course
in the curriculum is a two-semester sequence in software engineering.
Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
• Entrance requirements include a good working knowledge of computer science and mathematics.
Each applicant's background will be assessed individually with respect to these skills, and specific
requirements for making up deficiencies in preparation will be determined at an initial interview.
• The MS program is designed to accommodate students with a wide range of backgrounds. In
particular, the undergraduate degree need not be in computer science. Students may make up
deficiencies by taking specific undergraduate courses. A typical set of such recommended courses
includes:
o CS 110 (a sequence of introductory programming courses)
o CS 210 (a sequence of introductory programming courses)
o CS 240 Programming in C
o CS 310 Advanced Data Structures and Algorithms
o CS 320 Applied Discrete Mathematics
• Other undergraduate courses may be necessary, depending on the background and experience of
the candidate. These courses are described in the Computer Science Information booklet available
from the program office. Graduate students who take undergraduate courses at UMass Boston to
satisfy prerequisite course requirements must earn a B or better in each such course.
• The program requires the GRE test
About the Program
The Computer Science PhD Program prepares students for research careers in the software industry and in
academia. It combines a commitment to theory with significant experience in software development. The
areas in which students may carry out dissertation research are currently programming languages,
databases, digital typography, neural networks, computer architecture, computer networks, and operating
systems.
Admission Requirements
Applicants must also meet general graduate admission requirements in addition to the following program-
specific requirements:
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• All applicants for the PhD program must have the equivalent of a bachelor's
degree in computer science
• Official general Graduate Record Examination (GRE) scores
About the Program
The Conflict Resolution Graduate Certificate Program provides professionals with
the unique skills needed to manage conflict in a variety of settings. Students are
trained in a range of approaches to the resolution of conflict, collaborative decision
making and problem solving. Courses examine the development, role and
management of conflict and encompass the theory, methods, and ethical
perspectives of conflict resolution.
The certificate program requires 12 credits which can be completed in 1 year of full
time study (18 credit dual specialization available). Part time study is an option. If
you start out in the certificate program and decide to apply for the master's program,
all of the credits transfer.
The mediation certificate options involve more than 40 hours of classroom training
and more than 30 hours of district court mediation, mentoring, and evaluation,
meeting all the requirements of the Guidelines for Implementation of Qualification
Standards for Neutrals, adopted January 24, 2004, pursuant to Rule 8 of the
Massachusetts Supreme Judicial Court Uniform Rules on Dispute Resolution.
Students who successfully complete one of the mediation certificate options will
receive a Certificate of Completion showing completion of the training and mentoring
components of mediator qualifications according to those guidelines and M.G.L.
Chapter 233 section 23 (Confidentiality Statute).
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Writing sample - optional
• Statement of purpose - Answer both questions:
1. Describe one or more specific experiences you have had with conflict. What was your
role? What were your rewards and frustrations? (500-750 words)
2. How will you apply the skills, knowledge, and perspective acquired through the program in
your current and/or future employment? (500-750 words)
About the Program
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Students examine the causes and characteristics of local and global conflict and learn to facilitate peaceful
problem solving and collaborative decision making. Graduates work in fields as varied as policy, health care,
human resources, law, and ministry. We are involved in court mediation, peace education, restorative
justice, inter-religious dialogue, bridging the Israeli Palestinian conflict and much more.
36 credits required to complete the master's which can be completed in 2 years with full time study. Part
time study available.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Writing Sample optional
• Statement of Purpose - Answer all 3 questions:
1. Outline the development of your interest in conflict resolution, leading to your decision to apply to the
program. (500-1,000 words).
2. Describe one or more specific experiences you have had with conflict. What was your role? What
were your rewards and frustrations? (500-1,000 words).
3. How will you apply the skills, knowledge, and perspective acquired through the program in your
current and/or future employment? (500-1,000 words).
About the Program
Marketing is being redefined every day in a world of rapid innovation, fast-paced media, big data, and global
competition. Effective marketing is critical in every type of organization from large corporations to nonprofits,
from startup ventures to social mission organizations. The demand for outstanding marketing professionals
has never been stronger. Contemporary marketing focuses on customers and markets, data and
information, networks and relationships, social media and online channels, and strategy and performance.
The objective is to prepare professionals to grow their businesses, better serve their customers, and develop
long-term customer relationships with cutting edge marketing knowledge. It is designed for people who
already or aspire to work in marketing departments and agencies, in positions such as: account manager,
product manager, community manager, database marketing coordinator, email marketing specialist, graphic
designer, marketing analyst, social media coordinator, and web content writer.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• One (1) letter of recommendation
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in contemporary marketing? How will
the certificate enhance your career aspirations?
o What is your experience in the marketing field, and what problems and issues are you
interested in exploring further?
• Minimum required score for TOEFL is 90
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Continuing and Professional Studies
Continuing and Professional Studies
Website
https://online.umb.edu/
Office
Wheatley Hall, 2nd Floor, Room 203
[email protected]
617.287.7900
Interim Director
Michael Tull
Programs
• Corporate and Professional Development
• International Programs
• Summer Programs
• English as a Second Language (ESL)
• Test Preparation
• Addictions Counselor Education Program (ACEP)
Centers and Institutes
• Center for Innovation and Excellence in eLearning
• Broadening Advanced Technological Education Connections (BATEC)
Advancing and Professional Studies
CAPS 595 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040050:1
CAPS 596 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
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040049:1
CAPS 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
037792:1
CAPS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
040201:1
Navitas Study Skills
NAV 501 - Navitas PMP Study Skills
1 Credit(s) | Lecture | X-exclude credit
Repeatable for credit - total credits: 999 / total completions: 99
Description:
This course provides additional academic support for an academic (credit) offering.
040059:1
International Development
International Development
INTDEV 595 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040103:1
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INTDEV 596 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040104:1
About the Program
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
About the Program
The Counseling Psychology Program emphases lifespan development, including issues related to identity,
health, and careers. Counseling psychologists provide direct care at university counseling centers, medical
centers, hospitals, or in private practice. Upon graduation, counseling psychologists are employed as
academic faculty, researchers, clinicians, and consultants. Our program is generalist in training and
prepares practitioners to work with clients across the lifespan.
The UMass Boston PhD in counseling psychology prepares doctoral-level professional counseling
psychologists for careers as scholars, university faculty, and practitioners. Our scientist-practitioner training
model prepares students to:
• deliver high quality, evidence-based psychological services and interventions;
• employ skilled applied research skills to improve practice and explore social and psychological
issues;
• serve as effective instructors and faculty members;
• use innovative approaches to solve problems related to educational and mental health care
disparities, improve services for underrepresented populations, and employ systems-level change
strategies to advance local and global social justice.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• The Counseling Psychology PhD Program offers many excellent clinical training opportunities in
the Boston metro area. At this time, the majority of our clinical practicum training takes place in the
field. These placements are competitive and typically require applicants to have some supervised
clinical experience. Therefore, students with applied master's degrees (e.g., mental health
counseling, community counseling, school counseling, social work, school psychology, family
therapy) are encouraged to apply. Students without applied master's degrees but with equivalent
course work and clinical experience will be considered as well but need to clearly specify their skills
and training in their applications.
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• Transcripts should have at least five social science classes (preferably psychology including
introduction, human development, and statistics).
• Three letters of recommendation, at least one addressing academic promise and ability to succeed
in conducting systematic inquiry and research, and at least one addressing practice experience.
• A completed project or academic paper. The suggested length is 25 to 30 pages.
• A Statement of Purpose with the following components: approximately 500 words describing
research interests, approximately 500 words describing practice experience, and a brief summary
of future career objectives. Please do not use the statement of purpose described on the Office of
Graduate Admissions web site.
About the Program
The University of Massachusetts Boston PhD in School Psychology prepares doctoral-level professional
school psychologists for careers as scholars, university faculty, and practitioners. Our program utilizes a
scientist-practitioner model that emphasizes practice to support students, school staff, families and
community members that is grounded in rigorous research and science. In adhering to this model, our
School Psychology PhD program of study is designed to:
• Develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation
and intervention services in school and community settings.
• Prepare doctoral level school psychologists to apply advanced research skills exploring and
evaluating educational and psychological issues, and conduct independent research.
• Promote culturally responsive graduates and leaders who understand contextual, policy, and social
justice issues related to diversity and educational disparis at local and transnational levels.
Admission Requirement
Applicants must complete general graduate admission requirements in addition to the following program-
specific requirements:
• Transcripts should have at least five social science classes (preferably psychology including
introduction, human development, and statistics).
• Three letters of recommendation, at least one addressing academic promise and ability to succeed
in conducting systematic inquiry and research, and at least one addressing practice experience.
• A completed project or academic paper. The suggested length is 25 to 30 pages.
• A Statement of Purpose with the following components: approximately 500 words describing
research interests, approximately 500 words describing practice experience, and a brief summary
of future career objectives. Please do not use the statement of purpose described on the Office of
Graduate Admissions web site.
About the Program
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
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About the Program
The MEd in Counseling is approved by the Massachusetts Department of Elementary and Secondary
Education as meeting the requirements for initial licensure as a School Guidance Counselor at the K-8 or 5-
12 level. Students must maintain a cumulative grade point average of 3.00 in the program's core curriculum
and in all subsequent requirements. A total of 60 credits are required. In addition, two evaluative
experiences are required to monitor the progress of matriculated students. The first follows the student's
completion of 10 academic courses and precedes the internship placement. Before beginning the internship
placement, each student must formally demonstrate the academic and personal readiness to be an ethical
and responsible counselor-in-training. The second is a Capstone experience requiring MEd candidates to
demonstrate their ability to apply, integrate, and synthesize what they have learned.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• Undergraduate GPA of 3.0 or above
• One year of related experience (including volunteer work)
About the Program
The Master of Fine Arts in Creative Writing is a selective three-year program that admits approximately five
applicants in fiction and five in poetry each academic year. Many of our students work with our program
manager to find positions throughout the university, giving them increased and sometimes even full support.
The program offers an intense and focused opportunity for students to further their commitment to writing as
the center of their professional lives. Through a combination of mentoring by accomplished faculty in a
series of creative writing workshops, courses focused on the study of literature offered through the English
MA Program, and electives that include the practice of literary editing and the teaching of creative writing,
students will have the guidance to develop and shape their work to the full extent of their talent. After three
years in the program, they will be prepared to sustain their commitment to contemporary literature as writers,
readers, editors, and teachers.
At UMass Boston's MFA Program, we help develop the individual style of each student. Our students take
advantage of our relationships with community programs and institutions like 826Boston, Veterans Upward
Bound, Harvard University's Woodberry Poetry Room, the Boston Athenaeum, and Grub Street. They work
for literary magazines and presses including Consequence, Hanging Loose, University of Massachusetts
Press, Breakwater Review, and Broadsided, and start and run their own literary magazines. They teach
undergraduate creative writing classes at UMass Boston and continuing education classes for the Osher
Lifelong Learning Institute. Our students and graduates publish widely, and find jobs they love. Most
importantly, they're happy they chose UMass Boston.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
• A 3.0 GPA overall and in the student's major
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• Three substantive and detailed letters of recommendation, at least two from former teachers
familiar with the applicant's most recent academic and creative work
• A 3-5 page personal statement focusing on the role of the candidate's reading life in his or her
development as a writer. (Note: The general Graduate Admissions application refers to this as a
statement of interests and intent. They are one and the same.)
• Applicants must indicate whether they are applying in FICTION or POETRY in their Statement of
Purpose. If you want to apply in both genres, include one writing sample in FICTION and one in
POETRY and indicate in the Statement of Purpose that the application is for both.
• A writing sample of 10 manuscript pages of poetry or 20 manuscript pages of fiction
• GREs are encouraged but not required
About the Program
This 15 credit Graduate Certificate in Science in a Changing World prepares students to focus on science in
the context of social change or individual intellectual development.
Course material, classroom activities, teaching/learning interactions, and projects focused on real-world
problems provide students opportunities to:
• learn about science and its social and historical context
• gain a set of models for work in education, policy, and other areas of civic engagement
• discuss practices and philosophies of science, education, and social change; and
• undertake research with a view to engaging with science in a changing social and personal world.
Students with diverse backgrounds and career paths — from laboratories to field research, journalism to
policy formulation, teaching to activism — are welcome to join the track. In addition to examining science
and its social context, students develop valuable professional skills in research, writing, and evaluation for
civic engagement and in collaborative processes and problem-based teaching around current controversies
involving science and technology.
Science in a Changing World students graduate well prepared to move across the persistent divide between
sciences and humanities. They are able to participate in questioning and shaping the direction of scientific
and social changes, as well as to teach and engage others to participate in this important endeavor.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Undergraduate Transcripts: The Critical and Creative Thinking program that houses the
Graduate Certificate in Science in a Changing World looks for a generally distinguished
undergraduate transcript with an average of at least 3.0 in advanced undergraduate work. For
students with a strong record of accomplishment in other areas, the SICW Admissions committee
will recommend provisional admission with the stipulation that the student completes two courses in
the program with a course grade of B+ or better. Because of the interdisciplinary nature of the
Program, we do not require that you come from any specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely
with you and who have direct knowledge of your abilities. The people you ask to recommend you
should be able to comment in detail about your academic strengths, work experience, or life
experience.
• Statement of Interest and Intent: The Program's admissions requirements call for an essay of at
least 1200 words in which you explain your intellectual, artistic, professional or personal reasons for
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wanting to pursue a degree in Science in a Changing World. Your essay should include specific
accounts of your past work and current direction. You should provide a detailed discussion of your
specific interests and priorities as a student; the projects you have completed in the past; the
problems and topics you want to focus on in future study; and how and why you believe the SICW
degree can help you accomplish your goals. The SICW Admissions Committee will read your essay
as a demonstration of how you write and how you think about issues, as well as determine if your
interests and goals match those of the Program.
• Test Scores: GRE scores are optional to apply for our program.
About the Program
The objective of the certificate program in CCT is to allow students involved in a wide array of professions
and endeavors to develop the clarity and confidence to make deep changes in their learning, teaching, work,
activism, research, and artistry. They achieve this through an explicit and sustained focus on learning and
applying ideas and tools in critical thinking, creative thinking, and reflective practice. The experience gained
through the pursuit of the graduate certificate in CCT leads students to discover new ways to approach their
current fields, establish interdisciplinary connections between existing and emerging interests, and bring
new, more flexible thinking into their professional and personal lives and organizations. A study of critical
and creative thinking leads to new perspectives and more flexible thinking in one's field of expertise; the
graduate certificate provides an edge to students as they come to understand their previous knowledge in
novel ways as well as explore innovations and new directions.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Undergraduate Transcripts: The CCT Program looks for a generally distinguished undergraduate
transcript with an average of at least 3.0 in advanced undergraduate work. For students with a
strong record of accomplishment in other areas, the CCT Admissions committee will recommend
provisional admission with the stipulation that the student completes two courses in the program
with a course grade of B+ or better. Because of the interdisciplinary nature of the Program, we do
not require that you come from any specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely
with you and who have direct knowledge of your abilities. The people you ask to recommend you
should be able to comment in detail about your academic strengths, work experience, or life
experience.
• Statement of Interest and Intent: The Program's admissions requirements call for an essay of at
least 1200 words in which you explain your intellectual, artistic, professional or personal reasons for
wanting to pursue a degree in Critical and Creative Thinking. Your essay should include specific
accounts of your past work and current direction. You should provide a detailed discussion of your
specific interests and priorities as a student; the projects you have completed in the past; the
problems and topics you want to focus on in future study; and how and why you believe the CCT
program can help you accomplish your goals. The CCT Admissions Committee will read your
essay as a demonstration of how you write and how you think about issues, as well as determine if
your interests and goals match those of the Program.
• Test Scores: GRE scores are optional to apply for our program.
About the Program
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This 33 credit MA in Science in a Changing World prepares students to focus on science in the context of
social change or individual intellectual development.
Course material, classroom activities, teaching/learning interactions, and projects focused on real-world
problems provide students opportunities to:
• learn about science and its social and historical context
• gain a set of models for work in education, policy, and other areas of civic engagement
• discuss practices and philosophies of science, education, and social change; and
• undertake research with a view to engaging with science in a changing social and personal world.
Students with diverse backgrounds and career paths — from laboratories to field research, journalism to
policy formulation, teaching to activism — are welcome to join the track. In addition to examining Science
and its Social Context, students develop valuable professional skills in Research, Writing, and Evaluation for
Civic Engagement and in Collaborative Processes and Problem-Based Teaching around current
controversies involving science and technology.
Science in a Changing World students graduate well prepared to move across the persistent divide between
sciences and humanities. They are able to participate in questioning and shaping the direction of scientific
and social changes, as well as to teach and engage others to participate in this important endeavor.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Undergraduate Transcripts: The CCT program that houses the MA in Science in a Changing
World track looks for a generally distinguished undergraduate transcript with an average of at least
3.0 in advanced undergraduate work. For students with a strong record of accomplishment in other
areas, the SICW Admissions committee will recommend provisional admission with the stipulation
that the student completes two courses in the program with a course grade of B+ or better.
Because of the interdisciplinary nature of the program, we do not require that you come from any
specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely
with you and who have direct knowledge of your abilities. The people you ask to recommend you
should be able to comment in detail about your academic strengths, work experience, or life
experience.
• Statement of Interest and Intent: The program's admissions requirements call for an essay of at
least 1200 words in which you explain your intellectual, artistic, professional or personal reasons for
wanting to pursue a degree in Science in a Changing World. Your essay should include specific
accounts of your past work and current direction. You should provide a detailed discussion of your
specific interests and priorities as a student; the projects you have completed in the past; the
problems and topics you want to focus on in future study; and how and why you believe the SICW
degree can help you accomplish your goals. The SICW Admissions Committee will read your essay
as a demonstration of how you write and how you think about issues, as well as determine if your
interests and goals match those of the Program.
• Test Scores: GRE scores are optional to apply for our program.
• Test of English as a Foreign Language (TOEFL): Required from students from countries where
English is not the primary language
Accelerated BA/BS-MA program: This follows the established model of starting graduate courses as a 2nd
semester junior, approval of a regular application for graduate program admission, completion of all
undergraduate requirements in fewer credits (107 instead of 120), and a 5th year of graduate courses only.
Applications welcome from all undergraduate majors in Honors and College of Liberal Arts.
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About the Program
The Critical and Creative Thinking (CCT) program at the University of Massachusetts Boston provides its
students with knowledge, tools, experience, and support so they can take the time it takes to become
constructive, reflective agents of change in education, work, social movements, science, and creative arts.
Critical thinking, creative thinking, and reflective practice are valued, of course, in all fields. In critical thinking
we seek to scrutinize the assumptions, reasoning, and evidence brought to bear on an issue — by others
and by oneself; such scrutiny is enhanced by placing ideas and practices in tension with alternatives. Key
functions of creative thinking include generating alternative ideas, practices, and solutions that are unique
and effective, and exploring ways to confront complex, messy, ambiguous problems, make new
connections, and see how things could be otherwise. In reflective practice we take risks and experiment in
putting ideas into practice, then take stock of the outcomes and revise our approaches accordingly.
The rationale for a master's program of study in CCT is that an explicit and sustained focus on learning and
applying ideas and tools in critical thinking, creative thinking, and reflective practice allows students involved
in a wide array of professions and endeavors to develop clarity and confidence to make deep changes in
their learning, teaching, work, activism, research, and artistry. By the time CCT students finish their studies
they are prepared to teach or guide others in ways that often depart markedly from their previous schooling
and experience. In these processes of transformation and transfer, CCT students have to select and adapt
the ideas and tools presented by faculty with diverse disciplinary and interdisciplinary concerns. Although
each CCT course is self-contained and is open to students from other graduate programs, students
matriculated in the Program benefit from extended relationships with core CCT faculty and fellow students
that support their processes of learning — experimenting and taking risks in applying what they are learning,
reflecting on the outcomes and revising accordingly, and building up a set of tools, practices, and
perspectives that work in their specific professional or personal endeavors.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Undergraduate Transcripts: The CCT program looks for a generally distinguished undergraduate
transcript with an average of at least 3.0 in advanced undergraduate work. For students with a
strong record of accomplishment in other areas, the admissions committee will recommend
provisional admission with the stipulation that the student completes two courses in the program
with a course grade of B+ or better. Because of the interdisciplinary nature of the program, we do
not require that you come from any specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely
with you and who have direct knowledge of your abilities. The people you ask to recommend you
should be able to comment in detail about your academic strengths, work experience, or life
experience.
• Statement of Interest and Intent: The program's admissions requirements call for an essay of at
least 1200 words in which you explain your intellectual, artistic, professional or personal reasons for
wanting to pursue a degree in critical thinking, creative thinking, and reflective practice. Your essay
should include specific accounts of your past work and current direction. You should provide a
detailed discussion of your specific interests and priorities as a student; the projects you have
completed in the past; the problems and topics you want to focus on in future study; and how and
why you believe the CCT degree can help you accomplish your goals. The admissions committee
will read your essay as a demonstration of how you write and how you think about issues, as well
as determine if your interests and goals match those of the program.
• Test Scores: GRE scores are optional to apply for our program.
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Accelerated BA/BS-MA program: This follows the established model of starting graduate courses as a 2nd
semester junior, approval of a regular application for graduate program admission, completion of all
undergraduate requirements in fewer credits (107 instead of 120), and a 5th year of graduate courses only.
Applications welcome from all undergraduate majors in Honors and College of Liberal Arts.
About the Program
UMass Boston's Critical Ethnic and Community Studies program (formerly Transnational, Cultural, and
Community Studies, or TCCS) is a critical comparative ethnic studies graduate program with signature
elements emphasizing transdisciplinarity and the recognition of transnational global–local connections.
The Critical Ethnic and Community Studies program centers on race, ethnicity, gender, sexuality, class, and
other social categories related to power and privilege that impact the experiences of both U.S.-born and
immigrant members of racialized communities in the United States. This transdisciplinary program brings
together scholarly research, cultural expression, and meaningful community partnerships in order to
understand the histories and contemporary lives of racialized communities in the United States, their
experiences as part of diasporic communities with transnational linkages, and their agency and self-
determination. As part of this learning, students engage in critical analysis of how migration—to, from, and
within the United States—forms an integral part of the experiences of racially and economically marginalized
communities.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A writing sample
About the Program
As cyber threats continue to increase, organizations face challenges in recruiting cybersecurity
professionals. The United States faced a shortfall of almost 314,000 cybersecurity professionals as of
January 2019 and the number of unfilled cybersecurity jobs has grown by more than 50 percent since 2015.
The Cybersecurity certificate integrates both technical and managerial challenges in cybersecurity. The
program provides a unique perspective on information security, network management for cybersecurity,
cybersecurity risk management and auditing, cybersecurity and cloud computing, and forensics.
The cybersecurity certificate will:
• Apply varied cybersecurity knowledge to solve business problems.
• Provide high quality education in utilizing current cybersecurity techniques and methods.
• Teach students to analyze and choose cybersecurity strategies for organizations as well as best
practices on cybersecurity management.
Admission Requirements
Applicants must meet general graduate admission requirements in addition to the following program-specific
requirements:
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• Minimum required score for TOEFL is 90 to be considered
• 3-5 years of related work experience preferred or relevant bachelors degree
• One letter of recommendation
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in Cybersecurity? How will the
Certificate enhance your career aspirations?
o What is your experience in business analytics, and what problems and issues are you
interested in exploring further?
Admission is for fall semester only.
About the Program
This program is geared toward programmers and software professionals who wish to acquire a systematic
education in database technology. It provides a solid anchoring in state-of-the-art database technology and
trains its students to become database application developers or database administrators. A bachelor's
degree is required.
The candidates should have substantial programming experience; knowledge of databases is not expected.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
A bachelor's degree is required. The candidates should have substantial
programming experience; knowledge of databases is not expected.
Prospective applicants will be invited for an interview with a faculty member to
determine whether they have an appropriate background for the certificate.
Admission to the certificate program is determined by a computer science faculty
committee.
About the Program
The PhD program in Developmental and Brain Sciences (DBS) at the University of Massachusetts Boston is
a research-intensive program focused on understanding cognition, perception, and behavior when
underlying neural and hormonal mechanisms are developing. Core faculty engage in lab work ranging from
cognitive development and psychophysics to neuroendocrinology and behavioral genetics.
Students may follow a cognitive specialization investigating functional changes in perceptual and cognitive
abilities or a behavioral specialization investigating neural and hormonal correlates of behavior. Independent
of specialization, DBS students will receive rigorous core training in methods (dry and wet lab skills,
advanced statistical methods, computational tools like MATLAB) and work in laboratories using multiple
levels of investigation including psychophysical and neuropsychological evaluation, functional brain imaging
(NIRS, ERP), and neuropharmacological, molecular/cellular, and genetic methods.
Our Mission
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We seek to provide our graduate students with superior training that prepares them for successful careers in
a variety of settings as researchers, clinicians, and academics, giving them the knowledge and skills to
contribute high-impact science to various fields, including clinical science, education and public policy; and
2) to produce graduates who can uniquely contribute multi-level, developmental and translational research
and advancement to the field of neuroscience.
Our educational mission is to prepare students to approach fundamental areas of neuroscience in this multi-
disciplinary fashion by training students in a research intensive environment that uses human and animal
models to study cognition (learning, memory, attention, language), perception (vision, hearing), and the
genetic, hormonal, and environmental influences (in utero chemicals, maternal stimulation, enriching toys)
on behavior while underlying neural and hormonal mechanisms are developing (e.g. in infancy and early
childhood).
In line with the University's mission, the DBS program engages in rigorous research which serves the public
good of our city, our commonwealth, our nation and our world in an environment that nurtures diversity,
inclusion, and a commitment to our urban population.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Successful applicants typically have a BS degree in psychology, biology, or cognitive science.
Students with degrees in other fields (e.g. physical sciences, mathematics, engineering, computer
science) and a strong interest in the foundations of neuroscience and behavior may also be
considered for admission.
• We require a minimum of a BA/BS with a B (3.0) average or above in undergraduate and/or
graduate-level coursework.
• With respect to the required Statement of Intent and Interest, in addition to a general statement of
your research interests and aptitudes and how they constitute a good match to the DBS program,
please be sure to list up to three faculty members you would like to work with, and why; indicate
which specialization you would like to pursue (developmental behavioral neuroscience or
developmental cognitive neuroscience); list any special honors or awards you have received for
academic achievement; detail your relevant research experience (especially your role in the
research and any specific contribution toward any resulting publications); touch on your career
objectives.
Evaluation of applications is the responsibility of an Admissions Committee composed of DBS program core
faculty members. All graduate admissions are handled according to University, Office of Graduate
Admissions, and DBS Program guidelines and procedures. From our applicant pool, we undertake an
extensive review of applications and will select approximately 10-20 people for interviews. Unfortunately, it is
not feasible to interview more than this number, and faculty may not conduct interviews with applicants who
have not undergone our review process and been officially selected for an interview.
About the Program
Unique in the state of Massachusetts, our Dual Language Certificate Program aims to meet the needs of our
school partners, diverse students, and teachers. Learn the theory and practice of dual language education
with world-renowned educators in the field.
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Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Please include a short statement of interest in the Dual Language Certificate Program and one
letter of recommendation (professional recommendations are accepted).
About the Program
The Early Childhood Education and Care PhD program is both research-intensive and policy- and practice-
oriented. The focus is on using and developing knowledge to address pressing, meaningful problems in the
development of young children, especially in underrepresented and underserved populations, including
those living in poverty, with disabilities or developmental delays, and from immigrant or refugee groups,
within the U.S. and also in developing countries.
Through their research, students address applied questions in policy and practice. The focus is on young
children, especially the first five years of life, a period often neglected in schools of education.
Students can select one of four areas of concentrations:
• Learning and Teaching in the First Five Years. This concentration can deepen students'
knowledge of theory and research in areas including developmental science; pedagogy for early
learning; child assessment; curriculum studies in ECEC, curriculum theory and practice; and the
design and evaluation of early learning programs in ECEC.
• Leadership, Policy, and Finance in ECEC. Students choosing this specialization will be able to
engage more deeply in the study of public policies, program and policy implementation, strategies
for leading, organizing, and influencing change in early childhood systems; financing strategies;
and political and economic analyses of early education and care.
• Urban, Multilingual, and Global Contexts for ECEC. The concentration allows students to
engage with multiple perspectives on the strengths and challenges of supporting young children's
success within one or more of these contexts. For example, students may focus on contextual
issues related to a specific content area, such as literacy, or on a population such as children with
disabilities, dual or multi-language learners, urban settings, or children in post-conflict situations.
• Individual Concentration. Students who have a focused interest that does not fall within one of
these options, or that integrates themes from several concentrations, may design their own
concentration with faculty input and approval.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Evidence of a master's degree in early childhood or related field. Transcripts must include at least
one introductory course in statistics.
• Scores on the Graduate Record Examination Combined Aptitude Test (GRE). All students must
submit the general GRE scores even if they have a master's degree. We do not accept the MATs.
• For international students, a minimum TOEFL score of 600 (paper), 250 (computer based), or 100
(Internet based), with a minimum score of 23 on the speaking section or an IELTS score of 7.0.
• Short [3-5 page] writing sample: Any substantial piece of academic writing of which the applicant is
the sole author
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• Statement of purpose [1500 words maximum] that addresses the following questions:
o What are your career objectives?
o How will a PhD in Early Childhood Education and Care advance those objectives?
o In what ways does the UMass Boston Early Childhood Education and Care program
address your particular academic, career, and personal goals?
o What professional, personal, and academic experiences or strengths have especially
equipped you for the challenges of pursuing a doctorate?
o What research issues are you interested in pursuing at UMass Boston? Which
professor(s) would you like to work with in this program?
About the Program
The program is a 12 credit post-masters certificate program to advance research, policy, leadership, and
data-driven practice in early education and care. Courses provide advanced study in early education
research methods, action research, policy, leadership, organizational change, and the science of child
development and early learning. It is designed to inspire a new generation of leaders in early childhood
education. These advanced graduate courses focus on the skills and knowledge students need to impact
the future of early education. Graduates of the program will be equipped to: shape public policy, translate
theory into practice, use research to lead change, and teach future generations of educators.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
The Early Childhood Admissions Committee will recommend for admissions those applicants who present
evidence of their ability to do post master's work with distinction.
Such evidence will include:
• A statement of purpose, clearly explaining the applicant's reasons for pursing more graduate
study in the field of early childhood and answering these questions:
o What excites you about this program?
o How does it fit into your professional goals?
o How will your participation in this program impact the lives of children and families?
o If you wish to apply for the Early Educator Leadership Fellowship, please indicate
your interest in this statement.
• Current Resume and Job Description to clarify past and present roles as an early childhood
educator, please up load as one document.
• Three letters of recommendation.
• Writing Sample; Write an original, 4-5 page doubled-spaced academic essay about an issue/topic
in early education that you want to explore in this graduate program. Include a bibliography of the
research/literature that has informed your interest in this problem.
About the Program
The Early Childhood (ECHD) graduate teacher education program leading to initial licensure Pre-K-2 is a 37
credit program that consists of 13 required courses. The 13 course sequence includes a 1-credit pre-
practicum and a 3-credit full-time practicum. The program is designed to be completed full-time in 4
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semesters. It is divided into four segments or cores at the end of which students must demonstrate
competencies that allow them to pass on to the next level.
Teach Next Year
Students in Teach Next Year (TNY) completed the program curriculum in 12 months (from June until June).
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Pass the Communication and Literacy MTEL prior to admission to the program.
About the Program
The Early Childhood graduate teacher education program non-licensure is a 36 credit program that consists
of 12 required courses. The program is geared to early education and care practitioners with experience in
0-5 settings.
Admission Requirements
Applicants must meet general graduate admission requirements.
About the Program
Students in the Initial Licensure: Elementary Track will complete a 36-credit program divided into three
sequential cores of coursework and related requirements. The three cores are Foundation Courses, Content
Methods Courses, and Practicum Capstone Courses
These courses were developed to aid students in their graduate level learning process. Foundation Courses
include an introduction to a developmental perspective on education, research and current understandings
about the methods of teaching specific fields of knowledge, classroom management, inclusive practices for
meeting the needs of students with moderate disabilities and sheltering instruction of content for English
Language Learners. The Content Methods Courses cover the knowledge base that teachers must bring to
the classroom. For an elementary school teacher this must include enough college course work in the areas
that are included in the elementary curriculum to guarantee competence and comfort with the material to be
taught. The capstone of the program for the Initial Licensure is the supervised practicum and accompanying
portfolio. Candidates demonstrate readiness for the initial elementary licensure by a passing score on the
MA CAP (Candidate Assessment of Performance).
Teach Next Year
Students in Teach Next Year (TNY) completed the program curriculum in 12 months (from June until June).
The program also offers support for add-on licensure in Moderate Disabilities and/or English as a Second
Language.
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Admission Requirements
Applicants must meet general graduate admission requirements.
About the Program
MEd Middle/Secondary candidates for Initial Licensure will complete a 36-credit program in a manner that
satisfies the state regulations.
Initial licensure is offered in the following disciplines:
• English
• History
• Mathematics
• Physics
• Chemistry
• Biology
• Earth Science
• Middle School Math/Science
• Latin & Classical Humanities
• Spanish
• Chinese (Mandarin)
Except for the foreign language content areas, all licenses are for grades 5-8 or 8-12. Foreign language
licenses are for grades 5-12.
Teach Next Year
Students in Teach Next Year (TNY) completed the program curriculum in 12 months (from June until June).
The program also offers support for add-on licensure in Moderate Disabilities and/or English as a Second
Language.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Submit scores for the Communication and Literacy MTEL.
About the Program
The Certificate of Advanced Graduate Studies Program in Educational Administration is housed in the
College of Education and Human Development's Department of Leadership in Education. The program is
designed to develop transformational leaders that will design and shape the educational systems of the
future; ensure every child succeeds with a focus on those populations that have been underrepresented,
underestimated and underserve. For those who plan to prepare for top-level positions in educational
leadership, the program serves as a foundation for further graduate study.
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All students in the program enroll in core courses as a cohort to engage in a comprehensive view of
educational leadership and in a practicum involving supervised work in the field. Within this common
framework, students specialize through their practicum and internship, experiences in preparing for
educational leadership. The core includes classes in social justice, anti-racist leaders, leadership
development organizations and change, as well as a two-course sequence in curriculum, courses in
personnel supervision, school law, budgeting, multicultural perspectives in education, and how to use data
for school improvement.
Goals:
1. To provide practical and theoretical experiences and knowledge by focusing on Eight Leadership
Tenets that examine the beliefs and values that impact student learning while using cultural
competency to promote inclusive and equitable instruction for all students.
2. To support students in developing a portfolio of evidence reflecting competency in leadership in
preparation for leading schools or community-based organization in efforts to dismantle social
inequities.
3. To provide curricula that supports all candidates, regardless of whether they are interested in
pursuing the MA licensure process.
Outcomes: By the end of the two-year, 36 credit program, students will have gained a deeper
understanding of the Eight Leadership Tenets.
1. Instructional Leaders who can connect curriculum, instruction and assessment to improve learning
for all students.
2. Anti-racist Leaders who can use knowledge and skills about race, gender, and culture to build
school environments characterized by social justice and equity.
3. Organizational and Cultural Leaders who can use solid understandings of organizational dynamics
and culture to move successfully toward a shared vision for a school.
4. Managerial Leaders who can marshal the "nuts and bolts" of management and operations—
human, financial, technological, and legal resources—to attain goals and serve a broader vision.
5. Leaders of Other Leaders who can use their understanding of the best principles and practices of
professional development to support the growth of staff members and colleagues.
6. Data-oriented Leaders who can use data and enhance their organization's capacity to use data for
assessment, continuous improvement, and decision-making.
7. Communication Leaders who can use interpersonal oral and written skills to work effectively with a
variety of audiences, including parents and community members.
8. Reflective Leaders who can demonstrate the ability to integrate these tenets in context, to learn
from practice, to assess strengths and weaknesses, and to plan for personal learning.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
The CAGS Program in Educational Administration will recommend admission for those applicants who
present evidence of their ability to do graduate work with distinction. Such evidence will normally include:
• Master's degree in a field relevant to education, such as teaching or counseling and school
psychology.
• Three letters of recommendation from people familiar with the applicant's leadership ability and/or
potential; one letter should be written by the person who will supervise the practicum for the next
two years.
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• Documentation of two or more years of full-time employment in an executive
management/leadership role or in a supervisory, teaching, or administrative role in a public school,
private school, or higher education.
• For those seeking state administrator licensure: documentation of state licensure or successful
completion of the MA Test for Teacher Licensure (MTEL).
• Optional submission of scores on the Graduate Record Examination (GRE) or the Miller Analogies
Test (MAT).
• An interview with the graduate program director and admissions committee (for applicants who
reach the final stages of the selection process).
About the Program
The MEd Program in Educational Administration Leadership is housed in the College of Education and
Human Development's Department of Leadership in Education. The program is designed to develop
transformational leaders that will design and shape the educational systems of the future; ensure every child
succeeds with a focus on those populations that have been underrepresented, underestimated and
underserved. For those who plan to prepare for top-level positions in educational leadership, the program
serves as a foundation for further graduate study.
All students in the program enroll in core courses as a cohort to engage in a comprehensive view of
educational leadership and in a practicum involving supervised work in the field. Within this common
framework, students specialize through their practicum and internship, experiences in preparing for
educational leadership. The core includes classes in social justice, anti-racist leaders, leadership
development organizations and change, as well as a two-course sequence in curriculum, courses in
personnel supervision, school law, budgeting, multicultural perspectives in education, and how to use data
for school improvement.
Goals:
1. To provide practical and theoretical experiences and knowledge by focusing on eight leadership
tenets that examine the beliefs and values that impact student learning while using cultural
competency to promote inclusive and equitable instruction for all students.
2. To support students in developing a portfolio of evidence reflecting competency in leadership in
preparation for leading schools or community-based organization in efforts to dismantle social
inequities.
3. To provide curricula that supports all candidates, regardless of whether they are interested in
pursuing the MA licensure process.
Outcomes: By the end of the two-year, 36 credits program, students will have gained a deeper
understanding of the Eight Leadership Tenets.
1. Instructional leaders who can connect curriculum, instruction and assessment to improve learning
for all students.
2. Anti-racist leaders who can use knowledge and skills about race, gender, and culture to build
school environments characterized by social justice and equity.
3. Organizational and cultural leaders who can use solid understandings of organizational dynamics
and culture to move successfully toward a shared vision for a school.
4. Managerial leaders who can marshal the "nuts and bolts" of management and operations—human,
financial, technological, and legal resources—to attain goals and serve a broader vision.
5. Leaders of other leaders who can use their understanding of the best principles and practices of
professional development to support the growth of staff members and colleagues.
6. Data-oriented leaders who can use data and enhance their organization's capacity to use data for
assessment, continuous improvement, and decision-making.
747
7. Communication leaders who can use interpersonal oral and written skills to work effectively with a
variety of audiences, including parents and community members.
8. Reflective leaders who can demonstrate the ability to integrate these tenets in context, to learn
from practice, to assess strengths and weaknesses, and to plan for personal learning.
The program uses a cohort model and accepts students once a year, in the spring, to begin their studies in
September.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
The Master's Program in Educational Administration will recommend admission for those applicants who
present evidence of their ability to do graduate work with distinction. Such evidence will normally include:
• Three letters of recommendation from people familiar with the applicant's leadership ability and/or
potential; one letter should be written by the person who will supervise the practicum for the next
two years.
• Documentation of two or more years of full-time employment in an executive
management/leadership role or in a supervisory, teaching, or administrative role in a public school,
private school, or higher education..
• For those seeking state administrator licensure, documentation of state licensure or successful
completion of the MA Test for Teacher Licensure (MTEL).
• Optional submission of scores on the Graduate Record Examination (GRE) or the Miller Analogies
Test (MAT).
• An interview with the graduate program director and admissions committee (for applicants who
reach the final stages of the selection process).
About the Program
Our MA graduate program in English encompasses both traditional approaches to
English studies and reexaminations of those approaches. We offer a flexible
program of study with three areas of concentration: literature, composition, and
creative writing. Students often create an integrated program of study that includes
courses from two or three areas. All of our students engage with the imaginative
worlds that texts create—worlds created and shared by literary authors, analytical
writers, responsive readers, and reflective thinkers.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
The English Graduate Committee will recommend full admission for those applicants who present evidence
of their ability and appropriate preparation to do graduate work with distinction. Such evidence must include:
1. A distinguished undergraduate record in advanced undergraduate English courses. An
undergraduate major in English is preferred.
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2. Three substantive and detailed recommendations, at least two from former teachers familiar with
the applicant's most recent academic work.
3. An essay of at least 1,200 words by the applicant concerning his or her intellectual, professional,
and personal reasons for desiring to pursue the advanced study of English. The essay should give
a specific account of the applicant's past studies and projects and an explanation of the applicant's
major fields or subjects of interest in the field. This essay is of great importance and is evaluated as
a demonstration of ability in writing and thinking about literary issues. It constitutes the second part
of the statement of interests and intent described in the "Graduate Admissions Application
Instructions" section of the graduate application (see the section on additional instructions for all
applicants).
4. A critical essay written in the last four years, at least ten pages in length, demonstrating the
applicant's ability to read and write critically about literary texts. Students interested in the creative
writing concentration should include approximately 6 poems or 2 short stories along with their
critical essay, but the creative writing sample may not substitute for the critical essay, which is
required.
5. Graduate Record Examination (GRE) scores (Verbal, Quantitative, and Literature in English) are
not required, but are recommended, especially in cases where the undergraduate record is unusual
or uneven, or if the undergraduate major is not English.
Otherwise excellent candidates who appear not quite prepared to meet one or more of the above
requirements may be admitted provisionally on completion of additional English courses at the advanced
undergraduate level, or may be asked to enroll as non-degree students in one or two graduate courses
before being reviewed for full admission. Such students should be aware that, if they are later admitted to
the degree program, only 6 credits taken as a non-degree student at UMass Boston may count toward the
degree.
The department welcomes applications from in-service secondary English teachers.
Some graduate teaching assistantships are available each year. Applications for assistantships are due the
third week of April for the following academic year.
About the Program
Environmental science is a metadiscipline integrating the natural and social sciences. The School for the
Environment is nationally recognized for its preparation of MS-level environmental practitioners whose
research and practical knowledge advances natural resource conservation, climate change impacts and
responses in coastal marine systems, new methods and technologies for the remote study of the planet, and
the development of sustainable policies and management strategies to conserve and protect human-natural
systems.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE general exam scores
About the Program
Environmental science is a metadiscipline integrating the natural and social sciences. The School for the
Environment is nationally recognized for its preparation of PhD-level environmental professionals
whose research and integrated understanding of human-natural systems advances discovery and
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innovation in climate change research, sustainability and conservation science, policy analysis and
formulation, coupled system modelling, and detection technologies.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE general exam scores
About the Program
The MS program offers advanced study in exercise and health sciences. Depending on the option of study
chosen, students fulfill program requirements by completing a research thesis or designing and completing a
supervised practicum project. Students also select from tracks in applied exercise physiology or physical
activity and health promotion.
Located in Boston, the program is one of a handful located in an urban setting. This provides students with
the unique opportunity to study issues regarding physical activity and urban health in a multicultural setting.
The program's research focus will enhance the career growth potential of our students, whether they choose
to apply their research skills in advanced academic study, or in workplace settings where sophistication in
conducting and managing research and other projects is required.
A wide range of course electives and faculty research areas complement the tight focus of core coursework,
which covers research methods, health fitness assessment and advanced physical activity, and nutrition and
health. Students are encouraged early in the program to choose a faculty mentor with whom they wish to
study.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• MS applicants must have a bachelor's degree in exercise science, nutrition, or a related field from a
nationally accredited college or university or its international equivalent. The review committee will
admit applicants with degrees in other disciplines at their discretion. The graduate program director
will review coursework from other graduate programs on a case-by-case basis to determine
transferability of credits up to a maximum of 6 credits.
• Preference will be given to applicants whose transcripts show attainment of a minimum overall
GPA of 3.0 and completion of the following courses (also with a minimum GPA of 3.0), taken within
the past seven years: one year of anatomy and physiology with lab, exercise physiology with lab,
chemistry with lab, fitness assessment, and statistics. Students may be required to address
deficiencies as a condition of acceptance.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Three letters of recommendation.
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Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
External Candidates:
• Typically, PhD program applicants will have a master's degree in exercise
science, nutrition, or a related field from a nationally accredited college or
university or its international equivalent. The review committee will admit
applicants with degrees in other disciplines at their discretion. The graduate
program director and/or graduate program committee will review coursework
from other graduate programs on a case-by-case basis to determine
transferability of credits up to a maximum of 6 credits.
• Preference will be given to all applicants whose transcripts show completion
of the following courses with a minimum GPA of 3.0, taken within the past
seven years: one year of anatomy and physiology with lab, exercise
physiology with lab, chemistry with lab, fitness assessment, and statistics.
Students may be required to address deficiencies as a condition of
acceptance.
• Three letters of recommendation.
Internal Candidates:
• Completion of the Exercise and Health Sciences (MS) program.
• Two letters of recommendation.
About the Program
UMass Boston's doctoral exercise and health sciences program is firmly research-based, with core
coursework in research methods, biostatistics, and measurement and evaluation. A student's primary area
of research will align closely with the research area of a specific faculty advisor in the department.
The faculty's broad expertise ranges from the cellular level (molecular mechanisms) to the society at large
(community and populations studies), with many collaborative research efforts focused on physical activity,
diet, and obesity in children and youth, adults, older adults and special populations across the lifespan.
While the primary faculty advisor helps guide the student's dissertation research, degree candidates will also
have options to explore other areas of interest in the form of independent studies and elective courses,
preparing them to be well-rounded researchers.
Learning Outcomes
1. Demonstrate a deep understanding of fundamental concepts of exercise science and/or health
promotion.
2. Conduct systemic inquiry and apply critical thinking to evaluate scientific literature relevant to the
specialization area in exercise science and health promotion.
3. Use an appropriate theoretical framework and quantitative and/or qualitative methods to acquire,
analyze and interpret data.
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4. Disseminate scientific findings at local, national and global levels through publications and
presentations.
5. Demonstrate leadership as a researcher and educator to promote physical activity and improve
health in diverse populations.
About the Program
This program prepares RNs or NP's who have a master's degree in nursing to function as nurse
practitioners in ambulatory or community-based areas. FNPs provide comprehensive care to all members of
the family unit: infants, children, and adults, including child-bearing women; they also provide direct health
care services incorporating health promotion, health protection, disease prevention and disease
management. Graduates of this specialty are eligible to take the Family Nurse Practitioner certification
examination prepared by an approved national organization as accepted by the Board of Registration in
Nursing and to apply to practice in the expanded role in their state based on regulatory guidelines.
Two family nurse practitioner post-master's graduate certificate programs are available, one requiring 12
credits of graduate course work, the other requiring 21 credits, depending on the student's prior course work
in the master's program.
The 21-credit option is open to RNs with a master's degree in nursing from an NLN- or CCNE-accredited
program. The program of study includes 9 credits of didactic study and 12 credits of clinical course work,
including 600 hours of clinical practice in the family specialty area. It may be completed in two semesters
full-time or four semesters part-time.
The 12-credit option is open to RNs with strong clinical backgrounds, a master's degree in nursing, and
current national certification as a family, adult, pediatric, or gerontological nurse practitioner, who wish to sit
for certification exams in a second specialty area. Students complete a minimum of 6 credits of didactic and
6 credits of clinical course work, including 300 hours of clinical practice. Participants concentrate in
advanced practice family nursing. The program may be completed in one semester full-time or two
semesters part-time.
About the Program
The Master of Science in Finance (MSF) is a 10 course, 30 credit degree program. The 10 courses are
composed of Finance Requirements, Finance Electives, and a Capstone course.
As part of its program to maintain accreditation with the Association to Advance Collegiate Schools of
Business (AACSB), the College of Management faculty has formally adopted learning objectives for each of
its degree programs and periodically conducts assessments to ensure student learning for each learning
objective and to identify opportunities for curriculum improvement.
Learning Objectives:
• Achieve proficiency with respect to the functional or technical knowledge and skills required for
professional finance careers.
• Gain knowledge and skills regarding professional integrity and ethics.
• Gain problem identification and solving, critical thinking, and analytical skills.
• Gain proficiency in the communications, teamwork and leadership skills required for professional
finance careers.
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About the Program
The MSF with Investment Management & Quantitative Finance (IMQF) Track is a 10 course, 30 credit
degree program. The track emphasizes education on quantitative techniques in finance to meet the
increasing demand for such skills in the finance job market. The IMQF Track is STEM designated, offering
students on a VISA an extended OPT upon completion of the degree.
As part of its program to maintain accreditation with the Association to Advance Collegiate Schools of
Business (AACSB), the College of Management faculty has formally adopted learning objectives for each of
its degree programs and periodically conducts assessments to ensure student learning for each learning
objective and to identify opportunities for curriculum improvement.
The learning objectives for the Master of Science in Finance (MSF) with Investment Management Program
are for students to:
• Achieve proficiency with respect to the functional or technical knowledge and skills required for
professional finance careers.
• Gain knowledge and skills regarding professional integrity and ethics.
• Gain problem identification and solving, critical thinking, and analytical skills.
• Gain proficiency in the communications, teamwork and leadership skills required for professional
finance careers.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official GMAT or GRE scores.
• Essay (Students may write their essay using either the standard essay prompt in the online
application or the one below.)
o Part 1 (up to 300 words): Why are you interested in attending graduate school at UMass
Boston?
o Part 2 (approx. 1,200 words): State a current issue, problem or topic from your intended
field of study (This can be specific to your country, state or local community) and discuss
your strategic plan as to how you would address the issue and how attending graduate
school at UMass Boston will aid you in your pursuits.
About the Program
For more responsive, sustainable solutions and improved quality of life for clients.
This certificate program will benefit you if you are:
• A practitioner who provides behavioral health treatment services for persons who are court involved
• Staff of a correctional program
• Interested in a graduate degree yet undecided on your field
• Ready to pursue a master's degree, in a variety of fields
Forensic services is the analysis of the intersection of social, health, and legal systems with the goal of
providing appropriate interventions and services to criminal offenders in a variety of settings.
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This graduate program does not take as its focus the specifics of criminal evidence and criminal
investigation. Rather, it examines the ways in which public health and legal standards, specifically mental
health issues and criminality, intertwine.
If you have not yet earned a graduate degree or licensure, this program will help you become more effective
in your work. It also prepares you for the next step – a graduate degree leading to licensure in several
career specialties.
The Program
The coursework provides an examination of complex social issues such as the origins of mental illness,
substance abuse, dual diagnosis, and crime, the impact of relevant laws and social policies, and the
operation of health and law-related services for criminal offenders.
By exploring policy, advocacy and the provision of services for vulnerable populations, you will learn about
violence and criminality, including their impact upon offenders and their families, victims and their families,
and their communities. The focus is also upon responses to crime by the police, courts, and correctional
programs. This includes clinical assessment and treatment provided by probation, parole, public systems,
and private agencies.
You will develop research skills, cultivate innovative programming, and be able to formulate policy, as well
as provide services and advocacy on behalf of correctional, mental health, and substance abusing clients.
Prospective jobs for graduates of the Forensic Services Certificate program include areas such as: research,
social services, human services, community mental health, victim advocates, and the court system.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• One letter of recommendation
About the Program
This award-winning, first-in-the-nation program prepares students to serve at all levels of government, take
on leadership roles in nonprofit organizations, hold elected office, and pursue advanced degrees, most
frequently in law and public policy.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• An interview is highly recommended, but not required.
About the Program
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This online, five-course Gerontology Graduate Certificate program is designed for students who have a
general interest in the study of gerontology, and either want to test the program before pursuing an MS
degree, or enhance their knowledge base regarding the impacts of aging societies for personal or
professional benefit.
Admission Requirements
Applicants must meet general graduate admission requirements.
About the Program
The Gerontology MS Research/Policy track prepares students to address issues surrounding a diverse
aging population. The curriculum includes coursework in social science theories related to aging and
research techniques. Students are provided with the tools to pursue basic and applied research in a range of
substantive areas. Students are also introduced to the major policy issues affecting older people in the
United States. This gives students the ability to engage with these issues in the public and private sectors.
Our interdisciplinary courses provide opportunities to apply theory and research methods in the social,
behavioral, and policy sciences to the study of aging. Our alumni pursue careers in research, advocacy,
policy analysis, and organizational leadership.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
Submit the following along with your application:
• A brief cover letter
• A statement of purpose consisting of a three to four page essay/letter of intent on your experiences
and why you with to enter the program.
• Three letters of recommendation from people familiar with your academic abilities
About the Program
Our convenient, flexible, fully online program allows students to get a master's degree in Management of
Aging Services at their own pace, while offering a personalized experience and lasting connections. This
program is perfect for working professionals taking the next step in careers related to aging services, elder
care, and long-term service and support.
The curriculum provides an intimate learning experience in program development and management,
advocacy, organizational finance, policy, service delivery, resource management, environmental gerontology
and health.
All courses include synchronous chats between students and the instructor weekly or bi-weekly. These
chats are held in the evenings or weekends EST. They provide students with the opportunity to interact
directly with their fellow classmates and the instructor allowing for lectures, questions and answers and
general discussions. Students are required to participate in these chat sessions.
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Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
Submit the following along with your application:
• A brief cover letter.
• A statement of purpose consisting of a three to four page essay/letter of intent on your experiences
and why you with to enter the program.
• Official GRE score report.
• Three letters of recommendation from people familiar with your academic abilities.
About the Program
The Gerontology PhD Program is designed to prepare students for leadership roles as teachers,
researchers, planners, and policy makers in this field of growing importance for both the private and the
public sectors. The program's approach reflects the urban mission of the University of Massachusetts
Boston. Special attention is given to the needs of the low-income elderly, and to issues of racial and cultural
diversity.
The program may be completed in four years: five semesters of full-time course work, one semester of
combined course and dissertation work, and two semesters of full-time dissertation work.
The program's location on campus adjoins UMass Boston's Gerontology Institute. The Gerontology Institute,
established by the Massachusetts Legislature, constitutes a major resource for the doctoral program. The
Institute's mission is to focus attention on the economic, social, and political issues that confront the aging
population. Institute activities include policy research and analysis, as well as publication of two journals:
Demography of Aging and the Journal of Aging & Social Policy. The Institute emphasizes the demography of
aging, income security, health care, long-term care, retirement and pensions, and productive economic and
social roles for the elderly. The Center for Social and Demographic Research on Aging was created with the
goal to promote the demographic and applied research capacity within the Gerontology Institute. Older
people themselves are often involved in the design and execution of Institute activities. Students in the
program gain experience by participating in the Institute's research and policy projects.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Three letters of recommendation.
About the Program
The Master of Public Administration (MPA) in Global Comparative Public Administration (GCPA) educates a
new generation of global public administrators and is targeted toward both working professionals and recent
undergraduates seeking to develop administrative and analytical skills with a global comparative
perspective.
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The two-year, 39 credit (either in-class or online) program prepares graduates for public service careers and
leadership positions in state, national, and international governments; and non-government organizations
(NGOs).
The master's degree has an applied, practitioner orientation consistent with professional public
administration programs.
This unique interdisciplinary program empowers students to:
• Work to resolve global inequity
• Learn the complex, interdependent network among nation-states and supranational organizations
• Develop new and alternative strategies for improving public institutions worldwide
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A current résumé noting your college(s), major(s), GPA(s) on the top of page one
• Three letters of reference, at least two of which should come from individuals who can assess the
applicant's academic preparation for advanced graduate work.
• Short writing sample (3-5 pages): Any substantial piece of academic writing of which the applicant
is the sole author
• Statement of purpose (1500 words maximum) that addresses the following questions:
o What are your career objectives?
o How will a master's in global comparative public administration advance those objectives?
o In what ways does the UMass Boston global comparative public administration program
address your particular academic, career, and personal goals?
o What professional, personal, and academic experiences have especially equipped you for
the challenges of pursuing a master's degree?
o What personal strengths will your bring to your studies?
o What personal challenges or hurdles do you anticipate having to address in order to
complete the master's program?
About the Program
UMass Boston's Global Governance and Human Security master's program focuses on solutions that matter
to a wide range of global problems: how to promote human welfare and economic growth, how to
develop policies that respect human rights and ecological constraints, how to reduce insecurity while
fostering human potential, and how to fashion cooperative solutions to challenges such as these through
global governance.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE scores
• Writing sample is optional
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• Statement of purpose: In 1,500 words, provide a statement describing your research and career
interests and explaining why you are interested in an interdisciplinary MA program in Global
Governance and Human Security.
About the Program
The Global Governance and Human Security PhD Program curriculum focuses on the outcomes that matter
most to individuals: secure forms of economic welfare and human development; environmental stewardship
and sustainability; public health; human rights; human security; political freedom; and the interrelationships
among them.
Each newly admitted cohort completes a set of core courses during their first two to three semesters in the
program, after which they pursue their area of specialization and develop their doctoral research topics.
The program's primary tracks mirror the interconnected strands of a set of global issues:
• conflict resolution
• the environment and sustainability
• gender
• human rights and human security
• global political economy
• human development
• global public health
• migration
Students who wish to explore a new area of inquiry can develop their own track and course of study.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE scores: Get an official report from the Educational Testing Service and have the testing
agency send your official test scores directly to UMass Boston. Unofficial test score reports are not
acceptable. UMass Boston's institution code is 3924.
• Statement of purpose: In 1,500 words, provide a statement of your research and career interests
and goals; your motivation for pursuing a PhD; why you are interested in an interdisciplinary PhD
program; member(s) of the faculty with whom you are interested in working.
• Writing sample: Your required writing sample should be a substantial piece of academic writing of
which you are the sole author.
An interview, though not required, is strongly recommended for those living in the greater Boston area.
Phone or Skype interviews are possible for those living out of the area.
About the Program
The master's program embraces the philosophy of SGISD. It promotes transdisciplinary research, crossing
disciplinary, academic, and non-academic boundaries, as well as transnational inquiry, crossing borders and
hemispheres. The program develops professionals skilled in integrating policies and practices into
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community training and capacity-building initiatives that invest in inclusion and social development
worldwide.
The MA curriculum focuses on leadership development in core areas of inclusion. Graduates are prepared
for careers within and beyond their community, and are prepared to work in leadership roles within the public
and NGO sectors.
Student select a concentration from the following:
• Disability Studies: Prepares students to work with people with disabilities in various capacities
and to become leaders and advocates in the field.
• Gerontology: Prepares students to understand aging populations from a social and psychological
perspective, and to work in the community or at a policy level to help support today's vast aging
populations.
• Human Rights: Develops leaders for social justice. Readies students to mobilize local and
international movements, measure efforts and outcomes, advance human well-being, and promote
rights for all.
• Nonprofit Management: Graduates work in mid- or top-level managerial positions in the NGO and
non-profit sectors, including poverty reduction programs, advocacy organizations, community
service organizations, social welfare, and human service providers.
• Transnational, Cultural, and Community Studies: Introduces students to different forms of
exclusion that affect substantial populations both within and outside of the US, also allowing
students to explore the linkages between global and local forms of exclusion, and develop solutions
to them.
• Individualized Plan of Study: This option is intended for those with specific interests not fully
addressed within existing concentrations. Students who wish to pursue this option must take all
required core GISD courses, and must provide a detailed outline of the plan of study they wish to
pursue and its connection to the School's mission. This proposal must be reviewed and approved
by a faculty advisor, the graduate program director, and the SGISD academic affairs committee, no
later than the start of the third academic semester.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• The 39-credit master's program in global inclusion and social development invites applicants with a
variety of academic and experiential backgrounds who hold a bachelor's degree from an accredited
institution, with a minimum grade point average (GPA) of 3.0 (any course).
• Interviews are strongly recommended for interested applicants and can be scheduled by
emailing [email protected].
• Statement of Purpose - Please discuss in 1,200 words or less your reasons for pursuing graduate
study and your academic, personal, and professional goals.
• Three Letters of Recommendation - Letters should come from individuals who can speak to your
academic and professional preparation for program success.
• Test Scores (GRE or MAT) - We do not require a minimum score. Please note that individuals who
possess an MA/MS degree in a related field at the time of application do not need to submit test
scores.
• Résumé or Curriculum Vitae - Please make sure all educational background and professional
history is current with degrees earned, institutions attended, majors, and GPAs.
Coverdell Fellowship Applicants Only:
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Additional Documentation - This fellowship is available to returned Peace Corps volunteers. In addition to
the application steps listed above, you will need to submit a copy of your official Description of Service to the
Coverdell Fellows coordinator. Learn more here.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• The 67-credit doctoral program in global inclusion and social development invites applicants with a
variety of academic and experiential backgrounds who hold degrees from an accredited institution.
Minimum requirements for the PhD in global inclusion and social development include a previous
degree in education, social sciences, or a related area from an accredited college or university or
international equivalent; and a minimum grade point average (GPA) of 3.0 (any courses).
• Statement of Purpose - Please discuss in 1,200 words or less your reasons for pursuing graduate
study and your academic, personal, and professional goals.
• Three Letters of Recommendation - Letters should come from individuals who can speak to your
academic and professional preparation for program success.
• Test Scores (GRE or MAT) - We do not require a minimum score. Please note that individuals who
possess an MA/MS degree in a related field at the time of application do not need to submit test
scores.
• Résumé or Curriculum Vitae - Please make sure all educational background and professional
history is current with degrees earned, institutions attended, majors, and GPAs.
• Required Writing Sample #1 - Writing sample should demonstrate applicant's ability to complete
high-quality intellectual work and be of reasonable length.
• Required Writing Sample #2 - Writing sample should demonstrate applicant's ability to complete
high-quality intellectual work and be of reasonable length.
• Personal Interview - When the Office of Graduate Admissions has notified us of your completed
application, we will contact qualified candidates to arrange an interview (either in person or via
teleconference).
Applicants who possess a master's degree in education, the social sciences, or a related area may qualify to
waive required concentration courses, and may be granted a doctorate in global inclusion and social
development after completing 52 credits of core courses and other required degree components. Such
advanced standing is at the discretion of the program, and may be subject to provision of qualifying
materials, including past syllabi.
Applicants who either hold a BA-level degree, or hold a master's degree in a non-related field at the time of
application, may still apply for admission to the doctoral program. Such individuals will be considered
concurrent students of the master's and doctoral programs until all master's-level requirements in global
inclusion and social development are fulfilled. BA-level applicants must also submit official GRE verbal and
quantitative scores with their application to the PhD program. People with disabilities should contact us
by email or phone (617.287.4361) for specific testing accommodations and for all other admission-related
inquiries.
We will contact qualified applicants for an interview after an application has been received and processed.
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About the Program
The doctoral program embraces the philosophy of SGISD. It promotes transdisciplinary research: crossing
disciplinary, academic, and non-academic boundaries, as well as transnational inquiry, crossing borders and
hemispheres. The program develops professionals skilled in integrating policies and practices into
community training and capacity-building initiatives that invest in inclusion and social development
worldwide.
The PhD curriculum focuses on research methodology, research execution, and the translation and
application of research to policy and practice, with an even greater emphasis on leadership development.
Graduates will be prepared for careers as researchers as well as policy and program analysts. They will be
prepared to work in top-level leadership positions in the public and NGO sectors, leading teams of
professionals in developing evidence-based policy and program solutions.
Student select a concentration from the following:
• Disability Studies: Prepares students to work with people with disabilities in various capacities
and to become leaders and advocates in the field.
• Gerontology: Prepares students to understand aging populations from a social and psychological
perspective, and to work in the community or at a policy level to help support today's vast aging
populations.
• Human Rights: Develops leaders for social justice. Readies students to mobilize local and
international movements, measure efforts and outcomes, advance human well-being, and promote
rights for all.
• Nonprofit Management: Graduates work in mid- or top-level managerial positions in the NGO and
non-profit sectors, including poverty reduction programs, advocacy organizations, community
service organizations, social welfare, and human service providers.
• Transnational, Cultural, and Community Studies: Introduces students to different forms of
exclusion that affect substantial populations both within and outside of the US, also allowing
students to explore the linkages between global and local forms of exclusion, and develop solutions
to them.
• Individualized Plan of Study: This option is intended for those with specific interests not fully
addressed within existing concentrations. Students who wish to pursue this option must take all
required core GISD courses, and must provide a detailed outline of the plan of study they wish to
pursue and its connection to the School's mission. This proposal must be reviewed and approved
by a faculty advisor, the graduate program director, and the SGISD academic affairs committee, no
later than the start of the third academic semester.
About the Program
The doctoral program embraces the philosophy of SGISD. It promotes transdisciplinary research: crossing
disciplinary, academic, and non-academic boundaries, as well as transnational inquiry, crossing borders and
hemispheres. The program develops professionals skilled in integrating policies and practices into
community training and capacity-building initiatives that invest in inclusion and social development
worldwide.
The PhD curriculum focuses on research methodology, research execution, and the translation and
application of research to policy and practice, with an even greater emphasis on leadership development.
Graduates will be prepared for careers as researchers as well as policy and program analysts. They will be
prepared to work in top-level leadership positions in the public and NGO sectors, leading teams of
professionals in developing evidence-based policy and program solutions.
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About the Program
The explosive advances in information technology, combined with shifts in health care provision, have
created the need for skilled people who can develop, manage and integrate medical information systems.
The College of Management is offering a unique and innovative online certificate consisting of four courses
in the field of health care informatics. The certificate is designed to facilitate the delivery of modern
healthcare systems by focusing on concepts and tools that aid decision making in health care.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Résumé (3-5 years of related work experience preferred)
• One (1) letter of recommendation
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in health care informatics? How will this
certificate enhance your career?
o What is your experience in the health care field, and what problems and issues are you
interested in exploring further?
• Submission of TOEFL or IETLS score required for all students that submit undergraduate
transcripts where the national language is not English. Minimum required score for TOEFL is 85 to
be considered.
About the Program
The healthcare industry is growing rapidly. According to the Bureau of Labor Statistics, the overall
healthcare industry is expected to add the most new jobs of any U.S. industry, increasing its share from
12.0% to 13.6%, and adding about 3.8 million positions, between 2014 and 2024. The growth in health care
managerial positions alone is likely to grow 17% during this period, a rate much faster than average. With an
eye toward that anticipated growth, the College of Management Graduate Programs has designed the
Healthcare Management Graduate Certificate to address the needs of professionals seeking to enter this
industry, and to better equip those who may already be working in the health care sector.
The program is open to those with an undergraduate degree from an accredited institution and appropriate
interests and work experience.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Résumé (3-5 years of related work experience preferred)
• One (1) letter of recommendation
• Statement of Intent. Please express in less than 1000 words:
o Why are you interested in the graduate certificate in health care management? How will
this certificate enhance your career?
o What is your experience in the health care field, and what problems and issues are you
interested in exploring further?
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• Submission of TOEFL or IETLS score (required for all students that submit undergraduate
transcripts where the national language is not English; minimum required score for TOEFL is 85 to
be considered)
About the Program
The Higher Education Doctoral Program focuses on issues of concern to leaders in all types of higher
education institutions, including community colleges and four-year institutions, both public and private. The
curriculum covers topics such as organization and leadership, teaching and learning, college student
experiences and outcomes, diversity, public policy, institutional change, college access, equity,
globalization, finance, and community engagement. Students also develop a strong foundation in both
quantitative and qualitative research methods, as well as an understanding of the social and historical
foundations of higher education.
The program is based on a cohort model in which PhD and EdD students participate in a common
curriculum. Through elective courses and research experiences, students are able to pursue goals specific
to either degree. Individuals who plan to pursue a career as a senior-level college or university administrator
can apply to the EdD. Those who plan to pursue a career that includes college teaching, research, policy
analysis, or service as a chief academic officer can apply to the PhD.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Essay: This should be approximately 2,000 words in length. Be sure to address the following
areas:
1. Reflect on your practice in higher education and how that practice relates to larger higher education
issues.
2. Reflect on your capabilities for leadership in higher education.
3. Reflect on your preparation for doctoral-level work.
4. Reflect on what you will contribute to the Higher Education Doctoral Program and what you will gain
from it.
• Resume or curriculum vitae: Include educational information and employment history.
• Two letters of recommendation: Recommenders should have worked closely with the applicant
in an academic, professional, or community service setting. Letters should not be written by friends
or family members of the applicant and should focus on the applicant's abilities and past academic
performance. The letters should also assess the applicant's level of motivation for and commitment
to a leadership role in higher education. Former professors familiar with the applicant's academic
abilities could address the applicant's capacity to perform graduate-level work. Supervisors or
colleagues at the current place of employment could describe and give evidence of the applicant's
potential as an initiator and implementer of organizational change.
• Employer agreement form: This form shows year-by-year how the applicant and their employer
will arrange the applicant's work schedule to permit the applicant to meet the program's
requirements. These include three June sessions and a full weekday (Friday) on campus each
week during the semesters leading up to the dissertation seminars.
• Official transcripts of previous academic work: This should include previous academic work
(graduate and undergraduate degree programs), demonstrating that the applicant has earned a
master's degree or equivalent from a college or university of recognized standing.
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• Applicants may also submit test scores from the Miller Analogies Test (MAT), the Graduate Record
Examination (GRE), the Graduate Management Admission Test (GMAT), or Law School Admission
Test (LSAT). Submission of these scores is optional.
The admissions committee will interview all finalists before making its recommendations for acceptance into
the program.
About the Program
Our Master of Arts in Historical Archaeology draws on anthropological archaeology and historical
anthropology. Our program thrives on using artifacts, documents, environmental data, landscapes,
architecture, and oral history in its holistic anthropological studies of colonialism, imperialism, African
Diaspora, past and present Indigenous peoples, globalization, urbanization, political economy,
environmental change, food practices, multicultural societies of the modern world, social history of the
disenfranchised, and heritage politics. We offer students a rich venue for engaging with these diverse
research topics and data sources and frequently doing so in community-engaged and collaborative contexts.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Three letters of recommendation
• Personal statement. PLEASE NOTE: The personal statement required for our program differs in
structure from the general template included in the general admissions application. We seek only
ONE essay (not two) totaling about 1,000 words covering (1) your personal, academic, and
professional experiences that have prepared you for our graduate program; (2) your research and
career interests and how these relate to our specific graduate program's coverage and participants,
and (3) the ways our training and degree will advance your career aspirations. Please be sure to
obtain feedback from a faculty mentor on your draft of this statement, as these can be challenging
to write.
• We also highly encourage, although do not require, the submission of a writing sample(s) that
might help the Graduate Committee evaluate applicant writing, research, or analytical ability.
• We expect applicants to have a strong background in archaeology, which is normally provided with
a baccalaureate degree in anthropology or archaeology and usually some fieldwork experience
through university field schools or post-graduation work in cultural resource management or other
contexts. These comprise the bulk of our successful admissions. However, undergraduate or
graduate degrees in historic preservation, history, American studies, art history, classics,
Egyptology, sociology, and allied fields are accepted if the applicant demonstrates sufficient
background, potential, and understanding of the disciplinary approach in which they seek graduate
training. We realize that archaeology/anthropology may not have been available to all
undergraduates except as a minor field of study or as only a few courses and that some students
"find" the field too late to have changed their undergraduate major anyway. Students seeking
admission with these kinds of backgrounds will be competing for a slot in the program with those
who have the requisite undergraduate training; therefore, we recommend boosting their
background beyond the ongoing or already-awarded bachelor's degree by taking undergraduate
archaeology courses, especially an accredited field school, before applying.
About the Program
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Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Three letters of recommendation
• GRE recommended
• Submission of a writing sample
About the Program
Archives Track
Training in historical methodology provides a crucial foundation for practicing archivists in the 21st century.
Thus, archives students earn an MA in history with a concentration in archives, rather than an MA in library
and informational science with a concentration in archives. Today, in an age in which information is created
in various forms at exponential rates, archivists must learn to preserve and provide long-term access to
materials and also learn to create, present, and archive history online. As technologies rapidly evolve,
archivists must continually learn new technological skills throughout their career. Acquiring and mastering
research and critical-thinking skills in history, rather than learning only technical skills, provides archivists
with a vast and deep foundational knowledge and subject area expertise. This imbues them with an
invaluable and transferable skill: the ability to assess and recognize the intrinsic research value to
collections.
The mission of the UMass Boston Archives Track within the history MA program is:
• To provide students with a firm theoretical knowledge and hands-on training to prepare them to
become professional archivists with technical skills, subject-area knowledge, research skills, and
abilities to manage archival collections and electronic records
• To provide students with practical experience in archives, special collections libraries, historical
societies, and cultural institutions
• To provide a space for students, faculty, and professional archivists to collaborate on digital
archives and exhibits that increase public access to collections.
Students in the Archives Track have the option of writing a thesis or a capstone. All archives students should
consult with the director of the archives program about their final project and whether they should write a
thesis or a capstone.
History Track
The History Track is the traditional MA path for graduate students. Students in the
History Track are required to write a thesis. The History Track emphasizes historical
research methods as well as historical writing and analysis of primary and secondary
sources. Students who choose the History Track also take a large number of history
elective courses to broaden their knowledge of history.
The history track may be completed online.
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Public History Track
Public historians study the way we remember and interpret the past. They use historical methodologies to
preserve, collect, present, and interpret history with and for public audiences. Public historians work with
historic landscapes, sites, parks and monuments; in museums and historic buildings; on film and the
worldwide web; and with community groups and organizations, families, and institutions.
They also study public awareness and consciousness of the past and how various actors, including public
intellectuals and public interest groups, seek to "raise" historical consciousness and nurture historical
thinking.
Training in historical methodology is a crucial foundation for practicing public historians. That is reflected in
the structure of our program—public history students earn an MA in history rather than a specialized MA in
public history. Public history students need to gain strong subject-area knowledge and research skills as well
as an introduction to the theory and methods of public history. This model provides a cross-disciplinary
approach that benefits professional training for public history students. The mission of UMass Boston's
Public History Track is:
• To prepare students to become professional historians with the knowledge and skills to analyze,
preserve, and interpret the past with and for a broad range of audiences and communities;
• To provide students with practical experiences in historical and cultural institutions;
• And, to serve as a space for students, faculty, and practitioners to collaborate on civically engaged
historical projects.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Graduate Record Examination (GRE) scores are recommended.
• Applicants will normally be expected to have majored in history as
undergraduates and maintained a 3.0 cumulative average in the major.
About the Program
Students in the UMass Boston School for Global Inclusion and Social Development (SGISD) examine key
issues that lead to the political, economic, and social inclusion of individuals and groups of people worldwide
in their societies. In response to growing national and international interest in human rights education, we
are offering a human rights certificate through SGISD.
Human rights is an increasingly important field of study in the United States and around the world. On every
level, from local to international, people are using human rights to mobilize grassroots movements, organize
coalitions, and analyze policies and procedures. Studying this discipline also empowers us to advocate for
social justice, measure progress in advancing human well-being, and, as a last resort, litigate to advance the
rights to health, education, and decent work for all.
Human rights provides a legal and ethical framework for changing our societies and organizations to make
them more inclusive of everyone, including people who are marginalized and disadvantaged.
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Human rights involves scholarly work in law, applied ethics, international relations, economics, social policy,
and international development. Our students may also choose to focus on a specialized area, such as
religious minorities, children, workers, women, or people living in poverty.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Statement of purpose - Please discuss in 1,200 words or less your reasons for pursuing a graduate
certificate in human rights, and your academic, personal, and professional goals.
• Transcripts - Official transcripts from all undergraduate and graduate institutions attended.
Applicants must possess a four-year bachelor's degree or equivalent from an accredited college or
university, and must have a GPA of 3.0 or above.
• Letter of recommendation - This letter should come from someone who can speak to your
academic and professional preparation for program success.
• Resume or curriculum vitae - Please make sure all educational background and professional
history is current with degrees earned, institutions attended, majors, and GPAs.
About the Program
Advancements in IT have revolutionized nearly every facet of human existence. Individuals and
organizations communicate, connect, collaborate, and compete through increasingly sophisticated computer
networks, systems, and devices. In a rapidly globalizing economy, the knowledge of how to effectively
deploy IT assets to manage customer relationships, data collection and analysis, supply chains, work flows,
or security concerns can make the difference between success and failure for individual managers and
entire corporations. Coursework and student resources help students develop the communication,
presentation, and analytical skills, as well as the technical, quantitative, and decision-making abilities
required of contemporary managers.
The coursework for the MSIT is grouped around three key clusters:
• Technical Foundation of Information Technology
• Applications of Information Technology
• Information Technology Management and Strategy
The program can be completed full-time or part-time, with classes that meet primarily in the evenings, late
afternoons, weekends, and online. Scheduling is highly flexible, with most classes meeting once per week.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official GMAT or GRE scores.
• Essay (Students may write their essay using either the standard essay prompt in the online
application or the one below.)
o Part 1 (up to 300 words): Why are you interested in attending graduate school at UMass
Boston?
o Part 2 (approx. 1,200 words): State a current issue, problem or topic from your intended
field of study (This can be specific to your country, state or local community) and discuss
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your strategic plan as to how you would address the issue and how attending graduate
school at UMass Boston will aid you in your pursuits.
• Official TOEFL or IELTS scores required for all applicants that submit Non-United States
academic transcripts (unless stated as exempt). Our minimum TOEFL score is 90 and our
minimum IELTS score is 6.5.
About the Program
Students in the Initial Licensure in Middle/Secondary Education certificate program will complete a 28 credit
program divided into four cores of course work and related requirements.
Licensure is available in the following areas:
• Biology 5-8, 8-12
• Chemistry 5-8, 8-12
• Chinese (Mandarin) 5-12
• Earth Science 5-8, 8-12
• English 5-8, 8-12
• History 5-8, 8-12
• Latin & Classical Humanities 5-12
• Mathematics 5-8, 8-12
• Middle School Math and Science 5-8
• Physics 8-12
• Spanish 5-12
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Submit scores for the Communication and Literacy MTEL.
About the Program
This graduate certificate focuses specifically on design, assessment and evaluation considerations of
instruction. As well, this certificate addresses learning theory and other design elements required in training
and education. The content of this certificate is applied across all education and training arenas that involve
adult learners, including higher education institutes, corporate associations and healthcare industries. Target
populations include educational professionals, training managers and specialists, and design mavens who
hold a Bachelor's, Master's or terminal degree and are interested in a certification in Instructional Design.
This 15-credit certificate program consists of five (5) courses, (4 core courses and 1 elective), and provides
students with the foundational knowledge and skills needed to be successful instructional design specialists
across a variety of settings. The program can be completed entirely online and in one year.
The Graduate Certificate in Instructional & Learning Design is for training and educational professionals
practicing instructional design that have a firm grasp on current learning technologies but without formal
training in relevant learning theories and methods. This Certificate augments the learning technology
experience educational professionals may already possess with a strong foundation in adult learning theory,
effective design principles and sound methods of evaluation.
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This Certificate is also for professionals who already hold advanced degrees such as librarians, publishing
professionals, sales managers, engineers, healthcare professionals, and college/university professors and
instructors. Our Certificate in Instructional & Learning Design equips professionals with necessary
knowledge to design, develop, implement, and assess learning interventions based on expertise in their
respective fields.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
All prospective students complete an initial phone intake interview.
About the Program
UMass Boston's MEd Program in Instructional Design offers a practical master's degree that is ideal for
career professionals engaged in the education, training and development of adult learners in the work place.
This multi-disciplinary academic program provides students with a dynamic learning process through a
comprehensive course of study that gives equal importance to both the planning and the delivery of adult
instruction.
Applications of instructional design can be seen today in business and industry; in schools and colleges,
government agencies, and the military; in health care organizations, religious institutions, and professional
societies. Using the principles and practices of adult education, the program's theoretical and applied
courses concentrate in three areas:
• Building a foundation and conceptual framework for the instructional design process;
• Developing instructional strategies and skills to facilitate adult learning;
• Using educational media and technology to enhance learning
Course study focuses on the instructional design process, on adult learning theory, and on communication,
media, technology, and learning about organizations. Emphasis is given to the students' application and
evaluation of their learning.
The program offers online and blended courses to accommodate full-time and part-time students. Non-
degree students are invited to select individual courses to meet their career development or other
specialized needs; their enrollment in courses is on a space-available basis.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements .
• A personal interview with the program faculty
• Two letters of recommendation from former teachers familiar with the applicant's recent academic
work, or from employers familiar with his or her professional ability;\
About the Program
769
The graduate program in instructional design offers a 15-credit certificate program in instructional technology
design to meet the increasing challenges created by the highly evolving education technology and training
needs of academic, corporate, and public educators.
Through online course work, this certificate program provides students with the opportunity to design and
produce computer-mediated and web-enhanced learning, as well as interactive multi-media materials, and
to make effective use of instructional technology in training or course development. Students apply
instructional design principles, educational technology, and adult learning theories while developing
engaging and high-quality instructional materials for a variety of learning challenges.
Students pursuing the certificate program in instructional technology design may take all the courses
required for the certificate online; they may also choose to combine online courses with blended courses.
Online courses are designed to have thirteen class sessions. Students have a week to access the material
for each class and to complete the assignments. Synchronous meetings may also be built into online course
design using web-conferencing tools.
Students seeking the certificate take a total of five (5) courses (15 graduate credits), which offer them
practical experience with the kinds of eLearning technology commonly used for online and blended
educational material. As well, students explore the utilization of educational technologies in instructional
strategies, techniques in project management, project proposal, audience assessment, and design phases
of technology-based instructional development.
About the Program
The Integrative Biosciences (IB) Graduate Program is a college-wide initiative in the College of Science and
Mathematics (CSM). The goal of the Integrative Biosciences Program is to train independent researchers
able to apply interdisciplinary approaches to solving problems in the areas of Biochemistry, Biophysics,
and Bioinformatics. These rapidly developing fields require biologists, computational scientists, physicists
and chemists to acquire skills and knowledge across the disciplines in order to develop a common platform
aimed at advancing our understanding of the biological phenomena. Applying single-discipline approaches
cannot adequately solve modern biomedical theoretical and empirical problems. The program will train
researchers that are prepared to tackle such problems.
Interdisciplinary training is increasingly sought by both the academia and the industry. Our graduates will
therefore be prepared to continue their training as postdoctoral researchers and will be competitive for
securing positions at the biotech companies.
The IB Program involves faculty from the Departments of Biology, Chemistry, Computer Science,
Engineering, Mathematics, Physics, and School for the Environment. Students will obtain their degree in one
of the three tracks: Biochemistry, Biophysics, and Bioinformatics.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Applicants are required to demonstrate adequate preparation at the undergraduate level in the form
of relevant coursework and research experience. Given the multi-disciplinary nature of the IB, we
expect that our applicants will be undergraduates with Bachelor of Science degrees in biology,
chemistry, physics, mathematics, environmental or computer science or graduates with Master's
degrees in these areas.
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• General GRE test scores
• Three letters of recommendation submitted with the application.
• The university requires a detailed statement of interests and intent. In the first part,
include your reasons for wishing to pursue graduate studies. In the second
part, describe the area of research you wish to pursue. Explain why an
interdisciplinary program is best suited for your research interests, and
indicate which of the three program tracks (Biochemistry, Biophysics, or
Bioinformatics) you would like to pursue. It is helpful if you identify members
of the faculty whose research interests are similar to your own (see list of
participating faculty). These faculty members will likely serve as laboratory
rotation advisors. Feel free to contact individual faculty members to discuss
your interests and inquire about availability of positions.
About the Program
The graduate certificate in International Development is a 15-credit program that explores the dynamics of
international assistance efforts. It places particular emphasis on the positive and negative impact of
globalization on poor and developing societies and the responsibilities of wealthier societies in that equation.
The practical and theoretical curriculum will prepare students for careers in international development in
such fields as: project management, consulting, project monitoring and evaluation and grantsmanship.
This certificate offers a multi-disciplinary curriculum consisting of studies in economics, politics, history,
environmental sciences, education, anthropology, sociology and management. It looks at broad issues such
as the relationship between poverty and governance as well as more nuanced questions regarding the role
for civil-society and how to measure aid effectiveness.
An internship is required for successful completion of the certificate. Placements in developing countries will
immerse students in the day-to-day rhythms and challenges facing communities and demonstrate how all
the disciplines interrelate to solve real-world problems. Students will engage in meaningful work with local
governments, NGOs and civic leaders and will finish off their studies with a written project related to their
experience.
Admission Requirements
Not currently admitting new students
About the Program
The MA in International Relations prepares students to face a wide range of global policy problems through
a flexible, interdisciplinary program. Our program specializes in helping students bring academic rigor and
theoretical insight to pressing policy challenges.
Admission Requirements
771
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official GRE scores. The GRE is not required for UMass Boston undergraduates applying for the
Accelerated Master's Program.
• A writing sample is optional.
• Write a personal statement of your reasons for wishing to attend graduate school in international
relations (300 words).
• Write an essay on your specific interests and what kind of work you would like to after completing
the master's program in international relations (1200 words).
About the Program
Admission Requirements
In additon to the criteria below, applicants must meet general graduate admission requirements.
About the Program
The MA in Latin and Classical Humanities/Applied Linguistics track is a unique pro-
gram combining traditional study of Latin and classical humanities with the study of
linguistics, language acquisition theory, and foreign language pedagogy. The
program consists of courses in Latin and Greek languages and literature, classical
culture, and teaching methods given by the Classics Department; and courses in
linguistics, language acquisition, and foreign language pedagogy given by the
Applied Linguistics Program.
About the Program
The MA in Latin and Classical Humanities Greek/Latin track is a program that offers graduate study in Latin
and Greek for students who wish to advance their knowledge of both languages either to prepare for
application to a doctoral program or for personal enrichment. The program consists of courses in Greek and
Latin language and literature.
About the Program
The MA in Latin and Classical Humanities/Licensure Track is a program that offers
graduate study in Latin and an initial teaching license (grades 5-12). The program
consists of courses in Latin and teaching methods given by the Classics Department
and education courses offered by the College of Education and Human
Development. A special focus of the Classics Department is the use of active
methodologies for teaching the Latin language.
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Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Applicants must submit undergraduate and graduate transcripts and have at least a 3.0 grade point
average in undergraduate work and any prior graduate-level work, with a minimum of 3.25 in the
major field.
• Applicants are expected to present an undergraduate major in classical language, or its equivalent.
Students with deficiencies in their Latin preparation may be admitted provisionally and required to
take Latin courses at the undergraduate level before full admission to the program.
• Applicants should submit at least 2 letters of recommendation and a personal statement.
• An interview should be arranged, whenever feasible.
About the Program
MS Marine Science and Technology alumni apply their understanding of the ocean systems to address
critical issues in ocean biodiversity and marine resource management. Alumni are employed by federal,
state, and local government agencies as marine resource managers, in nonprofits as marine
conservationists, and in aquariums as informal educators. Alumni who complete an MS on the thesis track
are well positioned to pursue doctoral degrees in the marine sciences and associated sub-disciplines.
This program is offered as an intercampus program meaning students can take courses at any of the UMass
campuses (Dartmouth, Lowell, Boston, and Amherst).
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE general exam scores
About the Program
The PhD in Marine Science and Technology is a research-based degree wherein students are expected to
generate new and original knowledge in their area of study. This program is offered as an intercampus
program meaning students can take courses at any of the UMass campuses (Dartmouth, Lowell, Boston,
and Amherst).
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• GRE general exam scores
McCormack Graduate School of Policy and Global
Studies
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McCormack Graduate School of Policy and
Global Studies
Website
https://www.umb.edu/liberal-arts/mccormack/
Dean (interim)
Rita Kiki Edozie, PhD
Dean's Office
McCormack Hall, 3rd Floor, Room 625
617.287.5550
[email protected]
Departments
• Conflict Resolution, Human Security, and Global Governance
• Gerontology
• Public Policy and Public Affairs
Centers and Institutes
• Center for Governance and Sustainability
• Center for Peace, Democracy, and Development
• Center for Social and Demographic Research on Aging
• Center for Social Policy
• Center for Women in Politics and Public Policy
• Collins Center for Public Management
• Gerontology Institute
• LeadingAge LTSS Center
• Massachusetts Office of Public Collaboration
• Osher Lifelong Learning Institute
• Pension Action Center
• Sustainable Solution Lab
Graduate Certificate
Gender, Leadership, and Public Policy (Certificate)
McCormack Graduate School of Policy and Global Studies
Continuing and Professional Studies
774
About the Program
Admission Requirements
Program Requirements
Complete 18 credits from six courses including four core courses and two internship courses.
Internship: Complete 10-16 hours per week at their internship site, for a minimum of 160 hours during a
minimum 4-month period, over the course of the academic year.
Gender, Leadership, and Public Policy (GLPP) graduate certificate students can also choose to apply for
the Public Administration (MPA) - Gender, Leadership, and Public Policy Track, and complete an MPA in
just one additional academic year plus one summer.
Statute of limitations: Three years.
Course Requirements
Core Courses (12 Credits)
• PUBADM 619 - WPPP: Contemporary American Public Policy Issues 3 Credit(s)
• PUBADM 623 - WPPP: Women in American Politics and Policy Making 3 Credit(s)
• PUBADM 628 - Research Methods for Policy Analysis 3 Credit(s)
• PUBADM 629 - Leadership and Organizations: Gender, Power and Authority 3 Credit(s)
Internship Courses (6 Credits)
• PUBADM 622 - WPPP Fall Internship 3 Credit(s)
• PUBADM 624 - WPPP: Spring Internship 3 Credit(s)
Conflict Resolution, Human Security, and Global
Governance
Website
https://www.umb.edu/liberal-arts/mccormack/crhsgg/
Office
Wheatley Hall, 4th Floor, Room 128A
617.287.7489
conresgloba[email protected]
Department Chair
Stacy D. VanDeveer, PhD
775
[email protected]
617.287.4135
Wheatley Hall, 4th Floor, Room 128B
Master's
Conflict Resolution (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from ten to twelve courses including three required courses, one internship course, five
to seven electives, and a capstone requirement.
Capstone: Students must complete a master's thesis, master's project, or participate in an intensive
integrative seminar.
Statute of limitations: Five years
Course Requirements
Required Courses (9 Credits)
• CONRES 621 - Negotiation (M) 3 Credit(s)
• CONRES 623 - Introductory Theory 3 Credit(s)
• CONRES 635 - Research Methods in Dispute Resolution 3 Credit(s)
Internship (3 to 6 Credits)
• CONRES 627 - Inter-Group Dialogue & Facilitation 6 Credit(s)
or
• CONRES 690 - Court Internship 6 Credit(s)
or
• CONRES 692 - Internship 3-6 Credit(s)
Electives (15 to 21 Credits)
Complete five to seven electives (depending on number of credits needed to meet the 36 required credits for
the program) from any graduate courses in the Department of Conflict Resolution, Human Security, and
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Global Governance. Courses from other departments and institutions may be accepted with approval of the
graduate program director.
Capstone (3 to 6 Credits)
Complete one of the options below.
Integrative Paper Option
• CONRES 693 - Capstone Seminar 3-6 Credit(s)
Master's Project Option
Complete six credits.
• CONRES 693 - Capstone Seminar 3-6 Credit(s) - take for three credits
• CONRES 689 - Master's Project in Conflict Resolution 3 Credit(s)
Master's Thesis Option
• CONRES 693 - Capstone Seminar 3-6 Credit(s) - take for three credits
• CONRES 699 - Master's Thesis in Conflict Resolution 3 Credit(s)
Global Governance and Human Security (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from eleven to twelve courses including six core courses, four electives, and one to two
capstone courses.
Capstone: Complete a capstone paper or thesis.
Exam: A comprehensive examination is required if completing the GGHS 780 and methods course
capstone.
Statute of limitations: Five years.
Course Requirements
Core Courses (18 Credits)
Complete six courses from below.
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• GGHS 710 - Human Security 3 Credit(s)
• GGHS 711 - Global Governance 3 Credit(s)
or
• INTREL 638L - Global Governance 3 Credit(s)
• GGHS 713 - International Relations Theory 3 Credit(s)
or
• INTREL 611 - Theories of International Relations 3 Credit(s)
• GGHS 715 - International Organization 3 Credit(s)
Two of the following:
• GGHS 712 - Gender and Human Security 3 Credit(s)
• CONRES 623 - Introductory Theory 3 Credit(s)
• INTREL 613 - International Relations Research Methods 3 Credit(s)
Electives (12 Credits)
Complete four courses chosen in collaboration with your faculty advisor.
Capstone (6 Credits)
Complete one of the following options:
• GGHS 780 - Doctoral Research Design and one additional methods course
• INTREL 691 - Capstone in International Relations
• Six credit Master's thesis (see department for course information)
International Relations (MA)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from eleven courses including six required courses, four electives, and one capstone or
thesis course.
Capstone: Completion of a project or master's thesis.
Statute of limitations: Five years.
Course Requirements
778
Required Courses (18 Credits)
• INTREL 611 - Theories of International Relations 3 Credit(s)
• INTREL 612 - Issues in World Politics 3 Credit(s)
• INTREL 613 - International Relations Research Methods 3 Credit(s)
• INTREL 614 - International Political Economy 3 Credit(s)
• INTREL 621 - International Development 3 Credit(s)
• INTREL 638L - Global Governance 3 Credit(s)
Electives (12 Credits)
Complete four courses in any relevant UMass Boston subject of interest with approval of the graduate
program director.
Capstone or Thesis Course (6 Credits)
• INTREL 691 - Capstone in International Relations 6 Credit(s)
or
• INTREL 699 - Master's Thesis in International Relations 6 Credit(s)
Doctorate
Global Governance and Human Security (PhD)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 68 credits from 21 courses including six core courses, two research methods courses, four track
courses, four electives, two colloquium courses, two doctoral research courses, and ten credits of
dissertation research.
Tracks: Students select a track in conflict resolution; environment; gender, human rights, and human
development; global political economy; or a self-defined concentration.
Doctoral candidacy: Pass two qualifying exams in core subjects and the area of concentration.
Dissertation: Compose and defend a dissertation based on original research.
Language: Students must demonstrate competency in second-language research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
M degree en route to the PhD. To qualify, students must complete the requirements outlined in the Global
Governance and Human Security (MA) program.
Statute of limitations: Seven years.
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Course Requirements
Core Courses (18 Credits)
• CONRES 623 - Introductory Theory 3 Credit(s)
• GGHS 710 - Human Security 3 Credit(s)
• GGHS 711 - Global Governance 3 Credit(s)
• GGHS 712 - Gender and Human Security 3 Credit(s)
• GGHS 713 - International Relations Theory 3 Credit(s)
• GGHS 715 - International Organization 3 Credit(s)
Research Methods Courses (6 Credits)
Track Courses (12 Credits)
Complete four courses from one of the following tracks or a self-designed concentration.
Courses for the track are chosen in collaboration with the faculty advisor.
Conflict Resolution
Environment
Gender, Human Rights, and Human Development
Global Political Economy
Electives (12 Credits)
Complete four additional courses drawn from any track or methods courses.
Up to six credits of field internship may be applied toward this requirement.
Colloquium Courses (4 Credits)
• GGHS 714 - Doctoral Colloquium in Global Governance and Human Security 2 Credit(s) -
complete two semesters
Doctoral Research Courses (6 Credits)
• GGHS 781 - Doctoral Research Group 3 Credit(s) - complete two semesters
Dissertation (10 Credits)
• GGHS 899 - Dissertation Research 1-10 Credit(s)
Graduate Certificate
780
Conflict Resolution (Certificate)
Department of Conflict Resolution, Human Security, and Global Governance | McCormack Graduate School
of Policy and Global Studies
About the Program
Admission Requirements
Specialization Options
Students can choose to specialize in one of four single concentrations (12 credits) or one of two dual
specialization concentrations (18 credits).
Single Specialization Option
Dual Specialization Option
Conflict Resolution
CONRES 603 - Advanced Negotiation and Mediation
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
This course builds on the introductory courses and examines the resolution of conflict in different contexts.
013392:1
CONRES 621 - Negotiation (M)
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Negotiation is the bedrock skill in this field. The course addresses the development of negotiation
techniques and fosters student knowledge of the substantial body of negotiation theory that is now available.
013403:1
CONRES 623 - Introductory Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the theories and assumptions underpinning the practice of negotiation and mediation.
It identifies the major schools of thought that influence models in practice and shape research agendas. It
examines theories critically, with three aims-uncovering implicit assumptions of practice, testing those
assumptions against empirical evidence or other theories, and gleaning insights to assist practitioners.
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013406:1
CONRES 624 - Cross-Cultural Conflict
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course emphasizes the special characteristics of conflict based in religious, ethnic, national, or racial
identity-conflicts that the field calls "intractable." The primary focus of the course is on intervention
techniques that have been used and that have been proposed for use in these settings.
013407:1
CONRES 625 - Conflict Resolution Systems for Organizations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines different systems for managing conflict. The system may exist in a large corporation,
or between two or among many nations, between labor and management, or within a family. The system
may be explicit and clear, informal and invisible, or both. The system may be effective or not. The course
explores different kinds of conflict management systems and criteria for measuring their effectiveness; and
discusses the analysis and design of dispute managing systems.
Enrollment Requirements:
Pre-req = Graduate degree student
013408:1
CONRES 626 - Advanced Intervention
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
This course applies the principles of mediation and other forms of intervention to a particular context. Each
year, the specific course context changes. Possibilities include intervention in environmental disputes, family
disputes, organizational disputes, or international disputes.
Enrollment Requirements:
Pre-requisite = CONRES 621 or permission of instructor
013409:1
CONRES 627 - Inter-Group Dialogue & Facilitation
6 Credit(s) | Lecture | Graded
Not repeatable for credit
782
Description:
This course will critically examine the role of dialogue as a conflict intervention practice, with an emphasis on
inter-group dialogue. At a theoretical and conceptual level, the course will focus on exploring the goals of
dialogue processes and their potential for enabling understanding between individuals from multiple identity
groups. The course will place a particular emphasis on comparing different approaches to or models of
dialogue, and on considering the many factors that must be considered when designing and planning a
dialogue process. At a practical level, this course will focus on preparing students to facilitate, and provide
opportunities for facilitation, cross-cultural dialogue. Through a partnership with Soliya (www.soliya.net),
students in this class will participate in Soliya's Facilitation Training & Practicum (FTP). Participating in the
FTP will be required of all students and will occur concurrently with the course, allowing for in-class
reflection of FTP experiences and integration of the hands-on component of the FTP with the theoretical
content of the course. The FTP will include 2 components: first, students will complete a 20-hour, intensive
facilitation training (4 hours/week for 5 weeks). Once the training is complete, students will also have the
opportunity to co-facilitate, with supervision from Soliya staff, 8 weeks of Soliya's "Connect Program" (2
hours/week), the organization's flagship virtual exchange initiative. Both the training and practicum will take
place online using Soliya's virtual dialogue platform. Soliya runs multiple training and dialogue groups,
meaning that it is possible to work with the organization to find a time slot for both the training and practicum
that best meets your scheduling needs. Students in the course will not necessarily be in the same training
group and for the most part should not expect to facilitate together. There will be a fee associated with this
course to cover the costs of the Soliya FTP (the first semester this course is being offered, costs are
covered except for $100; in subsequent semesters the cost of the Soliya FTP is anticipated to be
approximately $225). The dialogue and facilitation model utilized in this course is meant to provide students
with the skills and knowledge to lead dialogues around contentious and personally difficult issues. As part of
the course, we will spend time thinking about how to draw upon these skills to develop dialogue initiatives on
the UMASS Boston campus and/or in students' own communities.
040579:1
CONRES 628 - Conflict, Peace and Education
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The fundamental premise of this course is that education, broadly defined, has the potential to contribute to
transformation of conflict, just as it can contribute to the perpetuation of violence and structural inequalities.
Over the course of the semester, we will explore the potential role of education in peace building and conflict
transformation as well as its role in maintaining and furthering conflict. We will do this by discussing
education practice and policy, drawing on examples in formal, non-formal and informal education settings.
We will also address both substance and pedagogy in the educational realm and how these can serve to
maintain or transform conflict.
041841:1
CONRES 635 - Research Methods in Dispute Resolution
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course meets with three primary objectives. First, it provides students with a basic "literacy" in research
783
methods, enabling them to be critical consumers of literature reporting research findings. Students will learn
the fundamentals of sound research design, inference from data to conclusions, and the assumptions
underlying various methods. Second, it introduces students to the role and use of research methods in
conflict intervention work. And third, it provides students preparing to undertake the Master's Project an
introduction to the types of research methodology that they are most likely to use in their MPs.
Enrollment Requirements:
Pre-req = Graduate students in CONRES only
013413:1
CONRES 636 - Conflict in Workgroups
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides the participant with an opportunity to develop a deeper understanding of the dynamics
of work groups, with an emphasis on processes of conflict within them, and to develop skills to deal
constructively with intra- and inter- group conflict. Class sessions will deal with conceptual issues in a
combination of lecture and seminar-discussion format, drawing from various literatures on groups. Students
will also participate in weekly meetings with a small workgroup, consisting of a sub-set of the class, which
will offer an opportunity to study group processes in vivo with the aid of a facilitator.
033215:1
CONRES 638L - Global Governance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
"Global governance" refers both to something empirical -- "what (limited) world government we have" -- and
to an approach to the study of global problems, one that highlights the economic and cultural contexts of
political globalization and foregrounds the questions of whether and how current processes can be made
more effective. Students will become familiar with the variety of theoretical approaches to global governance
and knowledgeable about its context, including the globalization of industrial capitalism in which global
governance emerged, and about its empirics, what it is today. Students' final papers and in-class
presentations will investigate the prospects for reform of global governance in an issue area of their choice.
Course Note
CONRES 638L and INTREL 638L are the same course.
This course is cross-listed as INTREL 638L
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
037064:2
CONRES 688L - Business and Climate Change
784
Formerly Global Warming and International Business Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Climate change may be the most important challenge facing society over coming decades, causing sea
levels rise, more extreme storms, flooding and drought. The widespread causes and impacts of climate
change will have broad economic, social and business impacts. Twenty-first century managers and
professionals in every field will need to understand these impacts and the implications of policies to address
climate change for their organizations.
Course Note
CONRES 688L and MBAMGT 688L are the same course.
This course is cross-listed as MBAMGT 688L
035087:2
CONRES 689 - Master's Project in Conflict Resolution
3 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Under the guidance of an individual faculty advisor, students complete a research or applied project that
makes a substantive contribution to critical understanding of an issue in conflict resolution. The final product
is a substantial paper, indicating mastery of pertinent concepts and critical analysis that is assessed by the
student's advisor and by an external evaluator outside of the department.
Enrollment Requirements:
Pre-requisite: CONRES 693
Semester(s) typically offered: Fall and Spring
042189:1
CONRES 690 - Court Internship
6 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
Students mediate cases, under close faculty supervision, in one of the small claims courts in Greater
Boston. Each day of mediation is followed by a debriefing session with the supervisor. A mediation seminar
is part of the internship. The seminar enables students to compare mediating experiences, focus on
particular problem areas encountered by mediators, and re-examine theoretical concepts.
Enrollment Requirements:
Pre-requisite = CONRES 621 or permission of Program Director
Instructor consent required for enrollment
785
013393:1
CONRES 692 - Internship
3-6 Credit(s) | Internship | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course will require a student to find and participate in a field placement. The placement can be one of
those listed on the Program website, or one created by the student The placement should provide the
student with the opportunity to do one or more of the following: - improve skills relevant to making a
career/getting a job in the field of conflict resolution. - enhance the student's network of people in the field of
conflict resolution. - expose the student to the work or professionals In the field of conflict resolution. The
placement should require a minimum of thirty-five hours p/semester. Student will be required to submit a
field placement application to be approved by the faculty supervisor. The student will also meet with the
Conflict Resolution faculty supervisor several times during the semester to discuss progress and Issues.
That faculty supervisor may require written submissions. Each placement will have a field supervisor and
that supervisor will submit to the Faculty supervisor an evaluation of the student's field work. The faculty
supervisor will submit a final grade. {Note: If the student is participating In one of the Program-managed
Internships that carry their own credits, or if the student finds it impossible lo Integrate any placement Into
his/her academic/family/work schedule, then the internship requirement can be waived.)
040810:1
CONRES 693 - Capstone Seminar
3-6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 6 / total completions: 2
Description:
Students complete one of three types of Capstone projects (Master's Theses, Master's Projects, or
Integrative Papers) that integrate the knowledge and skills acquired during their training. Capstones can
take a wide variety of forms, including 1) empirical research; 2) apprenticeships with professionals or
agencies; 3) evaluations and/or analyses of existing practices; 4) the creation of new dispute resolution
programs or curricula, tailored to specific, identified, unmet needs; or 5) conflict analyses and proposed
interventions focused on a conflict of the instructor's choosing. Each Capstone culminates in a work product,
such as a research paper or written account of an applied project, demonstrating substantial progress
beyond previous learning. The accompanying seminar brings together all students working on their
Capstone projects to review methods needed for their projects (e.g., research skills, intervention
techniques), discuss literature covered in previous courses, and plan for their future learning as conflict
resolvers.
Enrollment Requirements:
Pre-req = CONRES 635 or Permission of Program Director; Graduate students in CONRES only
013419:1
CONRES 694 - Integrative Seminar
3 Credit(s) | Lecture | Graded
Not repeatable for credit
786
Description:
Students in the Dispute Resolution Masters program have 2 options for completing their capstone
requirement: doing a written Masters Project or taking this seminar. The goal of the Seminar is to help
students see their dispute resolution study as a whole, to demonstrate their ability to integrate and
synthesize their knowledge of conflict resolution theory and skills gained over the course of the Masters
program. Through class discussion, students will identify cross-cutting issues or themes relating to conflict
resolution theory or practice; they will select three topics and produce a substantial paper (10, 15 or 20
pages, respectively) about each of them, drawing on what they have read/written/thought about/experiences
over the course of their studies.
Enrollment Requirements:
pre-req: CONRES 621 and CONRES 623
036869:1
CONRES 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course provides students the opportunity for students to pursue in-depth study of a particular topic
under the direction of a faculty member. A student must find a faculty sponsor, and together with that faculty
member develop a study plan detailing topics to be covered, readings and activities to be completed, and
products to be produced. A copy of the study plan should be signed by both the student and the faculty
sponsor and filed with the department office.
013422:1
CONRES 697 - Special Topics in Dispute Resolution
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special topics courses are advanced courses that offer intensive study of a selected topic in dispute
resolution. With faculty approval, students select a topic from a broad range of options. The course can be
used to deepen knowledge of the specialization area, or to broaden a student's range of dispute resolution
experience.
Enrollment Requirements:
Pre-req = Graduate degree student
013394:1
CONRES 698 - Conflict Resolution Skills Practicum
1-3 Credit(s) | Practicum | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
787
The course allows students to take short trainings in conflict resolution skills offered by leading conflict
resolution organizations based in the Greater Boston area.
039881:1
CONRES 699 - Master's Thesis in Conflict Resolution
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Under the guidance of an individual faculty advisor, students complete a major research project that makes
a substantive contribution to critical understanding of an issue in conflict resolution. The final product is a
substantial paper, indicating mastery of pertinent, concepts and critical analysis that is defended before a
committee of 3 faculty members.
Course Note
Students are required to comply with the "Standards for the Preparation of Theses and Dissertations"
promulgated by the Office of Graduate Studies.
037875:1
Global Governance and Human Security
GGHS 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038448:1
GGHS 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038449:1
788
GGHS 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
037831:1
GGHS 710 - Human Security
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will explore the genesis, current use and critiques of concept of Human Security and its
applicability in an increasingly globalizing world.
038281:1
GGHS 711 - Global Governance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an in depth overview of the rapidly proliferating literature on the nature of global
governance, its architecture, pieces, actors, functions, and outcomes. Global governance itself continues to
evolve, creating an increasingly complex, dense, and less coherent patchwork. The borderline between
public and private activities is increasingly blurred as private companies and foundations become important
providers of public goods, services, and standards. "Regime complexes" have emerged in the areas of food
security, refugee protection, maritime piracy, energy, trade and the environment, and international forests.
Nongovernmental organizations. (NGOs) continue to be a driving force on many policy issues and active
participants in the construction of global governance for many issues. Intergovernmental international
organizations (IGOs), while still central to global governance in many areas, are increasingly seen as weak
or failing to perform adequately. This course examines how all these mechanisms interact to provide global
governance in contemporary world politics.
040213:1
GGHS 712 - Gender and Human Security
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Drawing on examples from across the globe, this course will explore how attention to gendered assumptions
and hierarchies can refine and deepen our understandings of the way conflict, violence and (in)security are
affecting everyday life, communities, societies, and regions in different parts of the world. The course will
789
develop skills in gender analysis, and use them to evaluate the impact of culturally-specific gendered
assumptions and practices on state security and realist thinking, the "new wars" of the post-Cold War period,
the emergence of human security with its focus on freedom from fear and want, and the critical reactions to
this move. The course aims to move beyond established approaches to security, including human security,
and to develop a more gender- sensitive analysis of theory, policy and practices seeking to address (in)
security issues in our increasingly complex, unequal and global world.
Enrollment Requirements:
Pre-Req: GGHS 710
038282:1
GGHS 713 - International Relations Theory
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is intended to provide students with the tools to read and participate in the academic field of
international relations (IR) in which discussions of global governance and human security are often
embedded. Its focus is on theories of international politics and on the construction of the academic field,
rather than on current world events. The course is divided into three parts. In the first we examine one of the
core philosophical debates separating different understandings of international relations, that between
realists and liberals. In the second we discuss approaches to international relations theory across different
levels of analysis, from the level of the individual decision-maker to the level of the structure of the
international system. In the third and final part we look at different methodological approaches to the study of
international relations, from the inductive to the deductive to the critical.
040214:1
GGHS 714 - Doctoral Colloquium in Global Governance and Human Security
2 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 4 / total completions: 2
Description:
The goal of the colloquium is professional development, helping students to develop skills for and
knowledge of academic processes that do not fit into existing topic and theoretical courses. These skills
focus on the real-time analysis of work by other scholars, and the presentation of one's own work to
academic and professional audiences.
038283:1
GGHS 715 - International Organization
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an in depth overview of core institutions and actors in global governance -
intergovernmental organizations (IGOs) and nongovernmental organizations (NGOs) with primary emphasis
on the former. IGOs provide organization structures and decisions processes that comprise elements of
790
governance for managing a wide array of global and regional interdependence issues. The scope of the field
of international organization has vastly increased in the last twenty-five years, and this course surveys both
the variety of theoretical approaches to studying IGOs and the broad range of topical issues that various
IGOs address.
040215:1
GGHS 716 - Global Health and Development: Concepts, Policies, and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course examines the evolution, key concepts and practice of global health as an emergent field. It is
concerned with engaging and exploring the dominant themes, key relationships, and central questions that
radiate from the trans-disciplinary field of global health. The aim is for students to critically engage the global
public health questions and concerns introduced in the course. Students will apply analytical thinking skills to
understand a range of global public health and development problems and trends, implications, and
responses.
038284:1
GGHS 780 - Doctoral Research Design
3 Credit(s) | Research | Graded
Not repeatable for credit
Description:
The purpose of this course is to help each student combine his/her methodological skills, his or her
knowledge of conceptual frameworks developed in the core courses, and his or her research interests to
produce a successful research proposal. This is the final required course in the PhD program in Global
Governance and Human Security. At the end of the course, each student will have produced one or both; 1)
a research proposal for his or her PhD project and 2) a grant proposal seeking the necessary funds for
research.
038644:1
GGHS 781 - Doctoral Research Group
3 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 6 / total completions: 2
Description:
The goal of the research group is professional development and the development of research and writing
skills. These skills focus on the design and execution of research projects intended from the outset to be
written up as grant proposals and for peer-reviewed journals. The focus of the class is thus on the process
of writing for publication, rather than researching and writing a topic dictated by the topical focus of the class.
038936:1
GGHS 790 - Applied Social Science Research Methods in the Field
791
3 Credit(s) | Research | Graded
Not repeatable for credit
Description:
This graduate-level course aims to equip students with field research techniques in social science research.
The emphasis is on field-based qualitative research methods and data gathering techniques for doctoral and
master's students to use in challenging settings on key governance, health, development and related
concerns, especially (but not only) in the developing countries. A primary objective and output of the course
is for students to develop a field-based research proposal that frames a social research problem; and more
clearly defines the research design and accompanying research methods -to advance the students'
thinking/work on their master's or dissertation proposal, while thinking through key aspects of the field
research portion of their research. Principles, practice, debates and ethics concerns are also covered in the
course.
041673:1
GGHS 795 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038450:1
GGHS 796 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038451:1
GGHS 797 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special Topics in Global Governance and Human Security
037778:1
792
GGHS 895 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038452:1
GGHS 896 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
038453:1
GGHS 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special Topics in Global Governance and Human Security
038447:1
GGHS 899 - Dissertation Research
1-10 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 10 / total completions: 10
Description:
This course focuses on research conducted under faculty supervision, leading to the presentation of a
doctoral dissertation.
Instructor consent required for enrollment
039147:1
International Relations
793
INTREL 611 - Theories of International Relations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with an introduction to the major explanatory theories and core concepts that
define international relations as a field of study. It identifies key agents, examines the historical evolution of
international systems, and describes processes and institutions that contribute to various forms of
international conflict and its resolution. This course provides a foundation for more specialized course in
international relations.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024246:1
INTREL 612 - Issues in World Politics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This seminar focuses on contemporary policy problems relevant to world politics. A critical examination of
these global policy problems permits the application of key concepts and theories of international relations
from a variety of different perspectives at the domestic, national, and international levels. Typically, this
course focuses on selected regions or issues as illustrations of broader themes in world affairs.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024247:1
INTREL 613 - International Relations Research Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces basic concepts and skills necessary for students to carry out research and to
interpret the research of others in the field of international relations. It discusses the stages of research, from
identifying appropriate questions and assessing existing literature; the challenge of framing questions in
researchable fashion identifying the best research approaches for those questions; the problems associated
with creating and evaluation data, whether quantitative or qualitative; and strategies for drawing defensible
conclusions and identifying further areas for research.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024248:1
794
INTREL 614 - International Political Economy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course engages students in a study of the relationship between economics and politics in global affairs,
applying interdisciplinary scholarship to explore the problem of scarcity and the development and functioning
of international markets. Topics may include the behavior of institutions such as the World Bank, the
International Monetary Fund and the World Trade Organization; non-governmental organizations such as
multinational corporations, local business partnerships, and workers unions; and other political entities
situated at the domestic, national, regional, and global levels.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024249:1
INTREL 621 - International Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the major concepts and theories necessary for a critical understanding of the social,
political, and economic problems and possibilities facing countries in their quest for development. While
exploring the domestic determinants of development, the course also considers the role of international
institutions and the most powerful countries in shaping the policy options of developing countries, with
particular attention to the process of globalization as a recent contributor to the problem of
underdevelopment.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024250:1
INTREL 635 - Foreign Policy Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the way countries make their foreign policy. It considers the international, domestic,
and even interpersonal settings in which policymakers pursue their goals in different countries.
Understanding these goals and the constraints on their pursuit helps to explain why policymakers
sometimes choose policies that, in retrospect, turn out to be unproductive or even damaging to their own or
their country's interests. This course explores the ways that seemingly irrational policies can nevertheless be
explained in rational terms, but it also encourages students to view the temptation to "rationalize" critically in
their own analyses of foreign policy. Students may not receive credit for both POLSCI 435 and INTREL 635.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
795
040974:1
INTREL 638L - Global Governance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
"Global governance" refers both to something empirical -- "what (limited) world government we have" -- and
to an approach to the study of global problems, one that highlights the economic and cultural contexts of
political globalization and foregrounds the questions of whether and how current processes can be made
more effective. Students will become familiar with the variety of theoretical approaches to global governance
and knowledgeable about its context, including the globalization of industrial capitalism in which global
governance emerged, and about its empirics, what it is today. Students' final papers and in-class
presentations will investigate the prospects for reform of global governance in an issue area of their choice.
Course Note
CONRES 638L and INTREL 638L are the same course.
This course is cross-listed as CONRES 638L
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
037064:1
INTREL 671 - Advanced Studies in International Relations
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course offers a critical and detailed assessment of a specialized area of international affairs. It is
intended for students who have already completed at least the first semester of core courses in the
International Relations MA program (and preferable the first year of coursework). Structured as an intensive
seminar, the course includes the study of the relevant literature, review of pertinent theoretical debates, and
participation in individual or team-based research projects.
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
024259:1
INTREL 691 - Capstone in International Relations
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Supervised by the capstone advisor, students complete a major research paper exploring a scholarly, policy-
relevant theme in the field of international relations.
796
Enrollment Requirements:
Pre-requisite: Graduate standing or permission of instructor
033054:1
INTREL 695 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040350:1
INTREL 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 6 / total completions: 1
040567:1
INTREL 697 - Special Topics in International Relations
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 1
Description:
This is an advanced course offering intensive study of selected topics in international relations. Course
content varies according to the topic and will be announced prior to the advance registration period
040175:1
INTREL 699 - Master's Thesis in International Relations
6 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
Supervised by a major advisor and thesis committee, students complete a major research project that
makes a substantive contribution to critical understanding of salient issue in contemporary international
affairs. The thesis is expected to advance knowledge in the field of international relations and is publicly
defended before a faculty committee.
Enrollment Requirements:
Prerequisite: Graduate Degree Student in International Relations
Department consent required for enrollment
024276:1
Public Policy and Public Affairs
797
Website
https://www.umb.edu/liberal-arts/mccormack/academics/
Offices
Public Administration and Public Policy
Gender, Leadership, and Public
Policy
McCormack Hall, 3rd Floor, Room 435
Healey Library, 10th Floor, Room
12
617.287.6938
617.287.6785
[email protected] |
[email protected]
Department Chair
Christian Weller, PhD
[email protected]
617.287.6967
McCormack Hall, 3rd Floor, Room 420
Master's
Public Administration (MPA)
Department of Public Policy and Public Affairs | McCormack Graduate School of Policy and Global Studies
Public Administration (MPA) - General Track
Public Administration (MPA) - Gender, Leadership, and Public Policy Track
Doctorate
Public Policy (PhD)
Department of Public Policy and Public Affairs | McCormack Graduate School of Policy and Global Studies
About the Program
Admission Requirements
Program Requirements
Complete 67 credits from 20 courses including nine core interdisciplinary courses, four core research and
quantitative methods courses, six electives, and one dissertation course. Plus 7 dissertation credits.
Up to twelve credits of coursework may be waived for students holding a master's degree by petitioning the
department's Academic Affairs Committee.
798
Candidacy: Passage of two competency exams given at the end of the first and second years.
Dissertation: Compose and defend a dissertation based on original empirical research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive a
Master's in Public Policy (MPP) en route to the PhD. To qualify, students must complete all core courses
and electives and pass both competency exams.
Statute of limitations: Eight years.
Course Requirements
Core Interdisciplinary Courses (27 Credits)
• PPOL-G 602 - Political Economy of Class, Race and Gender 3 Credit(s)
• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes 3 Credit(s)
• PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and Institutions 3 Credit(s)
• PPOL-G 621 - Microeconomics for Policy Analysis 3 Credit(s)
• PPOL-G 622 - Public Finance and Budgeting 3 Credit(s)
• PPOL-G 711 - Multi-Disciplinary Topics in Public Policy 3 Credit(s)
• PPOL-G 716 - Public Policy ProSeminar 1 Credit(s) - complete three credits
• PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice 3 Credit(s)
Core Research and Quantitative Methods Courses (12 Credits)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• PPOL-G 630 - Research Methods I for Policy 3 Credit(s)
• PPOL-G 631 - Research Methods II for Policy 3 Credit(s)
• PPOL-G 891 - Dissertation Workshop for Public Policy 3 Credit(s)
Electives (18 Credits)
Complete six courses from below.
Students may also elect to complete an internship working on a policy project.
• PPOL-G 740 - Political Institutions 3 Credit(s)
• PPOL-G 749L - Scientific & Political Change 3 Credit(s)
• PPOL-G 753L - Epidemiological Thinking and Population Health 3 Credit(s)
Dissertation (7 Credits)
• PPOL-G 899 - Dissertation 1-12 Credit(s)
Global Comparative Public Administration
799
GCPA 705 - Comparative Public Budgeting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to public budgeting in a variety of different countries
representing nearly every region of the globe. More specifically, the course delves into revenue and
expenditure issues, budget actors, budget reforms, transparency in the budget process, and other critical
issues.
038804:1
GCPA 752L - International Education Policy and Leadership
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers a range of theories that apply to the study of globalization and international education
policies, as well as the history of aid to education. Students will study the characteristics and critiques of
major institutions that design policies and conduct operations which impact education globally, including
multilateral agencies, non-governmental organizations, and private foundations. Students will furthermore
study key issue areas that are targeted by international education policies, including testing, privatization,
education in fragile states, and gender equity.
Course Note
EDLDRS 752L and GCPA 752L are the same course.
This course is cross-listed as EDLDRS 752L
038957:2
Public Administration
PUBADM 601 - The New England Political Environment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
An introduction to the key contemporary systems that now constitute the environment in which legislative
and executive policy-making and implementing processes work. This course is designed to provide a
thorough understanding (in theory and practice) of: where, how, and by whom policy is made and
implemented; how the process is/can be influenced; who pays and who benefits; and how to evaluate
results (intended and actual).
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024226:1
800
PUBADM 602 - The New England Economic Environment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the student to the theory and tools of regional economies as a framework for
analyzing policy issues. The economic and fiscal structure of Massachusetts is studied to identify the inner
and outer workings of the Massachusetts economy vis-a-vis New England and the nation. The latter part of
the course focuses on the economics of major issues facing policy makers. Such issues include public and
private housing, health care costs, public pensions, fiscal and economic competitiveness, and the
economics of the capital city, Boston.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024227:1
PUBADM 606 - Nonprofit Organizations and Public Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The goals of this course are to (1) familiarize students to the nonprofit sector in the United States, (2)
discuss the various roles that nonprofit organizations play as policy actors, and (3) to introduce students to a
range of empirical and theoretical work on nonprofit organizations. Using theoretical and empirical readings,
this course considers a variety of issues related to the role of nonprofit organizations in public policy
including: tax exemption, the increasing commercialization of the nonprofit sector, charitable choice
provisions guiding the distribution of federal funds, and the role of nonprofit organizations in political
advocacy.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
037874:1
PUBADM 610 - Public Management: Theories and Principles
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course explores the complex environment in which today's public managers must effectively function. It
introduces students to the various theories of complex organizations, with a particular emphasis on those
developments most relevant to public organizations. As part of the effort to relate theory to practice,
students' own work experiences become a legitimate and important aspect of the subject matter.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024231:1
801
PUBADM 611 - E-Government: The Internet and Public Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a graduate-level seminar course that examines how new information and Communication
Technologies (ICT's) influence the way government functions and shapes public policy. The course consists
of three sections. In the first section, important characteristics of the Information Society are examined in a
broader context of social transformation from the Agricultural and Industrial Ages to the Information Age.
The role of establishing trust in the Information Age and the functions of the public sector are examined. The
second section introduces the notion of e-government. Critical factors of successful e-government operation
are explored and innovative cases of e-government practices in the USA and around the world are
introduced. The concept of e-democracy and online citizen participation and their implications in our
democratic system of governance are discussed. The third section focuses on public policy areas where the
domain of the public sector in the Information Age is re-examine and some emerging public policy issues are
discussed.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
037195:1
PUBADM 612 - Urban Politics and Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course introduces students to the role of public governance, and the group conflicts that swirl around it,
in shaping cities and urban regions - with particular attention to local economic development policies, racial
and ethnic politics, and challenges in governing fragmented metropolis. Students will understand ways
decisions are made in urban contexts. Key topics examined in the course include the evolution of city
politics, racial and ethnic segregation, gentrification, urban revitalization, large-scale infrastructure
investments, education, health, policing and community relationships, informality, and contemporary efforts
to achieve "smart" growth at large scale. Crosscutting themes include the special role of business in local
governance; citizen participation; equity issues in urban place making; the costs and benefits of local
government fragmentation; and contending theories about the balance of forces in the U.S. urban politics.
040147:1
PUBADM 614 - Human Resources Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to familiarize students with the major elements of human resources management in
the public sector: personnel management practices and the practice of labor-management relations. The
first half of the course examines the basic concepts of human resources management and the principles of
planning and forecasting human resources needs. This part of the course examines career planning and
management, job design, pay systems, selection, training, and equal opportunity. The second half of the
802
course explores the nature and history of labor-management relations, focusing on the tactics and strategies
of management and union representatives and the legal constraints on their behavior in: (1) the organization
of public employee unions; (2) contract negotiation; and (3) contract administration and interpretation.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024237:1
PUBADM 619 - WPPP: Contemporary American Public Policy Issues
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Fall seminar in Program for Women in Politics and Public Policy. This course provides an overview of the
policy-making process and electoral politics, then examines several central public policy issues of
contemporary concern, including homelessness and poverty, health, and environmental issues. Readings
from the disciplines of sociology and political science analyze how public policy is shaped both by internal
processes of government and by interest-group dynamics.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
031484:1
PUBADM 620 - Analytic Skills I: Skills for Policy Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce a variety of policy analysis tools for policymakers and public
managers/administrators; provide an overview of how public policy is shaped by research and numerical
data; encourage students to generate research questions and match research methods to the questions;
teach how to interpret numerical data in tables, charts, research reports, and articles; introduce basic
statistical analysis tools and the interpretation of statistical results as they inform public policy decision
making.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024241:1
PUBADM 621 - Analytic Skills II: Research Methods
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide a more in-depth focus on the Case Study Method and its related skills, including
interviewing, analysis of documents/archives, analysis of prior research findings, qualitative research skills
803
and analysis, and determination of policy implication. Students will cover both theoretical aspects of these
topics and apply them as they prepare their capstone proposal.
Enrollment Requirements:
Pre-req = PUBADM 620
024243:1
PUBADM 622 - WPPP Fall Internship
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
In close consultation with the instructor, students in the WPPP Certificate Program develop and begin to
work at an internship placement in a city, state, or federal government agency, in a lobbying or research
organization, or in a non-profit organization whose work is directly related to public policy. Interns spend 16-
20 hours per week in the placement, keeping a record of work activities, skills development, and relationship
between course curriculum and learning at the internship. Students also meet regularly with the instructor to
discuss the progress of their internship placement.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
031485:1
PUBADM 623 - WPPP: Women in American Politics and Policy Making
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Spring seminar in Program for Women in Politics and Public Policy. This course explores how politics and
government affect American women's lives today and examines the ways that women participate in the
political process in order to influence the course of public policy. Readings bridge the disciplinary
perspectives of sociology and political science; newer feminist theoretical perspectives on public policy
issues are included.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
Department consent required for enrollment
009411:1
PUBADM 624 - WPPP: Spring Internship
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The internship placement begun in the fall is completed and evaluated. Students in the WPPP Certificate
804
Program prepare and present a paper integrating the theoretical knowledge and practical skills based on
their internship.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
Department consent required for enrollment
009412:1
PUBADM 625 - Public Budgeting and Financial Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The public budgeting process in theory and practice. Students are introduced to contemporary approaches
to public budgeting as well as to the difficulty of planning in the public sector, the dilemmas of choice and of
priority setting, the results of incrementalism, and the nature of budgetary "rationality." In addition, the
course examines the nature and scope of public financial management at the state and local level. It
familiarizes students with state and local government financial reporting and accounting, current operating
expenditures, techniques for evaluating capital expenditures and products. It explores borrowing and debt
management, evaluation of municipal credit quality, managing cash assets and liquid securities, simulations
and financial forecasting, and evaluating and controlling financial management practices.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024245:1
PUBADM 628 - Research Methods for Policy Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of this class is to provide a survey of research methods and the use of evidence to build
persuasive arguments. The course is divided into three sections; (1) quantitative methods; (2) qualitative
methods; and (3) community-based participatory action research, providing an overview of each group of
research methods. Throughout all three sections, the course will include feminist research methods and
scholarly work. Each section of the course culminates int he submission of a policy brief on a topic of the
student's choosing. Each policy brief will highlight the research methods from that portion of the course.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
038937:1
PUBADM 629 - Leadership and Organizations: Gender, Power and Authority
3 Credit(s) | Lecture | Graded
Not repeatable for credit
805
Description:
This course offers students the opportunity to develop an in depth understanding of authority, leadership,
and organizational dynamics, and to learn about their own behavior in groups. We will also be looking at
organizations from both feminist and systems psychodynamics perspectives. We will unpack terms such as
authority, power, leadership, boundaries, role and task to deepen students' understanding of their own
experiences in groups, organizations and communities. The impact of social identity (gender, race, ethnicity,
class, sexual orientation, age, etc.) on how roles are taken up or allowed to be taken up, in groups and
organizations will also be explored.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
038938:1
PUBADM 651 - Policy Workshop
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 8 / total completions: 8
Description:
A workshop in a series of weekend workshops that address public policy issues of concern to the
Commonwealth.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024253:1
PUBADM 652 - Policy Workshop
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 8 / total completions: 8
Description:
A workshop in a series of weekend workshops that address public policy issues of concern to the
Commonwealth.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024254:1
PUBADM 653 - Policy Workshop
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 8 / total completions: 8
Description:
A workshop in a series of weekend workshops that address public policy issues of concern to the
Commonwealth.
806
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024255:1
PUBADM 654 - Policy Workshop
1 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 8 / total completions: 8
Description:
A workshop in a series of weekend workshops that address public policy issues of concern to the
Commonwealth.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
024256:1
PUBADM 675 - Collaborative Governance
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This 3-credit course is intended to build a foundation for understanding the concepts, theories, practices,
and competencies of collaborative governance. Actors in local, state, and federal governments must find
ways to work collaboratively, manage conflicts, and build consensus with other public actors as well as with
private companies, non-profit organizations, citizen groups, and other stakeholders. This is often a
challenging task and when practiced poorly can impede rather than promote effective action. On the other
hand, collaboration can be vital to creating and implementing sustainable, successful policies.
039454:1
PUBADM 691 - Capstone /Case Study Seminar
6 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students in the MS in Public Affairs Program have the opportunity to complete a final project under the
supervision of a faculty advisor. The project may be a case study of a public policy or significant piece of
legislation which involved tracing its history, analyzing the political, economic, and social context in which it
developed, identifying and examining roles played by those who were instrumental in its development, and
assessing its intended and actual impact. It may also be a critical examination of a policy issue confronting a
student at his or her place of employment. While completing their case study project, students participate in
a weekly seminar that focuses both on the substantive issues under examination and on case study
methodology.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
807
024260:1
PUBADM 696 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
These are advanced courses of independent readings under the guidance and subject to the examination of
the instructor. Areas and topics are chosen according to student need.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Administration
Department consent required for enrollment
024263:1
PUBADM 697 - Special Topics in Public Affairs
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This is an advanced course offering intensive study of selected topics in public affairs. Course content varies
according to the topic and will be announced prior to the advance registration period.
024264:1
Public Policy
PPOL-G 602 - Political Economy of Class, Race and Gender
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course introduces students to political economic theories of class, gender, race, ethnicity and
their intersection with each other and with policy. The course explores various theoretical explanations for
the existence and persistence of class, gender, racial and ethnic inequality in the United States, largely
within the economics and sociology literature (including Marxist, feminist and critical race theorists).
Particular attention is paid to the way these inequalities shape the notions of citizenship as well as
employment. Students will be asked to explore how theoretical understandings of race, class and gender
underlie various policy prescriptions and to use various theories to explore the ways policies can or do result
in class, gender and /or racially/ethnically based disparities.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
025972:1
808
PPOL-G 603 - Community-based and Participatory Research
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course provides graduate students with an introduction to the history, theory, epistemology, and
methods of community-based and participatory research for social justice. Attention will be paid to the
processes of building equitable partnerships with community members and to the ethics, power dynamics
and rigor of action research. This course will model and give students experience with core elements and
principles of participatory research, including participation, reflection, co-learning, learning by doing,
relationship-building and collaboration. The course features practical application in conducting this type of
action research. Students will work in partnership with a community organization to conduct a project that
supports the racial equity and social justice goals of the organization. Using apprenticeship-style and group-
based learning, students will work as a team to develop and conduct the project together, guided and
supported by the instructor. Reflecting upon the experience of conducting participatory research, students
will deepen their understanding of community engaged scholarship, foster the skills and orientations
necessary to practice it, and consider the role it will play in their research and professional career as well as
their lives as members of diverse communities.
042259:1
PPOL-G 604L - Statistical Methods in the analysis of Social Problems I
Formerly PPOL-G 604
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course introduces foundational concepts in statistics for social science research
including: descriptive statistics, probability distributions, hypothesis testing, bivariate inferential techniques,
and multiple linear regression. The course focuses on understanding the components of a dataset, selecting
appropriate descriptive and inferential techniques, evaluation assumptions of these techniques, generating
statistical analyses, interpreting results, and presenting findings. The course familiarizes students with
statistical software commonly used in social science research.
This course is cross-listed as GERON GR 603L
018052:2
PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course explores widely used regression methods in statistics and social science research
including: ordinary least squares, probit, and logit regression models. Additional topics may include time
series analysis, weighted least squares and non-linear transformations. The course focuses on how to select
an appropriate model, specify its mathematical form, and use the model to test hypotheses and estimate
outcomes. The course explores a variety of issues related to estimating regression models including mission
variables, multi-collinearity, heteroskedasticity, and diagnostic procedures to identify and address these
809
issues.
This course is cross-listed as GERON GR 604L
018053:2
PPOL-G 609L - Qualitative Methods and Field Research
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to introduce students to qualitative research methods; its specific focus is on policy
research and aging. Students practice the skills needed to observe the world around them by attending to
social phenomena, descriptively and analytically. The course functions as both a seminar and a research
workshop, and students learn by engaging in a field work project.
Course Note
GERON GR 609L and PPOL-G 609L and SOCIOL 609L are the same course.
This course is cross-listed as SOCIOL 609L and GERON GR 609L
000165:3
PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course introduces students theories of public policy processes, highlighting the
intellectual development of the interdisciplinary field of public policy. The course focuses on the social,
economic, and political environments of policy systems that shape policy processes and policy outcomes.
The course is a survey of the theories and topics related to key public policy processes including issue
framing, agenda setting, and policy design. The course also introduces the role of power in policy processes
and how various actors such as government, non-profit organizations, advocacy groups, and private
organizations influence policy outcomes in variety of contexts. A key focus o this seminar is on tensions
between conflicting values arising from the requirements of democracy and capitalism, and how they are
resolved through policy processes.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or LIUS
025976:1
PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and
Institutions
3 Credit(s) | Lecture | Graded
Not repeatable for credit
810
Description:
This required core course surveys the major epistemological approaches and theoretical foundations used
by scholars in the interdisciplinary field of public policy. It is organized into four sections: (1) epistemological
foundations; (2) theoretical approaches; (3) defining and emerging debates/considerations within the field
with an emphasis on the role of institutions; and, (4) a short section on how students conceptualize
themselves as policy scholars and define their epistemological and ontological commitments. The course
introduces students to the variety of theoretical and epistemological approaches available to policy
researchers, helps students develop both an ability to recognize and critique them in empirical work, and to
understand the institutional influences of public policy in the American case.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or LIUS
025977:1
PPOL-G 621 - Microeconomics for Policy Analysis
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course covers the issues in microeconomics, behavioral economics, public finance, and
(to a small degree) macroeconomics that are relevant to policy analysts. The course begins by discussion
consumer choices and producer behavior in a competitive market setting. The course then explores
circumstances of market failures, first within the neoclassical economic model and then in the context of
alternative economic theories. The discussion of consumer and producer behaviors in a competitive market
provides students with a reference point for the subsequent discussions of market failures since it describes
an abstract, optimally working market setting. The course critically examines market efficiency and the
elimination of market failures as normative criteria on for policy development and evaluation. The course
specifically considers the policy implications of other, potentially competing goals such as equity.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
025979:1
PPOL-G 622 - Public Finance and Budgeting
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core class covers both public finance and budgeting. The course discusses theories of optimal
tax design under rational optimization and efficient public spending with rational consumers. The course also
critically examines alternative reasons, other than market-oriented efficiency, for the existence of specific
taxes and particular spending programs, such as politics and equity. This course further considers ways by
which governments may be able to manage taxes, spending and deficits in line with citizens' preference.
This include long-term budget planning, decentralization, privatization and performance based budgeting.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
811
025980:1
PPOL-G 630 - Research Methods I for Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required course offers an introduction to research methods and design from a social science
perspective. The primary objective is to improve students' ability to become better producers and consumers
of public policy research by providing an introduction to an array of methodological issues and approaches
to policy research. In this course, students will compare and contrast different approaches to scientific
inquiry and highlight their implications for selecting topics of research, framing research questions, choosing
tools, and collecting and analyzing data. The course examines the main components of adequate research
designs and will discuss and critique the research design and methodological approach of numerous pieces
of published research. Finally, the course addresses an often neglected aspect of the research enterprise:
how to write effective proposals for various purposes and audiences.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
025983:1
PPOL-G 631 - Research Methods II for Policy
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This required core course will prepare students to produce professional-quality research, and will provide
exposure to a variety of special topics in policy analysis. The course will focus in part on applied research
methodologies and prescriptive approaches to the study of public policy. Students will design and implement
a research project suitable for conference presentation that is relevant to their field of interest.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
026007:1
PPOL-G 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
812
000290:1
PPOL-G 711 - Multi-Disciplinary Topics in Public Policy
3 Credit(s) | Seminar | Graded
Repeatable for credit - total credits: 9 / total completions: 3
Description:
PPOL-G 711 is a multi-disciplinary course which will take advantage of policy expertise among the
department faculty to address current policy topics. The course introduces students to inter-disciplinary
perspectives on a current policy topic. The course will consider how theoretic and methodological
frameworks employed to examine specific policies may be transferable to other the study of other policy
arenas. Examples of current topics and the Public Policy department faculty might teach about include (this
is a non-exhaustive illustrative list): - immigration policy - housing policy - education policy - nonprofits and
public policy - international development - gender and public policy - social welfare policy
041175:1
PPOL-G 716 - Public Policy ProSeminar
1 Credit(s) | Seminar | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 3 / total completions: 3
Description:
This course is a 1-credit required course in the Public Policy PhD program which is required in the fall
semester of each of the three years of required coursework (for a total of 3 credits). The ProSeminar
provides students with skills and knowledge that will help them to succeed in the PhD program and their
career. About half of the class will focus on policy relevant academic research, while the other half will
emphasize professional skills.
038249:1
PPOL-G 740 - Political Institutions
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This elective course introduces students to a number of issues in the study of the American political system
at the national, state, regional, and local levels. The course introduces a variety of the theoretical,
methodological, substantive, and political presuppositions concerning research and analysis; and
encourages students to acquire substantive knowledge of the American political system and to cultivate a
critical attitude toward ways in which social scientists produce this knowledge.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
026011:1
PPOL-G 741 - Urban Housing Policy
813
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide students with the ability to identify and analyze phenomena in cities and urbanized
areas related to a socially fundamental need for adequate and affordable shelter that ensures individual
well-being and social and community stability and sustainability. Students completing this course will
understand the progress the United States has made in ensuring decent and affordable housing for its
population, as well as the considerable policy barriers that prevent many people enjoying the housing they
desire and the individual and social benefits that arise from it. Students will understand initiatives and
interventions related to housing primarily from the perspective of public policy, but also disciplines such as
sociology, economics, planning and management science. Students will be able to identify and analyze
means by which to measure outcomes related to housing policy that affect diverse groups in society based
on age, race/ethnicity, family status, geography and other characteristics. Students will understand how
ideology and values are fundamental to understanding how housing is conceived as a good and a service,
how various stakeholder groups are affected by housing policies, and whether and how housing can be
viewed as a means for social justice and equality. Though the focus of this course is housing policies in the
United States, examples will be drawn from other developed and developing countries as appropriate and
feasible.
040145:1
PPOL-G 749L - Scientific & Political Change
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Prior to WW II, the US government played a relatively small role in the support of science, especially outside
of its own institutions. That situation changed dramatically with the war and the Cold War that followed. We
explore how these events transformed the role of science in United States life, vastly enhancing the prestige
of scientists, and shaping the extent and the nature of federal involvement in science. These and later
developments in the USA and internationally, including the proliferation of new forms of citizen participation
and the commercialization of academic research, raise important questions about the appropriate role of
science and scientists in shaping political change and the changing meanings of democratic control of
science.
Course Note
CRCRTH 649L and PPOL-G 749L are the same course.
This course is cross-listed as CRCRTH 649L
026020:1
PPOL-G 753L - Epidemiological Thinking and Population Health
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
Introduction to the concepts, methods, and problems involved in analyzing the biological and social
influences on behaviors and diseases and in translation such analyses into population health policy and
814
practice. Special attention given to social inequalities, changes over the life course, and heterogeneous
pathways. Case studies and course projects are shaped to accommodate students with interests in diverse
fields related to health and public policy. Students are assumed to have a statistical background, but the
course emphasizes epidemiological literacy with a view to collaborating thoughtfully with specialists, not
technical expertise.
Course Note
CRCRTH 653L and NURSNG 753L and PPOL-G 753L are the same course.
This course is cross-listed as CRCRTH 653L and NURSNG 753L
035089:1
PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to sociological perspectives relevant to the study of public policy with a
focus on the relationship between public policy and social justice. We will focus on theoretical and empirical
work from core aspects of the sociological discipline that are pertinent to these concerns, including urban
sociology, political sociology and stratification. The course will cover the following topics: + How do various
sociological traditions understand the role of the state and public institutions in relation to structures of
inequality in society? Under what conditions do public institutions reproduce social inequality, act as agents
of social control, work as a force for greater equity and inclusion, or otherwise support or oppose
movements for social justice? + How have contemporary processes of social inequality, such as
concentrated poverty, educational failure, mass incarceration and undocumented peoples, presented new
challenges to equity-oriented policy-makers? + In what ways have marginalized populations organized to
influence public policy to address inequality and to advance equity and social justice? + What models exist
for researchers and policy-makers to collaborate with community-based organizations and for citizens to
participate in the formation and implementation of public policy more generally? This course is designed as
a seminar, where the professor serves as a guide and commentator on a set of texts that students examine.
We will work to build a learning community in the classroom where students support and challenge each
other. Students will be required to explore a theoretical or policy issue relevant to the course through a piece
of original research. The course will primarily (although not exclusively) focus on the public policy/social
justice relationship in eh U.S. context. But students, in their research projects, are welcome to pursue their
own interests internationally or comparatively.
038250:1
PPOL-G 795 - Independent Study
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Study of a particular area of this subject under the supervision of a faculty member.
Course Note
Students wishing to register must do so through the department.
815
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
Department consent required for enrollment
000288:1
PPOL-G 891 - Dissertation Workshop for Public Policy
3 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Description:
Required core course that is designed as a workshop for third year doctoral students in the Public Policy
PhD Program to assist them in developing their dissertation proposals. The class will facilitate the transition
of students from class work to the dissertation stage, helping students choose and define a dissertation
topic. During the course of the semester, students will create first drafts of all the parts of their proposals,
including literature review, research questions, methods and policy implications. In addition, the course will
facilitate students' understanding of how the dissertation fits into their career goals.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
000287:1
PPOL-G 898 - Internship in Public Policy
3 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
Students carry out supervised internships in such settings as state and local governments quasi-public and
non-profit organizations, and some areas of the private sector. Students are given credit for their internships
on the basis of a detailed research paper written about their experience and a presentation in the Public
Policy Department.
Enrollment Requirements:
Pre-req = Graduate degree student in Public Policy or graduate student with permission of instructor
Department consent required for enrollment
026036:1
PPOL-G 899 - Dissertation
1-12 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 12
Instructor consent required for enrollment
026037:1
816
About the Program
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
About the Program
The MHC program curriculum is organized to facilitate the development of its students and the individuals
with whom the students work. Specifically, the curriculum emphasizes respect for the social foundations and
cultural diversity of all persons. It achieves this goal by fostering each student's self-awareness,
compassion, and ability to think critically, and through its hiring policies of faculty and recognition of
multicultural students. The program offers opportunities for its students to recognize, develop, and utilize
their own resources in preparation for their future work with clients.
The course requirements for the online program are identical to those of the on-campus program. Congruent
with the on-campus program, students are required to participate in fieldwork as part of the program, with
100 hours during the course of the practicum and 600 total hours of field experience over the course of two
semesters during the internship. The accompanying courses are listed above. As with the on campus
program, students must pass the Post Practicum Assessment before approved for Internship and complete
a capstone before approved for graduation.
Students who graduate from the Mental Health Program fulfill the academic requirements required by the
Board of Registration of Allied Mental Health and Human Services Professions to be licensed as a mental
health counseling (LMHC) in the Commonwealth of Massachusetts. During their last semester of education,
students should request an application for licensure from the Board of Registration of Allied Mental Health
and Human Services Professions.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
The Mental Health Counseling Program faculty recommend admission of applicants who present evidence
of potential both to complete a graduate course of studies with distinction and to become thoughtful and
responsive practitioners. Such evidence normally includes:
• Two or three social science courses (courses in psychology, sociology or anthropology, but not
economics or political science).
• A distinguished undergraduate transcript with at least a 3.0 cumulative average. (Please explain in
a personal statement if your GPA is below 3.0)
• Two strong letters of recommendation indicating the potential to become an empathic and
responsible counselor as well as to succeed academically on the graduate level. Letters from
former professors are particularly important.
• A group and/or individual interview with other candidates and faculty members.
• One year of paid or volunteer work in a mental health, human services or equivalent setting is
recommended.
817
About the Program
The Master's in Mental Health Counseling Program (MHP) curriculum is organized to facilitate the
development of its students and the individuals with whom the students work. Specifically, the curriculum
emphasizes respect for the social foundations and cultural diversity of all persons. It achieves this goal by
fostering each student's self-awareness, compassion, and ability to think critically, and through its hiring
policies of faculty and recognition of multicultural students. The program offers opportunities for its students
to recognize, develop, and utilize their own resources in preparation for their future work with clients.
The course requirements for the online program are identical to those of the on-campus program. Congruent
with the on-campus program, students are required to participate in fieldwork as part of the program, with
100 hours during the course of the practicum and 600 total hours of field experience over the course of two
semesters during the internship. The accompanying courses are listed above. Students must pass the Post
Practicum Assessment before being approved for Internship and complete a capstone before being
approved for graduation.
The Sociology Department in collaboration with the MHP offers a concentration in Forensics Services
allowing students to develop further the skills to work in forensics settings. Students in the Forensic Services
Concentration must complete the program in person.
Students who graduate from the Mental Health Program fulfill the academic requirements required by the
Board of Registration of Allied Mental Health and Human Services Professions to be licensed as a mental
health counseling (LMHC) in the Commonwealth of Massachusetts. During their last semester of education,
students should request an application for licensure from the Board of Registration of Allied Mental Health
and Human Services Professions.
Admission Requirements
In addition to the requirements below, applicants must meet general graduate admission requirements.
• One letter of reccomendation
• Current nursing licensure
About the Program
The Nurse Educator, Graduate Certificate Program is designed to meet the needs of nurses who are
considering educator roles in academic, clinical education, or nursing practice settings. This 12-credit
course certificate program offers online courses which address contemporary teaching and learning
practices. This program is designed to be fully completed online, thus providing an accessible, flexible option
for working professionals. Current course offerings include evidence-based teaching practices, academic
nurse educator development, clinical educator development in academic settings, and nurse educator
professional development in practice settings; optional individualized, precepted practicum experiences in
academic and clinical practice settings are also available within the three elective clinical
courses. Additional elective courses in instructional design, critical thinking or creative thinking are also
offered within the university. Coursework is aligned with required educator competencies for those who may
be interested in national certification as an academic nurse educator, clinical educator, or professional
development nurse educator.
Admission Requirements
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In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official transcripts from all colleges attended.
• Personal statement: As a prompt, focus on the following: why you want to pursue graduate studies,
why are you interested in pursuing the track (AGNP/FNP) you are applying for and how will the
degree help with your professional and personal goals.
• Two professional references.
• Current resume/CV.
• Bachelor's degree in Nursing from an accredited program or equivalence coursework.
• Master's in nursing from an accredited nursing program.
• Current RN license in the state where the student lives and completing clinical.
• Evidence of national certification for those applying to the 12-credit program.
About the Program
The BS-DNP program prepares BSN nurses to excel as leaders in health care as advanced practice nurses
in one of the population health tracks: Adult/Gerontological Nurse Practitioner and Family Nurse Practitioner.
The student earns an MS degree after 48 credits and 665 clinical hours in their program of study. Students
are encouraged to take the national certification exam as an advanced practice nurse at the completion of
the MS portion of the program.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official transcripts for all colleges and universities attended
• Personal statement: As a prompt, focus on the following: why you want to pursue graduate studies,
why are you interested in pursuing a DNP, and how will the degree help with your professional and
personal goals
• Two professional references
• Current résumé or CV
• Bachelor's degree in Nursing from an accredited program or equivalent coursework. Master's
degree in Nursing or other health-related field from an accredited program.
• Registered nurse (RN) license in the state or country of residence. Advanced practice licensure in
the state or country of residence with national certification.
Applications are due no later than March 31.
About the Program
Our Doctor of Nursing Practice (DNP) Program is designed to give experienced nurses the knowledge,
skills, and judgment competencies that are required for leading the way to the future of clinical nursing and
health care delivery systems. The DNP program prepares advanced practice nurses for roles in health
systems leadership, policy development, and interdisciplinary collaboration that focus on:
• Improving health care quality
• Advocating for health policy at the local and national level
• Applying theories and conceptual models to the analysis of health care disparities
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• Applying scientific evidence to improve patient outcomes
• Utilizing informatics to monitor care, control costs, and improve efficiencies
• Increasing health care access to all communities and groups
The program enrolls highly skilled and motivated masters-level-prepared advanced practice nurses. Once
enrolled, students are welcomed into a diverse community of students and faculty. Students will gain added
insights and understanding through collaborations with the PhD program and other university programs.
Courses are offered online with five (5) mandatory campus visits – a fall orientation, two (2) spring
intensives, your spring defense day, and commencement. Part-time students will graduate in three to four
years.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A master's degree in nursing.
• Preparation as an advanced practice nurse.Special consideration is given to non-APRNs who have
a strong background and references supporting expertise in clinical nursing, leadership, and/or
nursing education.
• 500-word professional goal statement and listing of five career objectives
• Registered nurse license
• Post-master's applicants submit evidence of professional certification if applicable.
• Post-master's applicants may elect to submit related leadership GRE scores as an additional
source of supporting data to strengthen their application portfolio.
Each prospective student's plan of study will be based on an individual portfolio review.
About the Program
The MS Program in Nursing is designed for the baccalaureate-prepared registered nurse with a strong
professional clinical background and is tailored to meet the needs of the busy professional. Courses are
offered both in the classroom and online, and classroom courses generally meet in the late afternoon or
evening. Students complete clinical hours with preceptors in academic medical centers, community based
practices, and other institutional settings. The program can be completed in two years full time or three to
four years part-time. The program is accredited by the Commission on Collegiate Nursing Education
(CCNE).
Adult/Gerontology Nurse Practitioner and Family Nurse Practitioner Tracks
The nurse practitioner tracks were developed in accordance with guidelines established by the National
Organization of Nurse Practitioner Faculties (NONPF). Graduates of these two tracks are eligible to take
credentialing examinations that lead to licensure in advanced nursing practice.
Adult/Gerontology Acute Care Clinical Nurse Specialist Track
The clinical nurse specialist track was developed in accordance with guidelines established by the National
Association of Clinical Nurse Specialists. Graduates of this track are eligible to take credentialing
examinations as Acute Care and Critical Care Clinical Nurse Specialists offered by the American
Association of Critical Care Nurses or by the American Nurses' Credentialing Center.
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Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Official transcripts from all colleges attended.
• A bachelor's degree GPA of 3.0 or better is recommended for admission to the program.
• Personal statement: As a prompt, focus on the following: why you want to pursue graduate studies,
why are you interested in pursuing the track (AGNP/FNP) you are applying for and how will the
degree help with your professional and personal goals
• Two professional references
• Current resume/CV
• Bachelor's degree in Nursing from an accredited program
• Copy of your RN license
• Applicants must have at least one year of clinical experience before applying to the Nursing MS
program.
About the Program
The program targets the intersection of nursing and health policy, and prepares its graduates for leadership
roles as policy analysts, researchers, and educators who
• Analyze the historical, sociological, economic, political, and nursing perspectives of existing and
proposed health policies.
• Evaluate and critique health policies that influence the access, quality, and cost of health care
services.
• Conduct theory-guided qualitative, quantitative, and mixed methods research that advances
knowledge of and informs innovative health policies.
• Influence the development of innovative health policies at local, state, national, and international
levels.
About the Program
The program targets the intersection of nursing, health policy, and population health, and prepares its
graduates for leadership as researchers and educators who can:
• Analyze the historical, sociological, economic, political and nursing perspectives of population
health problems and existing proposed health policies.
• Evaluate and critique health policies that influence the access, quality, and cost of healthcare
services.
• Conduct theory-guided qualitative, quantitative, and mixed methods research that advances
knowledge of and informs innovative solutions to population health problems and health policies.
• Influence the development of innovative solutions to population health problems and health policies
at local, state, national and international levels.
About the Program
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The Doctor of Philosophy in Nursing requires 48 credits beyond the master's degree or 69 credits beyond
the baccalaureate degree. For full-time students the program normally requires two years of coursework,
including courses in population health, health policy, research methods, and statistics. Students enroll in
courses offered by the College of Nursing and Health Sciences, collaborating departments at UMass
Boston, and other UMass campuses with approval from the Program Director. After completing core
courses, students must complete a comprehensive qualifying exam. Successful performance in the
comprehensive exam is a prerequisite for entrance into candidacy for the PhD degree. Full-time MS-
PhD students may complete the program in 3 years or 4 years as part-time. BS-PhD students may be
complete the program in 4 years. There are no part-time options for BS-PhD.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A clear statement of purpose and goals linked to a selected focus of study (Population
Health/Policy)
• Three letters of recommendation from professionals who can attest to ability
• A copy of a practice license
• A copy of a professional certification (if applicable)
Special Instructions for PhD Program in Nursing Applicants
• Current Massachusetts Registered Nurse license or eligibility for licensure in Massachusetts. *
• International students must hold a nursing license from a recognized jurisdiction. *
* if applicable, applicants holding a degree in a non-nursing related discipline will be considered on an
individual basis.
Candidates are required to schedule an interview with the program director or her or his designate as part of
the application process. Out-of-state candidates can be interviewed by phone or Internet.
About the Program
The discipline of orientation and mobility (O&M) teaches people with visual impairments to orient themselves
and travel safely with confidence. Participants in our O&M program learn to evaluate needs and to teach the
use of equipment such as the long cane and low vision aids, as well as the integration of a professionally
trained dog guide.
Students learn how to teach travel skills in a variety of environments, including indoor, residential, business,
rural, and urban areas. The curriculum addresses the art of teaching such skills across the lifespan to both
children and adults, as well as those with additional disabilities.
The O&M certification program leads to specialized work with people who are blind or visually impaired.
Candidates for the certificate proceed through a sequence of course work, field-based experiences, and
practica to fulfill eligibility requirements as prescribed by the Association for Education and Rehabilitation of
the Blind and Visually Impaired (AERBVI) and the Academy for Certification of Vision Rehabilitation and
Education Professionals (ACVREP). The total credits required for certification will vary depending on the
candidate's background in related course work.
Admission Requirements
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In addition to the criteria below, applicants must meet general graduate admission requirements.
• A 3.0 undergraduate GPA is required.
• Three letters of recommendation - Emphasis should be on academic and professional references.
• Test scores - If you do not have a master's degree, you will be required to take the Graduate
Record Examination (GRE), Miller Analogies Test (MAT), or Massachusetts Test for Educator
Licensure (MTEL) Communication and Literacy exam.
• Statement of interest and intent (required writing sample) - Submit a two-part essay. This statement
will be reviewed for both your overall message and your ability to write at the graduate level.
Proofread your writing carefully; it is ranked according to its clarity, grammar, and syntax.
1. Explain your reasons for wishing to pursue graduate studies (approximately 300 words).
2. Indicate your specific interest in Orientation and Mobility, and discuss the type of work you
would like to do in this field (at least 1,200 words).
• Personal interview with faculty member - When the Office of Graduate Admissions has notified us
of your completed application, we will contact qualified candidates to arrange an interview (either in
person or via teleconference).
About the Program
The Master of Public Administration (formerly named the Master of Science in Public Affairs) focuses on
three broad goals: to provide students with a detailed, accurate picture of the political and economic
environments on the national, state, and local levels; to give them needed historical and cultural
perspectives on public life in the region; and to ensure that they have the kind of technical, professional,
analytical, and managerial skills needed to function effectively in the public realm. The curriculum also
includes intensive analyses of current policy issues and concentrates on national topics, including those
relating to metropolitan Boston, Massachusetts, and New England. We seek students who are currently
employed and who have had several years' experience in the public, private, and not-for-profit sectors,
although students who have just completed an undergraduate degree are also considered. Those coming
from the private sector usually hold or aspire to positions of authority in their organization's community
relations, governmental affairs, or long-range strategic planning divisions. As most students are employed
full-time, the program operates on an evening and weekend schedule.
In addition to department faculty members, the program also draws on other faculty from throughout the
university. Faculty members holding part-time status in this program are career professionals—strongly
committed to sharing their knowledge and skills with those entering the field.
Courses in the program are grouped into the following five areas:
• The New England political and economic environments
• Public management, organizational behavior, public budgeting, and human resources management
• Analytical, quantitative, and qualitative skills for policy makers and managers
• Policy and management analysis in areas such as nonprofit organizations, e-government, urban
policy, and program evaluation
• Workshops in ethics, media, systems thinking, municipal government, grant funding, and
philanthropy.
About the Program
The Gender, Leadership and Public Policy (GLPP) track of the Master of Public Administration (MPA)
program prepares students to take on leadership roles in government and nonprofit organizations. This
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specialization of the MPA combines courses from two existing programs in the McCormack Graduate School
for Policy and Global Studies: the traditional MPA program and the graduate certificate program in Gender,
Leadership and Public Policy (formerly known as the Program for Women in Politics and Public Policy).
In the first year of the Gender, Leadership, and Public Policy track of the MPA students take six courses as
a cohort in the Gender, Leadership and Public Policy certificate program. In year two of the track, students
join the traditional MPA cohort for two summer courses and two courses each during the second fall and
spring semester. As most students are employed full-time, the program operates on an evening and
weekend schedule.
In the first year, the academic program focuses on political structures and processes, the effects of public
policies on women, women's influence in politics, and the formulation and implementation of public policy.
The role of gender, race/ethnicity, and class in politics and policymaking is central to the program's design,
goals, and curriculum. Students complete an internship related to their career goals. Courses in the Gender,
Leadership, and Public Policy (GLPP) track are grouped into the following areas:
1. Women in American Politics and Contemporary Policy Issues
2. Organizational Leadership
3. Research Methods
MPA courses in year two focus on public administration, management, and analytical skills. Students
research a topic of their choosing for their capstone project. Courses in the Master of Public Administration
curriculum are grouped into the following areas:
1. Public management, organizational behavior, public budgeting, and financial management.
2. Analytical, quantitative, and qualitative skills for policy makers and managers
About the Program
The Municipal Managers track of the Master of Public Administration (MPA) program focuses on the
following broad goals: to provide crucial analytical, managerial, and political skills and knowledge necessary
for effective local and municipal government management; to provide an opportunity to apply theories and
skills learned in the classroom through a capstone research project designed to advance the understanding
of local public administration; to provide individualized mentoring from our award-winning faculty, as well as
from practitioners and alumni positioned throughout Massachusetts government.
Students are sought who are currently employed and who have had several years' experience in the public,
private, and not-for-profit sectors, although students who have just completed an undergraduate degree are
also considered.
As most students are employed full-time, the program operates on an evening and weekend schedule. In
addition to the faculty members in the Department of Public Policy and Public Affairs, the program draws on
faculty from other academic departments throughout the university and career professionals who are
strongly committed to sharing their knowledge and skills with those entering the field.
Courses in the Municipal Managers track are grouped into the following areas:
• Public Management: Theories and Principles
• Information Management and Technology for Municipal Managers
• Human Resources Management
• Public Budgeting and Financial Management
• Analytical Skills for Policy Analysis
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Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Official Graduate Record Exam (GRE) scores
About the Program
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
About the Program
Distinguishing Features of Our Public Policy PhD Curriculum:
Interdisciplinary study at both the theoretical and the applied levels, drawn from the disciplines of community
planning, economics, law, management, philosophy, political economy, political science, public
administration, public policy, and sociology
Commitment to multicultural perspectives and social justice
Admission Requirements
In addition to the criteria below, applicants must also meet general graduate admission requirements.
• Submit a combined autobiographical sketch and personal statement (1500 words) highlighting your
interests, reasons for applying, and how your life events have led you to apply for a PhD in Public
Policy, including answers to the following questions:
o What are your career objectives?
o How will a PhD in public policy advance those objectives?
o In what ways does the UMass Boston Public Policy Program address your particular
academic, career, and personal goals?
o What do you see as your primary activity five years after receiving your PhD degree?
o What professional, personal, and academic experiences have especially equipped you for
the challenges of graduate school?
o What personal strengths will you bring to your graduate-level studies?
o What personal limitations or hurdles do you anticipate you must address in order to
complete graduate school?
o What research and public policy issues are you interested in pursuing at UMass Boston?
o What research and public policy experiences have prepared you for research in the Public
Policy Program and a career in public policy?
• Solicit three letters of recommendation, at least two of which should come from individuals who can
assess academic preparation for advanced graduate work.
• Include a short (3-5 page) academic writing sample or professional policy brief.
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• Submit a current résumé or CV listing your educational background on the top of page one with
degree(s) earned, name(s) of school(s), major(s) and overall GPA(s).
About the Program
The Rehabilitation Counseling certificate program offers a seven-course sequence for students who have
completed a master's degree in a related field and are interested in taking the national exam to become a
certified rehabilitation counselor (CRC). The program meets the standards set by the Commission on
Rehabilitation Counselor Certification.
State vocational rehabilitation agencies, as well as some community rehabilitation providers, require their
counseling staff to be CRCs. In Massachusetts, a counselor needs to be a CRC to be eligible to apply for
licensure. Successful completion of our certificate program prepares students to take the national exam and
become a CRC.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Transcripts - Official transcripts from all undergraduate and graduate institutions attended. A 3.0
undergraduate GPA is required.
• Resume - Your resume should show your professional activity related to counseling and working
with under-served populations, especially people with disabilities.
• Letter of recommendation - This letter should come from a professional or academic connection
who can speak to your experience related to counseling and working with under-served
populations, especially people with disabilities.
• Statement of purpose - Submit an essay of about 300 words explaining your interest in and
qualifications for our rehabilitation counseling certificate program.
• Personal interview - When the Office of Graduate Admissions has notified us of your completed
application, we will contact qualified candidates to arrange an interview (either in person or via
teleconference).
About the Program
Rehabilitation counselors support people with disabilities to lead productive and fulfilling lives, including
working at integrated and competitive jobs in their communities. Our 60-credit master's program develops
professionals to advance educational access and economic and social participation for individuals with
disabilities.
The clinical rehabilitation counseling track prepares students to work with people with mental health
disabilities, as well as other disabilities. The track is certified through the Council for Accreditation of
Counseling & Related Programs (CACREP).
The vocational rehabilitation counseling track prepares students to work in the federal/state vocational
rehabilitation system and in community rehabilitation programs. This track offers more flexibility than the
clinical track in terms of class options.
Admission Requirements
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In addition to the criteria below, applicants must meet general graduate admission requirements.
• Transcripts: Official transcripts from all undergraduate and graduate institutions attended. A 3.0
undergraduate GPA is required.
• Three letters of recommendation
• Statement of intent: Submit a two-part essay
o Explain your reasons for wishing to pursue graduate studies (approximately 300 words).
o Indicate your specific interest in rehabilitation counseling, and discuss the type of work
you would like to do in this field (approximately 1,200 words).
o This statement will be reviewed for both your overall message and your ability to write at
the graduate level. Proofread your writing carefully; it is ranked according to its clarity,
grammar, and syntax.
• Personal interview: When the Office of Graduate Admissions has notified us of your completed
application, we will contact qualified candidates to arrange an interview (either in person or via
teleconference).
Accelerated MA 4+1 Admission
The MA in Rehabilitation does not currently require any specific background, but prefers graduates from the
social sciences. Students must have a GPA of 3.2 at the time of application before they are eligible to apply.
Students with a qualifying GPA and application would apply by Feb 1st of their junior year and be accepted
into the MA in Rehabilitation Counseling, to begin the summer after their
junior year.
About the Program
The Certificate of Advanced Graduate Study (CAGS) in School Counseling provides students who already
hold a Master's degree in Counseling from a nationally or regionally accredited institution a pathway to
licensure as a School Counselor in Massachusetts. The CAGS program is offered primarily on campus with
some online course options. If you believe you qualify for the CAGS program and are interested in applying,
please contact the Graduate Program Director for the Counseling program.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Undergraduate GPA of 3.0 or above
• Graduate GPA of 3.5 or above
• 1 year of related experience (including volunteer work)
School for Global Inclusion and Social
Development
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School for Global Inclusion and Social
Development
Website
https://www.umb.edu/education/global-inclusion/
Associate Dean & Director
Sheila L. Fesko, PhD
Office
617.287.3070
[email protected]
Academic Programs
• Global Inclusion and Social Development
• Human Rights
• Rehabilitation Counseling
• Transition Leadership in Special Education
• Vision Studies
Institutes
• Institute for Community Inclusion
• Institute for New England Native American Studies
Global Inclusion and Social Development
Master's
Global Inclusion and Social Development (MA)
Global Inclusion and Social Development Program | School for Global Inclusion and Social Development |
College of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 36 credits from twelve courses including four required core courses, three core electives, and five
concentration courses.
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Concentration: Students must choose a concentration from disability studies; gerontology; human rights;
non-profit management; transnational, cultural, and community studies; or individual plan of study.
Capstone: Completion of a master's project consisting of a 7,000 to 8,000 word writing project (research
paper, policy analysis project, program development project, grant application, or self-directed paper) and a
public oral or poster presentation of the writing project.
Minimum grade: No course with a grade below B may be applied toward the core courses for the program.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: No more than six credits of graduate coursework from another institution may be applied toward
the program. Transfer courses must have a grade of B or higher and be approved by the graduate program
director.
Statute of limitations: Five years.
Course Requirements
Core Required Courses (12 Credits)
• GISD 601 - Current and Historical Perspectives on Global Inclusion and Social Development 3
Credit(s)
• GISD 605 - International Responses to Social Inclusion 3 Credit(s)
• GISD 606 - Research and Evaluation in Diverse Settings: Methods and Implications 3 Credit(s)
• GISD 801 - Innovations Seminar 3 Credit(s)
or
• GISD 802 - Social Innovations in Domestic Settings Seminar 3 Credit(s)
Core Electives (9 Credits)
Complete three from below.
• GISD 608 - Ethics and Professionalism in Global Inclusion and Social Development 3 Credit(s)
• GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and Innovation 3 Credit(s)
• GISD 610 - Strategies for Systemic Change 3 Credit(s)
• GISD 611 - Managing Change: Supporting Communities and Embracing Cultures 3 Credit(s)
• GISD 615 - State, Sovereignty and Governance for Inclusion and Social Development 3 Credit(s)
• GISD 616 - Population Needs and Global Practice 3 Credit(s)
Concentration Courses (15 Credits)
Complete five courses from one of the concentrations below.
Disability Studies Concentration
Gerontology Concentration
Human Rights Concentration
Nonprofit Management Concentration
Transnational, Cultural, and Community Studies Concentration
Individualized Plan of Study Concentration
Doctorate
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Global Inclusion and Social Development (PhD)
Global Inclusion and Social Development Program | School for Global Inclusion and Social Development |
College of Education and Human Development
Global Inclusion and Social Development (PhD) - Post-Bachelors Option
Global Inclusion and Social Development (PhD) - Post-Masters Option
Global Inclusion and Social Development
GISD 601 - Current and Historical Perspectives on Global Inclusion and Social
Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
There has been a growing interest in recent decades in ensuring that people and populations are included
and that society is supportive of the equality of its members and the chance for prosperity for all. This course
focuses on social inclusion and social development in a global context. The term ""social inclusion" has been
conceptualized as a process, a state of being included, and a method for integrating those excluded or at
risk of being excluded due to disability or other reasons and conditions into society. In development studies,
the term "social development" captures the idea of improving people's well-being and quality of life, and is
often defined in reference to particular social problems. Globalization is the process of interaction and
integration among economies, societies, and cultures across the globe through forces such as international
trade and transport and advances in communication technology. Students will examine definitions, current
and historical perspectives on and approaches to these concepts, and their implications for policy and
practice. Upon completion of this course, students will be able to apply these concepts to particular policy
areas including disability, health, labor market, and economic policy affecting particular communities,
countries, or regions.
Course Note
This course is a core course for both the Master's and Doctoral programs in Global Inclusion and Social
Development.
038270:1
GISD 602 - GISD 602 Research in Diverse Settings: Challenging Epistemological
Hegemony
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course introduces students to the basic premise of scientific inquiry as a process of knowledge
generation and production that transpires in a field of power relations. It focuses on the relationship among
knowledge, power and representation, and their constitutive role in shaping epistemology: 'the theory of
knowledge,' or 'how we know what we know,' and ontology: 'our assumptions about the form and nature of
reality.' The aim of the course is to develop an awareness of how knowledge is constructed, critically
examined, evaluated, and transformed, by communities and individuals. The course introduces students to
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theory as it emerges from particular knowledge claims. It reviews the construction of concepts, the use of
concepts in social inquiry, and the inherent challenges of representation, and focuses on the key decision
point of formulating a research question as it emerges from theory and articulates concepts, or a conceptual
framework. It also introduces students to a range of epistemologies in the interdisciplinary social sciences
that explicitly address issues of positionality, reflexivity, power, the lived experience of those we study, and
critical consciousness. These epistemologies include critical theory, decolonial studies, postcolonial studies,
feminist perspectives, critical race theory, indigenous theory, queer theory, institutional politics, disability
theory and others. Discussions address the many ways in which power influences the research process at
every step. Further, this course emphasizes a public scholarship approach to research in contemporary
times, which produces knowledge that is available outside of the academy, useful to relevant stakeholders,
and vital to the democratization of research. The themes of global inclusion and social development
permeate all key concepts of the course.
042067:1
GISD 605 - International Responses to Social Inclusion
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to international organizations that address both the development and the
monitoring of populations around the world. The goal is to increase students' understanding of the range of
approaches and strategies that these organizations use to respond to pressing societal issues (such as
human rights, health and disability, women's and children's welfare, education, refugee and disaster relief)
and crises (such as war, hunger, poverty, natural disaster, genocide) but also of the impact that these issues
and crises can have on cross-cultural communities, vulnerable population, and social inclusion. A particular
emphasis is placed on the non-governmental sector and its role in addressing immediate and long-term
issues and crisis and in promoting the United Nations' Millennium Development Goals (MDGs). In this
course students will learn how to interpret the world of opinion, ethics, judgment , need, and urgency as it is
driven by what is known and what is transmitted. They will realize the importance of communication, public
awareness and understanding of ethical and moral concerns and how these interrelate with social inclusion
at all levels.
Course Note
This course is a core course for both the Master's and Doctoral programs in Global Inclusion and Social
Development.
038271:1
GISD 606 - Research and Evaluation in Diverse Settings: Methods and
Implications
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is an introductory course on quantitative and qualitative research methods and program evaluation. A
particular emphasis is placed on the concept of cultural diversity and its implications for design and methods
choices as well as stakeholder participation in research and evaluation. "Cultural diversity" refers to
differences among (groups of ) individuals with respect to ethnicity, race, age, gender, disability/health,
socio-economic status, and other dimensions. The course is organized into five parts. Part 1 introduces
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students to the scientific method, the research process and he role of ethics in conduction human subjects
research. Part 2 focuses on quantitative methods, including sample selection, survey development, and
basic statistical methods used in hypothesis testing. Part 3 provides an overview of qualitative methods,
including participant observation, interviews, focus groups, and case study. Part 4 focuses on methods for
evaluation whether or to what extent programs achieve their stated goals. Finally, Part 5 examines the
various methodologies ((quantitative, qualitative, evaluation) in terms of their strengths and weaknesses for
researching diverse populations and researching comparatively (cross-culturally and cross-nationally).
Course Note
This is a required core course for students in the master's and doctoral programs in Global Inclusion and
Social Development. This course is a core course for both the Master's and Doctoral programs in Global
Inclusion and Social Development.
038272:1
GISD 608 - Ethics and Professionalism in Global Inclusion and Social
Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Ethical issues are prevalent in multiple contexts. At the personal level, ethics may determine how we choose
to interact with others; within organizations, ethics may influence the strategies used to reach organizational
goals; nationally, ethics can have a role in determining priorities and shaping the policy agenda; and at the
global level, ethics may often determine the quality of relationships and degree of cooperation between
international bodies. Ethical competence by individuals, organizations, and nations requires that one's
conduct be congruent with generally accepted moral principles and values. This course introduces students
to ethical theory and how ethics are shaped by values, as well as ethical standards and codes that guide
professional practice and conduct in global inclusion and social development. The course also teaches
students strategies and techniques to identify and help address ethical issues in practice, research, and
evaluation in a variety of contexts (local, regional, national, global, cross-national) and settings (health,
disability, community development, cross-cultural). Students in the master's and doctoral programs in global
inclusion and social development can choose to take this course or the Cultural Competency: Impacts on
Innovations and Model Development course.
038273:1
GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and
Innovation
Formerly Cultural Competency: Impacts on Innovation and Model Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Amidst calls for racial and social justice heard from disenfranchised communities across the Global South
and Global North, this course focuses on global justice from diverse cultural perspectives and brings
together critiques and innovative solutions that do not derive from the Global North and/or Euro-American
history. The course employs an expansive epistemological approach to focus on the theme of justice in its
many facets, including racial, gender, social, economic, climate/environmental, global, spatial,
criminal/retributive, restorative/reparative, distributive, poetic, natural, and divine. The course integrates a
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global transdisciplinary framework with the explicit and pronounced de-centering of Euro-American
knowledge in favour of amplifying voices and experiences from Majority World contexts. It therefore centers
specifically (if not exclusively) on Global South and Black, Indigenous and People of Color's critiques of the
global political economy from the standpoints of those at the "margins". With that, it engages students in a
detailed confrontation of the sometimes searing Global South critiques of 'development' as an imperialist
and racist idea alongside highlighting critical, postcolonial, and/or radical theoretical concepts such as racial
capitalism, alternate conceptions of gender, pluriversality (as contrasted with the binary of universality
versus cultural relativism), third world approaches to international law, calls for decoloniality and antiracism,
and more. Through the course, students will focus on innovative ways of thinking about and doing justice,
inclusion, and development work as an intersectional "insider" to the economically, socially, or politically
excluded community of affinity or choice. The course therefore draws stark contrast with most scholarship
on "culture" and social justice "innovation" that concerns itself with preparing outsiders to go into marginal
"other" communities to do socially transformative work.
038274:1
GISD 610 - Strategies for Systemic Change
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Systems change is an important undertaking in organizational development, and represents a mechanism
by which organizations respond to shifting dynamics in government, business, community and interpersonal
environments. This course introduces students to the concept of organizations as systems and to major
theories on systems and systemic change, including assumptions of the nature of change and the change
process. Students will learn approaches, strategies, and methods to planning, implementing, and evaluating
systemic change and to engage stakeholders in the change process. Systemic change will be explored
through case studies of organizations addressing issues in health, disability, and community development.
The role of culture on systemic change efforts and implications for change agents and practitioners will be
considered as well. Real-world examples, provided by leaders who are experienced change agents, will
demonstrate how organizations and systems grow and change in dynamic ways. Students in the master's
and doctoral programs in global inclusion and social development can choose to take this course or the
Managing Change: Supporting communities and Embracing Cultures course.
038275:1
GISD 611 - Managing Change: Supporting Communities and Embracing Cultures
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines key concepts of change management in community settings. It provides an
introduction to social change theories and their application to community settings and to models and
approaches to community change. The course teaches students strategies for identifying and addressing
issues in the change-managment process, and for managing change more effectively, giving consideration
to the cultural, racial, ethnic, and socio-economic make-up of the community. The role of culture and the
impact of globalization on change efforts and implications for practitioners in global inclusion and social
development will be considered as well. Real-world examples focused on health, disability, and
development, provided by leaders who are experienced change agents, will demonstrate how communities
can effectively manage change. The course also teaches students how to assess the needs and abilities of
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communities for change and to evaluate community change efforts with a particular emphasis on
stakeholder involvement. Master's and doctoral students in global inclusion and social development can
choose to take this course or the Strategies for Systemic Change course.
038276:1
GISD 615 - State, Sovereignty and Governance for Inclusion and Social
Development
Formerly Leadership in Global Inclusion and Social Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
State and governance regimes of various sorts design, implement, as well as comprise crucial context for
any work within global inclusion and social development. This course familiarizes students with theories,
research and practice regarding the role of the state and governance as it pertains to inclusion and
development. The course examines the emergence of the state, including pre- and non-Westphalian state
contexts, specifically experiences of colonization and the development, and the near-universal inheritance of
the modern state. We explore contemporary forms of the state, and pressures emerging and surrounding it,
including those of the market, civil society and democracy. The course then moves to the recent
transformation of statehood and the shift to new modes of governance, specifically the role of non-state
actors across scale--from local to global--and investigates how various institutions, corporate power and
political society shift the role of states.
038277:1
GISD 616 - Population Needs and Global Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Changing global trends, practices and procedures have created a network of services and supports for
populations that at times address needs and conditions and at other times complicate issues of social
inclusion and community engagement. Reliance on public and private resources can stimulate the adoption
of practices that have universal application and potential for addressing multiple country concerns.
Understanding the interrelationship of cross-cultural strategies, the development of such strategies and the
evaluation of their impact in multiple settings is essential to demonstrating leadership in social inclusion and
global development. This course introduces students to the concept of population and related theories:
reviews major trends in world population changes, population needs, and how these can be addressed
(policy, strategy and practice) including issues and challenges to implementation, effectiveness, and impact,
and implications, for key stakeholders. Particular emphasis is placed on population changes and needs
related to youth, aging, health, and disability. Master's and doctoral students in global inclusion and social
development can choose to take this course or the Leadership in Global Inclusion and Social Development
course.
038278:1
GISD 620 - International Disability Policy
834
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The United Nations Convention on the Rights of Persons with Disabilities is creating a common,
international understanding of disability and the rights and opportunities that should be available to persons
with disabilities. The course will look at variability among policy approaches as well as how these policies
reflect evolving models of disability. Students will look at specific employment and education policies in-
depth and conduct a policy analysis using contemporary models of disabilities as their framework for
analysis. Issues related to the Millennium Goals United General Assembly (2000) and the inclusion of
people with disabilities as well as the challenges of quantifying outcomes and their impact on goals within a
disability context will also be addressed.
038894:1
GISD 624 - International Human Rights Law, Policy and Practice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The modern human rights movement began after World War II with the creation of the United Nations in
1945. One of the primary purposes of that organization is to promote and encourage respect for human
rights for all without distinction as to race, sex, language or religion. This course provides an introduction to
international human rights law, policy and practice, examining the progress since 1945 in developing
standards and institutions to implement human rights. Students will become familiar with the core
international human rights instruments and the United Nations human rights mechanisms as well as their
relevance to current human rights challenges int he United States and around the world.
039144:1
GISD 625 - Human Rights-Based Approaches to Social Justice
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Over the past two decades, nonprofit organizations and social justice activists around the world have
adopted human rights frameworks, strategies and tools to advance their goals. At the international level,
Oxfam and Action Aid, for example, have embraced human rights-based approaches to their work. National
and local nonprofit organizations and activists from Vermont, Peru, South Africa and India and have also
discovered that human rights provide a legitimate and coherent framework for analyzing public policy and
organizing people to demand social justice. Drawing on case studies from the United States and globally,
this course examines human rights-based approaches adopted by nonprofit organizations to advocate on
social justice issues affecting marginalized groups, including women, children, racial and ethnic minorities,
people with disabilities and migrant workers.
039145:1
GISD 626 - Global Health and Human Rights
835
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Health and human rights are inextricably linked. This course examines the relationship between health and
human rights, including (1) human rights violations that result in ill health, (2) human rights promotion that
benefits health, and (3) health promotion that benefits human rights. Through these relationships the course
illustrates the common goals and strategies of the health and human rights communities which both seek to
advance the wellbeing of individuals, communities and populations. Much of the course focuses specifically
on the right to health, its definition, normative content and methods of implementation. the course uses case
studies from around the globe to consider the value of incorporating human rights generally and the right to
health specifically into law, policymaking, programming and practice. Students prepare a final project by
selecting one health issue and exploring frameworks, strategies and tools to address it from a human rights-
based perspective.
039146:1
GISD 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
039140:1
GISD 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
039071:1
GISD 801 - Innovations Seminar
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This course will expose students to national and international leaders seeking to improve inclusion as well
as social and economic development opportunities for all - particularly for vulnerable and diverse
populations - through innovations and model development in policy and practice. This will be achieved by
inviting these leaders (in person or via videoconference) as guest speakers to the seminars. Seminars are
aimed at engaging leaders in the fields of disability, health and wellness, education, community and
workforce development, international cooperation and development, public policy, administration, and other
fields. They may be policymakers, practitioners, business leaders, researchers, scholars, community
leaders, advocates, public officials, or others. Through exposure to this caliber of leaders and their
innovative thinking, planning and actions, the seminars intend to provide student with real-live examples of
leaders to whom they are encouraged to aspire. Students will maintain a journal throughout the course in
which they reflect on the guest speaker events and discussion, what they have learned in general and about
themselves, and what this means for their own personal development as a leader in global inclusion and
social development. Students will also play an active role in the organization of the seminars - particularly
the identification of additional topics and potential guest speakers, the preparation of background materials
and questions for the guest speakers and group discussions, as well as the recording and archiving of the
836
guest speaker presentations and related materials as a resource to the other and future students of the
School. This is a required course for all master's and doctoral student in global inclusion and social
development.
038279:1
GISD 802 - Social Innovations in Domestic Settings Seminar
3 Credit(s) | Seminar | Graded
Not repeatable for credit
Description:
This course will expose students to local and national leaders seeking to improve inclusions as well as social
and economic development opportunities for all - particularly for vulnerable and diverse populations -
through innovations and model development in policy and practice. This will be achieved by inviting these
leaders (in person or via videoconference) as guest speakers to the seminars and working in conjunction
with local NGO's to identify areas of need and develop a plan for community engaged activity. Each student
will work directly with an NGO of their choosing throughout the course of the semester.
040958:1
GISD 803 - Qualitative Methods: Research Praxis for Global Justice
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
This is an introductory course on qualitative research methods. The course aims to provide students with a
basic knowledge of social science research methodologies as they relate to the methods that give them
effect, to reflect on the ethics and politics of carrying out those research methods in practice, and to
inculcate the critical capacity to conduct qualitative research and analysis in an ethical manner. Particular
emphasis is placed on the concepts of cultural diversity and power, and their implications for design and
method choices as well as stakeholder participation in research and evaluation. 'Cultural diversity' refers to
differences among (groups of) individuals with respect to ethnicity, race, age, gender identity, sexual
orientation, disability/health, socio-economic status, and other dimensions. The course is intended to help
students reach an understanding of how different qualitative research methods can best be used to reach
their objectives in diverse contexts, depending on the underlying purpose of the research endeavor. It
therefore focuses on the conception, design and implementation of qualitative studies that seek to
understand theoretical and practical issues in public policies pertaining to culturally diverse populations.
Enrollment Requirements:
Prerequisite: GISD 602
042068:1
GISD 804 - Capstone Seminar: Engaging Communities in Research and Practice
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 6 / total completions: 2
Description:
The main purpose of this course is to provide the culminating, integrative curricular experience for students
837
enrolled in the GISD MA Program during their last semester prior to graduation. The Capstone Seminar
offers students an opportunity to undertake community-based research, increase their impact and
effectiveness as a leader, or explore other dimensions of global inclusion and social development. Students
develop an initiative for a real-life project that can be work, community, or university-based. The purpose of
the Capstone Project is for the students to apply knowledge acquired during the GISD MA Program to a
project involving actual data in a real-life setting.
Enrollment Requirements:
Prerequisites: GISD 602 and GISD 803
042069:1
GISD 894 - Graduate Seminar on Paper Writing and Publication
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a special seminar for graduate students in the social sciences on the art and craft of writing research
papers for publication. We will pursue three goals this term: 1) learn by doing the process of writing social
science 2) become knowledgeable about the process of submission/publication in peer-reviewed journals in
social science fields 3) become more familiar with the hidden processes of journal review, publication ethics,
and interpreting and responding to editorial decisions.
Enrollment Requirements:
Pre-requisite: GISD 899
041290:1
GISD 897 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Special topics in GISD
041154:1
GISD 898 - Transdisciplinary Research to Practice Group
3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Students will engage in mentored independent research for up to 4 semesters (12 credits) with a
transdisciplinary research to practice group. This research practicum will be an opportunity for students to
apply what they have learned in their core and elective coursework to real-life research settings. Specifically,
students will join a research group for one to two years. Each student will either be affiliated with one of the
ICI's research or practice activities or with the research team of a faculty member associated with the
school. A student may also be paired with a faculty member engaged in relevant research or practice
activities in another department at UMass Boston, a related institution of higher education affiliated with the
838
school, or a related research center in another country.
038285:1
GISD 899 - Dissertation Research Seminar
6 Credit(s) | Lecture | Multi-Term (year long)
Repeatable for credit - total credits: 12 / total completions: 2
Description:
This course provides support for the dissertation proposal, research, and writing. It introduces students to all
aspects of the dissertation process and relevant University of Massachusetts Boston and School for Global
Inclusion and Social Development (SGISD) policies, procedures, and guidelines. The course addresses
broad dissertation areas, yet allows flexibility based upon students' particular topics, progress, and needs.
The course will help students a) identify or refine their dissertation topics, conduct a literature review and
create a conceptual framework, develop a research design and a plan for completing the proposed research
and dissemination the results; b) form a dissertation committee; c) develop and submit an application to
receive ethics approval for human subject research (if appropriate); d) prepare the oral defense of their
proposal; e)identify potential funding sources and develop research funding application. The course uses a
combination of instructional approaches and learning methods intended to help students complete their
proposal. Additionally, the course intends to foster student peer interactions as a source of academic and
personal support for students as they are embarking on the dissertation process. This is a core course for
doctoral students in Global Inclusion and Social Development.
038280:1
Human Rights
Graduate Certificate
Human Rights (Certificate)
Human Rights Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five courses including three required courses, one independent study, and one
elective.
Statute of limitations: Three years.
Course Requirements
Required Courses (9 Credits)
839
• GISD 624 - International Human Rights Law, Policy and Practice 3 Credit(s)
• GISD 625 - Human Rights-Based Approaches to Social Justice 3 Credit(s)
• GISD 626 - Global Health and Human Rights 3 Credit(s)
Independent Study (3 Credits)
• GISD 696 - Independent Study 1-6 Credit(s)
Elective (3 Credits)
Select one elective course from among the courses offered at the University with the permission of your
advisor and the Academic Affairs Committee.
Rehabilitation Counseling
Master's
Rehabilitation Counseling (MS)
Rehabilitation Counseling Program | School for Global Inclusion and Social Development | College of
Education and Human Development
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 60 credits from 19 courses including twelve core courses, four track courses, two fieldwork
courses, and one capstone course.
Track: Students must select a track in clinical rehabilitation counseling or vocational rehabilitation
counseling.
Capstone: Completion of a portfolio as part of REHAB 611.
Summer intensive: Students must attend a two week session in late June and early July at UMass
Dartmouth where they take two clinically based courses.
Fieldwork: Students will be required to complete documented fieldwork experiences aligning with their
chosen track.
• The vocational rehabilitation counseling track requires 100 total practicum hours and 600 total
internship hours. The internship hours are split over two semesters (300 hours per semester).
• The clinical rehabilitation counseling track requires 100 total practicum hours and 600 total
internship hours and must receive supervision from a licensed mental health counselor. The
internship hours are split over two semesters (300 hours each semester).
Statute of limitations: Six years.
Course Requirements
840
Core Courses (36 Credits)
• COUNSL 601 - Research and Evaluation in Psychology 3 Credit(s)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 616 - Group Counseling and Group Dynamics 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities 3 Credit(s)
• REHAB 603 - Foundations of Rehabilitation 3 Credit(s)
• REHAB 610 - Ethics, Case Management and Planning in Rehabilitation 3 Credit(s)
• REHAB 612 - Vocational Rehabilitation and Placement 3 Credit(s)
• REHAB 614 - Motivational Interviewing 3 Credit(s)
• REHAB 615 - Counseling Theories 3 Credit(s)
Track Courses (12 Credits)
Complete four courses from one of the tracks below.
Clinical Rehabilitation Track
Vocational Rehabilitation Track
Fieldwork Courses (11 Credits)
• REHAB 688 - Rehabilitation Practicum 3 Credit(s)
• REHAB 698 - Rehabilitation Internship 4 Credit(s) - take two semesters
Capstone Course (1 Credit)
• REHAB 611 - Rehabilitation Counseling Portfolio 1 Credit(s)
Post Master’s Certificate
Rehabilitation Counseling (Post-Master's Certificate)
Rehabilitation Counseling Program | School for Global Inclusion and Social Development | College of
Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 21 credits from seven required courses.
841
Students who have completed required courses as part of a master's program should speak with the
graduate program director about possible substitution courses.
Statute of limitations: Five years.
Course Requirements
Required Courses (21 Credits)
• COUNSL 605 - Principles of Vocational, Educational, and Psychological Assessment 3 Credit(s)
• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 653 - Sociocultural Considerations in Counseling 3 Credit(s)
• REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities 3 Credit(s)
• REHAB 603 - Foundations of Rehabilitation 3 Credit(s)
• REHAB 610 - Ethics, Case Management and Planning in Rehabilitation 3 Credit(s)
• REHAB 612 - Vocational Rehabilitation and Placement 3 Credit(s)
Rehabilitation Counseling
REHAB 602 - Medical, Psychological & Educational Aspects of Disabilities
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course is designed to offer students with little or no exposure to advanced life sciences the opportunity
to examine the physiological and anatomical basis for many chronic diseases they will encounter in a
rehabilitation counseling setting. Students examine the etiology, progress, and potential resolution of a wide
range of disorders, as well as the potential implications consequent on these disabilities.
000980:1
REHAB 603 - Foundations of Rehabilitation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course seeks to provide students with basic information about the process of rehabilitation and its
history and philosophy. Discussions also focus on the organizational structure of the rehabilitation system,
the professional identity of the rehabilitation counselor, and legal and ethical issues in the practice of
rehabilitation counseling.
000979:1
REHAB 609 - Psychiatric Rehabilitation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
842
Description:
This course is designed to assist students to (1) begin to work with individuals who have mental illness; (2)
collaborate effectively within the community "network of care;' and (3) comprehend the experience of mental
illness from a variety of perspectives. This course is designed to build student skills and knowledge in an
array of areas including supported employment, social skills training, Wellness Recovery Action Plan
(WRAP) development, co-occurring disorders, Assertive Community Treatment (ACT) and related
modalities.
040008:1
REHAB 610 - Ethics, Case Management and Planning in Rehabilitation
Formerly Case Management and Planning in Rehabilitation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course acquaints students with case management in rehabilitation counseling and with the range of
community resources available to the counselor whose goal is the effective and comprehensive
rehabilitation of individuals with disabilities. Topics include case finding and case planning, service
coordination, and client advocacy activities.
012742:1
REHAB 611 - Rehabilitation Counseling Portfolio
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Not repeatable for credit
Description:
This course will meet once per month ONLINE during the fall semester and during the first year in which the
student is enrolled in the Rehabilitation Counseling program. All students will be expected to attend and
participate in each monthly online class meeting. Each class meeting will focus on the various topics
relevant to portfolio and professional development in Rehabilitation Counseling, including: 1) Course
overview and an introduction to Taskstream as an e-Portfolio took, 2) Professional credentialing in
rehabilitation counseling (licensure and certification, 3) Field placement opportunities in rehabilitation
counseling (practicum and internship), and 4) Professional identity of self-marketing in rehabilitation
counseling and career planning.
040010:1
REHAB 612 - Vocational Rehabilitation and Placement
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course seeks to provide students with information about the total vocational rehabilitation process,
including follow-up services. Topics include the referral process; eligibility criteria; comprehensive (medical,
psychological, vocational) assessment; vocational training; and placement.
843
000972:1
REHAB 614 - Motivational Interviewing
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The purpose of the course is to provide the student with an understanding of the basic skills of counseling
related to active listening and accurate empathy. In addition the course will provide students with the
foundation of the theory and practice of motivational interviewing as an evidence based practice in the
rehabilitation counseling profession. Professional ethical sociocultural issues in the client/counselor
relationship will be discussed. Lecture, role play, and audio will be used to augment the student's
understanding of the process of change.
040011:1
REHAB 615 - Counseling Theories
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will focus on the range of different counseling theories and their application to different
situations and needs of different individuals. Students will not only learn the theory behind the counseling
approach, they will have the opportunity to practice the different approaches. Role-playing will be used to
demonstrate different concepts. Throughout the class, students will begin to develop their personal
approach toward counseling and will discuss how to integrate the different theories into their counseling.
Students will learn how to integrate these theories into practice in developing a therapeutic relationship and
in supporting individuals in crisis.
040012:1
REHAB 688 - Rehabilitation Practicum
3 Credit(s) | Practicum | Multi-Term (year long)
Not repeatable for credit
Description:
The purpose of the practicum is to expose the student to his/her particular field in counseling through actual
placement in a facility where appropriate supervision is provided. Class discussions include a review onsite
observations and experiences and discussions of current issues in the field.
040017:1
REHAB 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
844
Description:
Special topics in Rehabilitation Counseling.
041913:1
REHAB 698 - Rehabilitation Internship
4 Credit(s) | Internship | Multi-Term (year long)
Repeatable for credit - total credits: 8 / total completions: 2
Description:
The purpose of the internship course is to provide students with actual work experiences. The internship
consists of supervised field experience in a rehabilitation setting, such as a hospital, a state agency, a
community agency or a private company. Additionally, students are required to attend a weekly seminar at
the University which will be conducted by the instructor. The focus of the on-campus seminar is to 'review
and critique students' implementation of rehabilitation counseling theory and practice, and to provide a forum
for students to discuss issues arising at internship sites and to help each other with insights and emotional
support. Video/audio tapes will be a major source of information for the review and critique.
Enrollment Requirements:
Pre-req: REHAB 603 and REHAB 607 and REHAB 608
040018:1
Transition Leadership in Special Education
Graduate Certificate
Transition Leadership (Certificate)
Transition Leadership in Special Education | School for Global Inclusion and Social Development | College
of Education and Human Development
About the Program
Admission Requirements
Program Requirements
Complete 18 credits from six required courses.
Statute of limitations: Three years.
Course Requirements
Required Courses (18 Credits)
• SPE G 654 - Youth Development and Self Determination 3 Credit(s)
845
• SPE G 655 - Career Development and Competitive Employment 3 Credit(s)
• SPE G 656 - Postsecondary Education for Students with Disabilities 3 Credit(s)
• SPE G 657 - Transition Topics 3 Credit(s)
• SPE G 658 - Transition Leadership 3 Credit(s)
• SPE G 693 - Practicum: Transition Leadership I 3 Credit(s)
Vision Studies
Master's
Vision Studies (MEd)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
Vision Studies (MEd) - Assistive Technology Track
Vision Studies (MEd) - Orientation and Mobility Track
Vision Studies (MEd) - Teacher of Students with Visual Impairment Track
Vision Studies (MEd) - Vision Rehabilitation Therapy Track
Graduate Certificate
Assistive Technology for People with Visual
Impairments (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 28 credits from eight required courses. Those who have a background in visual impairment may
be eligilbe to waive up to 9 credits.
Statute of limitations: Three years
Course Requirements
Required Courses (28 Credits)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
846
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 660 - Introduction to Assistive Technology for People with Visual Impairments 3 Credit(s)
• VISN 661 - Assistive Technology Assessment and Instruction for People with Visual Impairments 4
Credit(s)
• VISN 662 - Configuration and Exploration of Assistive Technology solutions for People with Visual
Impairments 4 Credit(s)
• VISN 663 - Technological Methods of Accessibility and Accommodations for People with Visual
Impairments 4 Credit(s)
• VISN 669 - Assistive Technology for People with Visual Impairments Practicum 4 Credit(s)
Cortical/Cerebral Visual Impairment (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
About the Program
Admission Requirements
Program Requirements
Complete 15 credits from five required courses.
Statute of limitations: Three years
Course Requirements
Required Courses (15 Credits)
• VISN 648 - Cortical/Cerebral Visual Impairment 3 Credit(s)
• VISN 651 - Vision and the Brain: Neurolog 3 Credit(s)
• VISN 652 - Assessment for Students with Cortical/Cerebral Visual Impairment 3 Credit(s)
• VISN 653 - Promising Practices for Teaching Students with CVI 3 Credit(s)
• VISN 654 - Consultation and Collaboration Strategies 3 Credit(s)
Orientation and Mobility (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
847
Complete 28 credits from nine required courses. Those who have a background in visual impairment may be
eligible to waive up to 9 credits.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Three years.
Course Requirements
Required Courses (28 Credits)
• VISN 601 - Physical and Functional Aspects of Visual Impairments 3 Credit(s)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 621 - Orientation and Mobility Assessment and Instructional Strategies: Children 4 Credit(s)
• VISN 622 - Orientation and Mobility Assessment- Adult 4 Credit(s)
• VISN 625 - Methods of Orientation and Mobility 3 Credit(s)
• VISN 628 - Orientation and Mobility Praxis Lab 1 Credit(s)
• VISN 629 - Orientation and Mobility Practicum 4 Credit(s)
Vision Rehabilitation Therapy (Certificate)
Vision Studies Program | School for Global Inclusion and Social Development | College of Education and
Human Development
Online: Continuing and Professional Studies
About the Program
Admission Requirements
Program Requirements
Complete 28 credits from eight required courses. Those who have a background in visual impairment may
be eligible to waive up to 9 credits.
Minimum grade: No course with a grade below B- may be applied toward the program.
Statute of limitations: Three years.
Course Requirements
Required Courses (28 Credits)
• VISN 601 - Physical and Functional Aspects of Visual Impairments 3 Credit(s)
• VISN 603 - Braille I 3 Credit(s)
• VISN 604 - Eye Anatomy and Disease 3 Credit(s)
• VISN 605 - Clinical and Functional Assessment of Vision 3 Credit(s)
• VISN 630 - Introduction to Vision Rehabilitation Therapy 4 Credit(s)
• VISN 631 - Methods of Vision Rehabilitation Therapy I 4 Credit(s)
848
• VISN 632 - Methods of Vision Rehabilitation Therapy II 4 Credit(s)
• VISN 639 - Visual Rehabilitation Therapy Practicum 4 Credit(s)
Vision Studies
VISN 601 - Physical and Functional Aspects of Visual Impairments
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The student is introduced to the structure and function of the main systems of the human body and to those
chronic conditions which may affect these systems. Emphasis will be placed on disabilities most frequently
seen in conjunction with visual impairments and how the combined impact will affect instruction for
individuals with vision impairment. Having covered these areas, each of the sensory systems will also be
explored with the mechanics of locomotion and psychomotor factors influencing mobility.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028912:1
VISN 602 - Education of Students with Visual Impairments
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the philosophical, historical, and legal foundations of special education services to
students with visual impairments. This course overviews the wide array of services and resources available
to support students with visual impairments. Topics include legislation, service systems, roles and
responsibilities of specialized service providers, and the impact of visual impairments on child development.
In addition to the class assignments, students are required to observe and assist with a student who is
visually impaired, one day per week for five weeks.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028848:1
VISN 603 - Braille I
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course prepares participants to teach the reading and writing of Grade 2 Braille. Students learn to write
literary Braille using both a Perkins Brailler and a slate and stylus. Topics include reading-readiness,
tracking, tactile discrimination, and reading methods.
Enrollment Requirements:
849
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028828:1
VISN 604 - Eye Anatomy and Disease
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course begins with a practical look at the functional impact of visual impairment through the use of
simulated exercises. This is followed by a series of medically-related lectures by affiliated ophthalmologists.
Topics include the structure of the eye, the assessment of normal and abnormal vision, optics, and the
functional implications of common pathologies. Students discuss low-vision services and participate in
"hands-on" training within a low-vision clinic.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
000155:1
VISN 605 - Clinical and Functional Assessment of Vision
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course goes beyond the physical aspects of vision loss introduced in SPE G 511 to look at functional
and psychological aspects. The course includes a review of clinical procedures and the interpretation of
clinical reports. Emphasis is given to conducting individualized functional vision assessments. The previous
study of optics is applied to optical low-vision devices. The course provides a practical, hands-on approach
to learning through vision-simulation activities and the development of a functional vision-assessment kit.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
Semester(s) typically offered: Spring
028829:1
VISN 610 - Braille II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for vision teachers to expand their current level of Braille competency. Students will
study tools and teaching strategies for mathematics using Unified English Braille and the abacus. Braille
formats typical of educational materials will be studied. Students will review the Unified English Braille code
with a focus on memorization.
Enrollment Requirements:
850
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028847:1
VISN 611 - Technology and Visual Impairments
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will assist participants in understanding assistive technology to meet the educational needs of
children who are blind and visually impaired. The goal is to educate the participants about assessment,
acquisition, and implementation of assistive technology to foster academic independence in their students
who are blind or visually impaired. In addition, participants will identify the latest and most appropriate
technology for the needs of the Pre K-12 child with visual impairments. Legal issues, funding, inclusion of
technology on the IEP, and resources for support and training also will be examined.
Enrollment Requirements:
Pre-req = SPE G 515 and 619
028851:1
VISN 612 - Orientation and Mobility and Independent Living Skills
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the functional implications of vision loss on primary activities of daily living, with
emphasis in basic methodologies of Orientation and Mobility and Rehabilitation Teaching. Exploration of life
skills essential to independence will be addressed, with attention to a diverse population of children with a
variety of visual capabilities. Weekly lecture content will be enhanced by functional lab activities designed to
give students the opportunity to experience and critically assess the effectiveness of current methodology.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
034700:1
VISN 613 - Assessment of Students with VI Including Those with Additional
Disabilities
Formerly Assessment for Students with Visual Impairments including Multiple Disabilities
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines and explores the unique educational needs of children with visual impairments and
children with visual and additional impairments as well as the techniques for assessment and instruction
related to teaching these children in a full array of educational settings from ages 3-22. Topics include
functional vision, learning media and compensatory (non-literacy) assessments specifically designed for
851
students with visual impairments and instructional strategies related to these assessments. Issues related to
team approaches to assessment and evaluation are also presented as well as implementing functional
vision and learning media evaluation findings into the IEP, program, curriculum, and instruction.
Course Note
This course requires a field-based placement/pre-practicum requirement of a minimum of 25-30 hours.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
031758:1
VISN 614 - Assessment & Instructional Strategies for Students with VI Including
Those with Additional Dis II
Formerly Instructional Strategies for Teaching Students with VI including Multiple Disabilities
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines and explores the unique educational needs of children with visual impairments and
children with visual and additional impairments as well as the techniques for assessment and instruction
related to teaching these children in a full array of educational settings from ages 3-22. Topics include
assessment and program planning for the core curriculum and expanded core curriculum as well as
adaptive techniques and diverse communication systems. This course requires a field-based placement/pre-
practicum requirement of a minimum of 30 hours. The necessity for a transdisciplinary approach will be
stressed. The course requires (a) classroom lectures, discussions and group work, (b) reading and video
assignments, (c) research assignments, (d) varying field-based experiences, and (e) completion of several
case studies.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
031759:1
VISN 619 - Teacher of the Visually Impaired Practicum
4 Credit(s) | Practicum | Multi-Term (year long)
Not repeatable for credit
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039110:1
VISN 621 - Orientation and Mobility Assessment and Instructional Strategies:
Children
4 Credit(s) | Lecture | Graded
Not repeatable for credit
852
Description:
This course is the first of two instructional strategy courses. It applies foundations and methods to the
specific populations of preschool, elementary, and transition-age visually impaired children, including those
with additional disabilities. Assessment tools are introduced and applied with an emphasis on the
development of participants' skills in observation, information gathering, and task analysis. Participants
develop specific objectives and design lessons for instructing children.
Course Note
This course requires an additional minimum daytime participation of six to eight hours per week to acquire
80 hours of instructional experience.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028826:1
VISN 622 - Orientation and Mobility Assessment- Adult
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
028827:1
VISN 625 - Methods of Orientation and Mobility
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines the foundations of learning and teaching orientation and mobility. The weekly lectures
provide an introduction to the principles of concept development, spatial orientation, and environmental
analysis as these topics relate to independent travel by visually-impaired individuals. In addition, a teacher-
guided practicum lab meets for weekly sessions, totaling 120 hours throughout the semester.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039532:1
VISN 628 - Orientation and Mobility Praxis Lab
1 Credit(s) | Laboratory | Graded
Not repeatable for credit
Description:
In this lab, students will learn techniques and training approaches that will enable them to teach people who
are blind and visually impaired to travel safely and efficiently. Through use of blindfold and low vision
simulators, students will have the opportunity to learn, experience, and teach orientation and mobility skills
and techniques. Emphasis will be placed on knowledge of skills and techniques, ability to communicate
853
while teaching, ability to safely and effectively monitor others whole teaching and class participation.
Course Note
This required course is to be taken concurrently or before VISN 620 Methods of Orientation and Mobility.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039516:1
VISN 629 - Orientation and Mobility Practicum
4 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039118:1
VISN 630 - Introduction to Vision Rehabilitation Therapy
4 Credit(s) | Lecture, Discussion, and Laboratory | Graded
Not repeatable for credit
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and
laboratory practice in the methodologies and adaptive techniques utilized by the professional Vision
Rehabilitation Therapist. This course examines the functional implications of vision loss on primary activities
of daily living, with emphasis in basic methodologies of Orientation and Mobility and Vision Rehabilitation
Teaching. Exploration of life skills essential to independence will be addressed with consideration to student
and adult populations. Weekly lecture content will be enhanced by functional lab activities designed to give
the student the opportunity to experience and critically assess the effectiveness of current methodology.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039754:1
VISN 631 - Methods of Vision Rehabilitation Therapy I
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and
laboratory practice in the methodologies and adaptive techniques utilized by the professional Vision
Rehabilitation Therapist in the personal management, recreation and leisure areas of Independent Living
Skills. This course will emphasize the utilization of adaptive techniques and resources gathering, and will
address skills that are applicable for adults and older adults as well as children and adolescents. Laboratory
experience with blindfolds and low vision simulators will provide each learner with the opportunity to practice
recommended techniques and adaptations that will facilitate the teaching of selected independent Living
854
Skills to students, clients and consumers who are blind or who have low vision.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
037000:1
VISN 632 - Methods of Vision Rehabilitation Therapy II
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and
laboratory practice in the methodologies and adaptive techniques utilized by the professional vision
rehabilitation therapist in the Communications/Technology areas of Independent Living Skills. This course
will emphasize the utilization of adaptive techniques and resources gathering, and will address skills that are
applicable for adults and older adults as well as children and adolescents. Laboratory experiences with
blindfolds and low vision simulators will provide each learner with the opportunity to practice recommended
techniques and adaptations that will facilitate the teaching of selected Independent Living Skills to students,
clients, and consumers who are blind or who have low vision.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
037695:1
VISN 639 - Visual Rehabilitation Therapy Practicum
4 Credit(s) | Lecture | Multi-Term (year long)
Not repeatable for credit
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039119:1
VISN 640 - Psychosocial Aspects of Visual Impairment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will investigate the psychosocial aspects of vision loss. Coping techniques and issues of self-
esteem will be explored along with principles of self-determination. Other topics include the psychosocial
aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the
Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures will also be
addressed.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
855
033027:1
VISN 646 - Introduction to Audiology and the Human Auditory System
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will cover the nature of sound and how humans perceive it. Sound in the environment and how
sound is used by humans to move through their environment will also be explored. Topics include the basics
of sound, anatomy and physiology of the auditory system with an emphasis on function, common disorders
of the auditory system, and how these disorders are manifested. The principles of basic audiology and how
to understand and relate to the audiologist provide a foundation for hearing both clinically and functionally.
Students will learn hearing aid technology and the application of that technology to various auditory
disorders in a functional sense.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
038155:1
VISN 648 - Cortical/Cerebral Visual Impairment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an in-depth study of CVI and resources available for assessment and instructional
strategies. participants will further examine and explore the unique educational needs of children with CVI
and the skills related to teaching these children in a full array of educational settings; Pre-K through grade
12. Topics include teaching strategies in the core and expanded core curriculums, such as: literacy, career-
vocational skills, visual efficiency and compensatory auditory strategies. Instruction will also address
material modifications and accommodations.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
039521:1
VISN 651 - Vision and the Brain: Neurolog
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students will learn about the neuroanatomy associated with visual processing, brain development int he
context of vision, as well as understand how and where various aspects of functional vision are processed in
the brain and how early developmental brain damage may impact these processes. Specifically, concepts
including motion processing, visual attention, object and face processing, visuomotor integration, and
agnosias will be covered. Students will also learn about the principles that govern neuroplasticity and
vulnerability; learn what makes a good study and a scientifically valid and reliable assessment; and also
856
understand why a common language between educators, clinicians, and parents is imperative for serving
children with CVI.
041555:1
VISN 652 - Assessment for Students with Cortical/Cerebral Visual Impairment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students will learn how traditional ocular functional vision assessments do not accurately and completely
assess the visual processing and visual recognition difficulties of the child with brain based visual
impairment. Students will understand concepts including the limitation of clinical vision functional testing and
the need for functional vision testing by a licensed TVIs, O&M specialist and Vision Rehabilitation
professionals. Students will show ability to interpret ophthalmology, low vision and neurology reports.
Students will learn to effectively perform CVI functional vision assessments and Learning Media
Assessments with the consideration that neuroplasticity can lead to visual improvements and that each child
needs a unique consideration of all skills and abilities. Assessment of compensatory skill use is also
essential to understand the total child.
041556:1
VISN 653 - Promising Practices for Teaching Students with CVI
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students will learn current promising practices in teaching learners with CVI including how to apply the
assessment results to report writing, IEP development, ECC application, materials creation, environmental
adaptations, social support creation, behavior strategies, service delivery decisions, and literacy based on
each student's unique profiles.
041557:1
VISN 654 - Consultation and Collaboration Strategies
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Students will learn the knowledge and skills necessary for collaborative consultation and technical
assistance to parents, school-based teams and medical professionals of learners with a diagnosis of CVI.
Collaboration strategies for effective information sharing with parents, teams and medical professional will
be reviewed and applied.
041558:1
VISN 660 - Introduction to Assistive Technology for People with Visual
Impairments
857
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This fully online course will provide an introduction to the profession of Assistive Technology Instructional
Specialist for People with Visual Impairments. Students will learn through demonstrations, hands-on
activities, and independent learning exercises about a variety of assistive technology solutions for people of
all ages who are blind or visually impaired, including: screen magnification software, screen reading
software, OCR software, braille technologies, low vision devices, smart phone and tablet accessibility
features, as well as other specialized devices designed for people with visual impairments. The benefits and
limitations of accessibility features that are built-in to mainstream technologies compared to specialized
assistive technology devices and software will be discussed. Techniques for determining the most
appropriate assistive technology solutions will also be discussed. The course explores strategies for
integrating assistive technology in different settings, such as in schools, homes, colleges/universities,
jobsites, and avocational settings.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
041188:1
VISN 661 - Assistive Technology Assessment and Instruction for People with
Visual Impairments
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This fully online course provides participants with a thorough overview of assessment and instruction
techniques for teaching assistive technology to people with visual impairments of all ages. Topics include:
task analysis; lesson and training plan development; learning development and evolution of assistive
technology skills during instruction; learning theories as applied to children and adults; instructional
strategies for assistive technology; conduction assistive technology assessments; making decisions
regarding appropriate devices; choosing appropriate learning modalities; justifying recommendations;
applying different AT assessment techniques, such as HAAT, WATI, and SETT; ethical issues related to AT
assessment and services; and writing AT assessment reports. We will explore ethical issues at AT,
evaluation the effectiveness at AT services, using AT with productivity platforms on different operating
systems, developing curriculum for teaching screen magnification and screen reading software on different
operation systems, developing curriculum for teaching accessible apps on mobile devices, as well as
developing curriculum for teaching accessible stand-alone devices, accessible third-party applications, and
built-in accessibility features.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
041189:1
VISN 662 - Configuration and Exploration of Assistive Technology solutions for
People with Visual Impairments
4 Credit(s) | Lecture | Graded
Not repeatable for credit
858
Description:
This fully online course will assist participants in understanding and applying configuration and exploration
strategies for mainstream and assistive technologies. We will explore a variety of topics, including:
Operating systems and computing devices, various PC components, operational procedures for
professionalism and effective communication, technical support resources for accessibility for major
operating systems, tools used for computer maintenance and repair, installing software and operating
system updates, setting up and using built-in accessibility features in different operation systems, operating
system maintenance procedures, setup and configuration of systems and devices for remote training,
determining if remote training and support is appropriate, conferences and educational opportunities to keep
up-to-date with various technologies, computer maintenance tools and procedures, disabling and removing
of unnecessary or inaccessible third-party software, troubleshooting computing technology, virtualized
operation systems, display technologies, options for self-teaching and continuing education to remain
current with various technologies, local networking, wireless networking, wireless troubleshooting internet
issues, portable and mobile-computing technology, and security measures for computing technology.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
041190:1
VISN 663 - Technological Methods of Accessibility and Accommodations for
People with Visual Impairments
4 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This fully online course will provide an overview of best practices for providing assistive technology services
to people with visual impairments, as well as digital accessibility and usability, accommodations, and
universal design in educational, vocational, avocational, and home environments. Students will learn through
demonstrations, hands-on activities, and independent learning exercises about strategies for creating
accessible instructional materials, in a variety of formats and learning modalities, customizing screen
readers on various operation systems for compatibility with third-party applications, and personalizing
assistive technology options. This course explores a variety of assistive technologies, techniques, and
strategies for working with people who have visual impairments, as well as additional disabilities.
Enrollment Requirements:
Pre-requisite = Matriculated student in Vision Studies masters or certificate program
041191:1
VISN 669 - Assistive Technology for People with Visual Impairments Practicum
4 Credit(s) | Practicum | Multi-Term (year long)
Not repeatable for credit
Description:
The assistive Technology for People with Visual Impairments Practicum consists of a supervised practicum
for pre-service professionals within the Assistive Technology Program working with students who are
visually impaired, ranging from school aged students to adult vocational and geriatric populations. Pre-
registration for the Assistive Technology for People with Visual Impairments Practicum is required on
859
semester prior to enrollment, along with documentation of completion of all required courses and successful
completion of a minimum of 25 integrated field hours for assistive technology experiences. The practicum
site must be approved by the Program Coordinator. In addition to the field-based experience, students are
expected to obtain a passing score on the national professional certified Assistive Technology Instructional
Specialist for People with Visual Impairments (CATIS examination through the Academy for Certification for
Vision Rehabilitation and Education Professional (ACVREP)
Enrollment Requirements:
Prerequisites: VISN 660 and 661 and 662 and 663
041192:1
VISN 696 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent study in Vision Studies.
041335:1
VISN 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study of selected topics in this subject area.
038120:1
School for the Environment
School for the Environment
Website
https://www.umb.edu/environment/
Dean
Bob Chen, PhD
Dean's Office
McCormack Hall, 2nd Floor, Suite 600
617.287.7440
[email protected]
860
Programs
• Environmental Sciences
• Urban Planning and Community Development
Centers and Institutes
• Anderson Cabot Center for Ocean Life
• Center for Coastal Environmental Sensing Networks
• Center for Coastal Studies
• Center for Excellence in Biodiversity and Natural Resource Management, Rwanda
• Center for Rebuilding Sustainable Communities After Disasters
• Environmental Analytical Facility
• Institute for New England Native American Studies
• Large Pelagics Research Center
• Living on Earth, Public Radio's Environmental News Source
• Marine Operations
• Nantucket Field Station
• Sustainable Solutions Lab @ UMASS Boston
• The Coastal Processes and Ecosystems Laboratory (CaPE Lab)
• The MakerSpace
• Urban Harbors Institute
Center for Rebuilding Sustainable Communities
after Disasters
Website
www.umb.edu/crscad
Office
Healey Library, 10th Floor, Room 1
617.287.7112
[email protected]
Director
Adenrele Awotona, PhD
[email protected]
Rebuilding Sustainable Communities after Disasters
CRSCAD 522 - Migrants and Refugees
861
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide students with a broad overview of challenges faced by migrant and refugee
populations that have been displaced by socio-political upheavals and natural disasters.
037061:1
CRSCAD 527 - GIS in Emergency and Disaster Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to spatial technologies and desktop GIS software via real-world
scenarios and research questions in humanitarian relief, disaster management, International development
and environmental issues. In particular, students will learn to analyze, map, and publish spatial information
at community, regional and global scales using powerful GIS tools. Students will develop skills in
cartography, spatial data management and analysis, collaborative online mapping, manipulation of satellite
and aerial imagery as well as toolsets, workflows and strategies common to disaster management and
international development fields.
039428:1
CRSCAD 595 - Independent Study
1-6 Credit(s) | Independent Study | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Students may conduct independent research under the supervision and guidance of members of the faculty.
Students wishing to register for independent study must do so through the department.
038205:1
CRSCAD 597 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to
topic and are announced prior to the registration period.
038207:1
CRSCAD 601L - Social Vulnerability to Disasters
3 Credit(s) | Lecture | Graded
Not repeatable for credit
862
Description:
By means of a multi-disciplinary approach, this course introduces students to an understanding of hazards
and disasters grounded in social vulnerability analysis. It examines different theories of social vulnerabilities
as well as the historical, geographical, social, and cultural factors and conditions that put people differentially
at risk before, during, and after disasters. In particular, the course focuses on global, national, regional, and
local patterns of development. Students will explore how vulnerable social groups are affected by and cope
with various types of disasters, and strategies for community-based mitigation engaging those most at risk.
Course Note
CRSCAD 601L and UPCD 601L are the same course.
This course is cross-listed as UPCD 601L
037057:1
CRSCAD 602L - Climate Change, Food & Water Resources
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will examine the causes and consequences of climate change with a special focus on food and
water resources. We will analyze proposals to prevent and mitigate global warming with both proactive and
responsive policies. As a global society, food and water security is the most important goal we face, yet
many people in the developing world lack even basic food security and more than a billion people worldwide
lack access to safe drinking water. Food and water shortages are exacerbated and caused by climate
change, environmental degradation and natural and human-caused disasters. It is projected that unless
drastic efforts to cut greenhouse gas emission are implemented global warming will lead to massive crop
failures as early as 2040 and become a worldwide phenomenon by 2080. Because poor nations will be most
adversely affected by climate change it is incumbent upon the global society to prepare for and avert
disaster.
Course Note
CRSCAD 602L and UPCD 602L are the same course.
This course is cross-listed as UPCD 602L
037058:1
CRSCAD 603L - Reconstruction After the Cameras Have Gone
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the student to the complex process of post-disaster reconstruction and the roles of
government, Non-Governmental Organizations, humanitarian and development agencies, multilateral
establishments, and the private sector as well as the ways in which they can all support vulnerable
populations during and after disasters. It also examines institutional, regulatory and policy frameworks for
implementing reconstruction programs and projects. At the end of the semester, the student submits a
research paper on a topic selected by him/her and approved by the instructor.
863
Course Note
UPCD 603L and CRSCAD 603L are the same course.
This course is cross-listed as UPCD 603L
037059:1
CRSCAD 621L - Human Dignity, Human Rights, and Sustainable Post-Disaster
Reconstruction
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will explore the intersection dynamics of human dignity, humiliation, and human rights in the
context of post-disaster reconstruction.
Course Note
CRSCAD 621L and UPCD 621L are the same course.
This course is cross-listed as UPCD 621L
037060:1
CRSCAD 624L - Survival Skills for the 21st Cent: Develop Personal,
Organizational, & Community Resilience Skills.
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will examine resilience and the power to adapt to stress, adversity, and trauma. Coping with and
managing tragedy and crisis is important to the individual, his/her family and friends, employment, and other
relationships that are part of our lives.
Course Note
CRSCAD 624L and UPCD 624L are the same course.
This course is cross-listed as UPCD 624L
037582:1
CRSCAD 643L - The Political Economy of International Migration
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The aim of the course is to introduce students to the major issues associated with the economic
consequences of migration. Students will gain an understanding of the theoretical reasons why people
864
migrate. Many of these reasons are economic, but the resulting dynamic is a lasting relationship between
the sending and receiving country. As a result of the development of transnational identities these ties
include remittances, political participation, and economic opportunities for both countries.
Course Note
CRSCAD 643L and UPCD 643L are the same course.
This course is cross-listed as UPCD 643L
037583:1
Environmental Sciences
Website
environment.umb.edu/graduate-programs
Office
Science Center, 1st Floor, Room 12
617.287.7440
[email protected]
Department Chair
Michael Tlusty, PhD
[email protected]
617.287.7444
Integrated Sciences Complex, 1st Floor, Room 1730
Master's
Environmental Sciences (MS)
Environmental Sciences | School for the Environment
Environmental Sciences (MS) - Thesis Track
Environmental Sciences (MS) - Non-Thesis Track
Environmental Sciences (MS) - Professional Science Track
Marine Science and Technology (MS)
Environmental Sciences | School for the Environment
Marine Science and Technology (MS) - Thesis Track
Marine Science and Technology (MS) - Non-Thesis Track
865
Marine Science and Technology (MS) - Coastal & Ocean Administration, Science & Technology
Professional Science Track
Doctorate
Environmental Sciences (PhD)
Environmental Sciences | School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete at least 60 credits from 13 or more courses including two core courses, one skills course, one
ethics course, one School for the Environment seminar, 18 credits of dissertation research, and 25 to 26
credits of electives.
Doctoral candidacy: Completion of written & oral qualifying exams by the end of the sixth semester. If the
presentation and successful defense of the dissertation do not take place within five years of admission to
candidacy, the candidate must repeat the comprehensive examination.
Dissertation: Compose and defense a dissertation based on original research.
En Route Master's Degree: Students may, with the approval of the program director, apply to receive an
MS degree en route to the PhD. To qualify, students must complete the core course requirements and
comprehensive examinations.
Minimum grade: No courses with grade below B can be applied to the program. Students who earn B- in
two courses will be considered no longer in good standing and may be dismissed from the program.
Students who receive a grade below C in any graduate course will be dismissed from the program.
Grading basis: Courses must be taken graded unless the course is only offered on a
satisfactory/unsatisfactory basis.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: Graduate course credits earned at another institution, as a non-degree student, or in another
department may only be applied to the program with approval from the dissertation committee and graduate
program director.
Course level: No more than one course taken at UMass Boston at the 300/400-level may be applied toward
the program with approval of the thesis/project advisor and graduate program director.
Statute of limitations: Ten years.
Course Requirements
Core Courses (8 Credits)
• ENVSCI 603 - Coasts and Communities I 4 Credit(s)
• ENVSCI 604 - Coasts and Communities II 4 Credit(s)
Skills Course (3 or 4 Credits)
866
Complete one from below.
Another course may be taken with approval of the student's dissertation committee.
• ENVSCI 601 - Introduction to Probability and Applied Statistics 3 Credit(s)
• ENVSCI 611 - Applied Statistics 3 Credit(s)
Ethics Course (1 Credit)
• ENVSCI 600 - Responsible Conduct in Research 1 Credit(s)
School for the Environment Seminar (4 Credits)
All PhD students must attend seminar each week throughout their enrollment in the program but will receive
no more than 4 credits for seminar.
• ENVSCI 791 - Seminar in Environmental Sciences 1 Credit(s)
Dissertation Research (18 Credits)
PhD students must complete 18 credits of dissertation research. More than 18 credits may be taken but
only 18 will be applied to the degree.
• ENVSCI 899 - Dissertation Research 1-12 Credit(s)
Electives (25 or 26 Credits)
Complete 28 credits of additional courses and research hours in order to reach the 60 credits required for
the program.
Students may select from any of the courses above not already taken or from 600-level or higher courses
approved by their faculty mentor.
Marine Science and Technology (PhD)
Environmental Sciences | School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete 54 credits from at least 14 courses including three marine science core courses, one marine
policy core course, two School for the Environment seminars, 21 to 22 credits of concentration electives,
and 18 credits of dissertation research.
Concentration: Students must select a concentration in coastal systems science, integrated coastal
management, living marine resources science and management, marine and atmospheric system modeling
867
and analysis, marine biogeochemistry and environmental change, marine observation technologies, or
oceans and human health.
Doctoral candidacy: Successful completion of a comprehensive written and oral qualifying examination by
the end of the sixth semester. If the presentation and successful defense of the dissertation do not take
place within five years of admission to candidacy, the candidate must repeat the comprehensive
examination.
Dissertation: Compose and defend a dissertation based on original empirical research.
En Route Master's Degree: Students may, with the approval of the program director,
apply to receive an MS degree en route to the PhD. To qualify, students must
complete all core course requirements and the written and oral examinations.
Minimum grade: No courses with grade below B can be applied to the program. Students who earn B- in
two courses will be considered no longer in good standing and may be dismissed from the program.
Students who receive a grade below C in any graduate course will be dismissed from the program.
Grading basis: Courses must be taken graded unless the course is only offered on a
satisfactory/unsatisfactory basis.
GPA: A minimum GPA of 3.0 is required from all courses applied toward the program.
Residency: Excluding intercampus marine science courses taken at UMass campuses, graduate course
credits earned at another institution, as a non-degree student, or in another department may only be applied
to the program with approval from the dissertation committee and graduate program director.
Course level: No more than one course taken at UMass Boston at the 300/400-level may be applied toward
the program with approval of the thesis/project advisor and graduate program director.
Statute of limitations: Eight years.
Course Requirements
Marine Science Core (9 to 10 Credits)
Complete three from below.
• ENVSCI 630 - Biological Oceanography 3 Credit(s)
• ENVSCI 640 - The Chemistry of Natural Waters 3 Credit(s)
or
• ENVSCI 641 - The Geochemistry of a Habitable Planet 3 Credit(s)
• and ENVSCI 642 - Laboratory for the Geochemistry of a Habitable Planet 1 Credit(s)
• ENVSCI 650 - Physical Oceanography 3 Credit(s)
Marine Policy Core (3 Credits)
Complete one from below.
• ENVSCI 670L - Environmental and Energy Economics 3 Credit(s)
• ENVSCI 674L - Climate and Energy: Law, Policy and Management 3 Credit(s)
• ENVSCI 675L - Economics of Renewables: Marine and Energy Resources 3 Credit(s)
• ENVSCI 726L - Coastal Zone Policy, Planning, and Management 3 Credit(s)
868
School for the Environment Seminar (2 Credits)
All PhD students must attend seminar each week throughout their enrollment in the program but will receive
no more than 2 credits for seminar.
• ENVSCI 791 - Seminar in Environmental Sciences 1 Credit(s)
Concentration Electives (21 to 22 Credits)
Complete courses and independent research hours to fulfill the 54 credit hour requirement.
Students may select from any of the courses above not already taken or from 600-level or higher courses
approved by their faculty mentor.
Dissertation Research (18 Credits)
PhD students must complete 18 credits of dissertation research. More than 18 credits may be taken but
only 18 will be applied to the degree.
• ENVSCI 899 - Dissertation Research 1-12 Credit(s)
Environmental Sciences
ENVSCI 530 - Ecosystem Based Fishery Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Intercampus Registration Course
040351:1
ENVSCI 555 - Introduction to Physical Oceanography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
UMass Darthouth course
038367:1
ENVSCI 600 - Responsible Conduct in Research
1 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
869
This first year graduate course will introduce students to the many aspects of scientific integrity and
responsible conduct in research (RCR). We seek to provide a learning experience for students that will
enable them to: 1. Develop and refine skills needed to solve problems involving relevant topic areas of
responsible scientific conduct; 2. Be able to clearly articulate --both verbally and in writing --ethically and
legally acceptable solutions to problems posed about scientific conduct; 3. Develop a positive attitude
towards life long learning in the matters of scientific integrity and responsible research conduct.
038638:1
ENVSCI 601 - Introduction to Probability and Applied Statistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will analyze basic probability theory, probability distributions useful for modeling environmental
processes - including binomial, Poisson, exponential, normal, geometric, hypergeometric, Chi-square, F,
and Student's t - conditional probabilities & Bayes' theorem, random variables, & expected values, the
central limit theorem, and parameter estimation. The course focuses on software-based hypothesis testing
including p-values & confidence limits, Monte Carlo simulations, Type I and II error & power, Student's t tests
and non-parametric alternatives, contigency tables & goodness-of-fit tests, regression, correlation, and one-
way randomized block ANOVA. The course will make extensive use of programming software (e.g., Matlab
or R). Calculus is a prerequisite.
Enrollment Requirements:
Pre-req: MATH 141 or MATH 146 or permission of instructor.
000809:1
ENVSCI 603 - Coasts and Communities I
4 Credit(s) | Lecture and Discussion | Graded
Not repeatable for credit
Description:
This course defines and explores methods of linking critical disciplinary perspectives important to defining
and solving environmental problems. The course will focus on the relation among natural and human
systems in coastal regions of the world. Through the lens of climate change and urbanization this course will
cover fundamental aspects on earth system interactions including hydrology, geology, geochemistry,
physical oceanography, and ecology. This course is combination lecture and discussion.
Course Note
Students are required to register for both the lecture and a discussion section.
038967:1
ENVSCI 604 - Coasts and Communities II
4 Credit(s) | Lecture and Discussion | Graded
Not repeatable for credit
Description:
870
This course explores human system interactions with the environment through the lens of climate change
and urbanization. The course uses conceptual modeling and problem solving to explore the role of
governance, business, and communities in the development and implementation of sustainable solutions to
environmental problems.
Enrollment Requirements:
Pre-Req: ENVSCI 603 or permission of instructor
038968:1
ENVSCI 607 - Introduction to Environmental Innovation Clinic
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course gives students a new set of tools for and experience in finding and developing innovative
approaches for addressing environmental problems. The course explores various creativity methodologies
and identifies, in collaboration with stakeholders, prospects for applying innovative strategies to address
current environmental challenges.
038969:1
ENVSCI 611 - Applied Statistics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to prepare students to design and analyze experiments and field studies using
ANOVA (Analysis of Variance) and regression techniques, including generalized linear regression. Analyses
will be performed using Matlab, SPSS/PASW or R. both online and in-person versions will use discussion
boards extensively and 2-3 hours of virtual office hours will provide 1-on-1 help with computer analyses and
statistical concepts.
Enrollment Requirements:
Pre-Req: EEOS 601 or permission of instructor
000808:1
ENVSCI 615 - Introduction to Environmental Health
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces graduate students to key areas of environmental health including the physical,
chemical, and biological hazards found in the environment and health risks associated with workplace and
community exposure to them. Using the perspectives of the population and community, the course provides
an opportunity to think creatively about solutions to the complex issues.
041541:1
871
ENVSCI 622 - Introduction to Zooplankton Ecology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Zooplankton can be called the cows of the sea. These animals range in size from 200 mm to .1 mm and are
the food supply for many commercially important fish, whales, and other large animals. This course will
examine the different classes and functional groups of marine zooplankton, with an emphasis on copepods
and tunicates. Zooplankton morphology, physiology, ecology, and geographical distributions will be
discussed in detail and related to larger environmental issues, e.g., global warming, eutrophication.
014106:1
ENVSCI 623L - Introduction to Geographic Information Systems
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course teaches the concepts, principles, approaches, techniques, and technologies of geographic
information systems (GIS)The specific topics include essential elements of a GIS, hardware requirements
and system integration, technologies and techniques for acquiring spatial data, spatial data models, data
structures, data formats, database models, spatial analysis and modeling, cartographic design,
implementation of a GIS, and environmental and socioeconomic applications. Hands-on exercises on
ArcView are assigned each week.
Course Note
A term project on the use of a GIS in solving a specific environmental or socio-economic problem is
required. ENVSCI 623L and UPCD 623L are the same course.
This course is cross-listed as UPCD 623L
000805:1
ENVSCI 625 - Principles and Applications of Remote Sensing
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
In this course, students learn the physical principles of remote sensing and become familiar with the
capabilities and limitations of current and future remote-sensing systems. They also learn the techniques
commonly used for interpreting aerial photographs, satellite remote-sensing data, and thermal and radar
imagery, and gain practical lab experience in image interpretation. They are exposed to a wide variety of
applications in environmental mapping and monitoring, natural resource management, urban and regional
planning, and global change research.
000804:1
ENVSCI 629 - Advanced Topics in GIScience
872
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is an advanced GIS graduate course focusing on quantitative methods in spatial analysis. It is
meant to promote critical thinking and explore current technical advances in GIS. Students will examine GIS
applications in detail, and gain "hands-on" experience with current spatial modeling software in an applied
area. Students will also gain experience in planning and outlining an applied GIS project, learning the
specific techniques required for the project, and advancing the project through to completion.
033330:1
ENVSCI 630 - Biological Oceanography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course analyzes the processes governing the population dynamics of phytoplankton, zooplankton, and
benthos. The course stresses the interaction between marine biology and relevant aspects of physical,
chemical and geological oceanography. The course has a special emphasis on applied benthic ecology,
especially the effects of pollution on the coastal zone. Other topics include the microphytobenthos, modeling
competition, predation & benthic community structure, zooplankton grazing & predation, satellite remote
sensing, and the effects of climate change on marine populations.
Course Note
Calculus recommended, but not required.
000803:1
ENVSCI 635 - Environmental Toxicology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will impart basic principles of environmental toxicology, focusing on toxicological assessment,
types and mechanisms of toxicological response, the properties and effects of specific groups of toxicants
released into the environment (e.g., PAH, PCB, pesticides, metals, dioxins/dibenzoofurans), and an
overview of current issues facing the rather broad field of environmental toxicology. Toxicological responses
will be discussed at all levels of biological organization, from the molecular/biochemical, cellular, and
organismal up through the population, community, and ecosystem. Biochemical toxicology will be
particularly emphasized with respect to toxicant absorption, internal partitioning/transport,
metabolism/detoxification, sequestering, targeting, and elimination.
014107:1
ENVSCI 640 - The Chemistry of Natural Waters
3 Credit(s) | Lecture | Graded
Not repeatable for credit
873
Description:
A basic description of the chemistry of natural and especially marine waters designed to lay the foundation
for more advanced course work. Emphasis will be on the chemical composition of natural waters and the
identification of the important chemical, physical, and biological processes controlling their composition. A
case study, emphasizing the multidisciplinary nature of these processes, will be given at the end of the
course.
000802:1
ENVSCI 641 - The Geochemistry of a Habitable Planet
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Geochemistry is a unique field integrating geology and chemistry to tell the story of a planet. In this class, we
will use geochemistry to reconstruct the story of our Earth, a habitable planet. Along the way, we will explore
principles in isotope geochronology, trace element geochemistry, aqueous chemistry, stable isotope
geochemistry and chemical proxies in dynamic systems.
040955:1
ENVSCI 642 - Laboratory for the Geochemistry of a Habitable Planet
1 Credit(s) | Laboratory | Graded
Not repeatable for credit
Description:
This course is designed to introduce the theory, applications, and operation of modern instrumental methods
for geochemical analysis earth materials. The course aligns laboratory activities with ENVSCI 641 to
reinforce key geochemical concepts through discovery. Students will be introduced to a wide spectrum of
instrumental techniques and will gain an understanding of the analytical approach to problem solving.
Enrollment Requirements:
Co-requisite: ENVSCI 641
040956:1
ENVSCI 646 - Global Ecology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course reveals key examples of the vast network of long distance ecological connections across the
biosphere. Emphasizing a visual, interactive, and interdisciplinary approach, students explore the impacts of
air currents, symbiosis, bacteria as global organism, biogenic depositions, algal interactions, and climate
disruption. Students are also introduced to inspiring science-based grassroots and indigenous leaders
around the world.
040975:1
874
ENVSCI 650 - Physical Oceanography
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the physical processes active in the ocean environment, including coastal and
estuarine regions, and investigates the connection between those processes and observed physical
characteristics of the ocean. (Course offered in the fall only.)
000800:1
ENVSCI 657 - Fluvial Hydrology
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce the student to streamflow hydrology and fluvial processes. Topics will include field
measurement techniques, the hydrodynamics of moving water, channel form, sediment transport and
commonly used statistical methods such as flow duration and flood frequency analysis. Students will learn
how these topics and techniques are linked and utilized in water management and river restoration.
Enrollment Requirements:
Pre-requisite = ENVSCI 601 or ENVSCI 261 or equivalent introductory statistics course
035085:1
ENVSCI 668 - Social Ecological Systems Dynamics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will advance students understanding of social- ecological systems, how social-ecological
systems change over time, and how a system dynamics modeling approach is ideal for understanding
social-ecological systems. Students will focus on fundamental concepts of system dynamics and the
modeling process by using real-world environmental issues. System Dynamics is an ideal methodology for
studying sustainability research questions because it provides the qualitative and quantitative tools for: (i)
Understanding the feedbacks, accumulation, nonlinearities, surprises, delays within social ecological
systems; (ii) Tracing the roots of the problem by studying in depth the structure and the processes
underlying the relationships between social and ecological systems; (iii) Testing alternative policy and
management scenarios and designing sustainable pathways of development.
042195:1
ENVSCI 670L - Environmental and Energy Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
875
Description:
This course introduces students to the economist's approach to solving environmental problems and related
aspects of energy markets. The first part of the course concentrates on the economic theory used to solve
environmental problems, including those associated with energy production and utilization. In the latter half
of the course, the theory will be used as a framework to approach a wide range of environmental and energy
issues. The purpose of the course is to expose students to sufficiently rigorous economic analysis to enable
them to appreciate the usefulness of the economic approach to environmental and energy-related problem
solving and to enable them to critique economic analyses they may be presented with in future decision-
making roles.
Course Note
ECON 670L and ENVSCI 670L and UPCD 670L are the same course.
This course is cross-listed as ECON 670L and UPCD 670L
000796:1
ENVSCI 674L - Climate and Energy: Law, Policy and Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines legal, public policy and management issues related to Climate Change as well as
those related to the siting, development and distribution of renewable energy. It begins with an on
international overview of the socio-economic forces shown to influence climate change, the legal and
economic mechanisms that have emerged to address such change and the evolving global energy portfolio
(particularly efforts to develop renewable energy).
Course Note
ENVSCI 674L and MBAMGT 674L and UPCD 674L are the same course.
This course is cross-listed as MBAMGT 674L and UPCD 674L
036478:1
ENVSCI 675L - Economics of Renewables: Marine and Energy Resources
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces students to the use of economic analysis in helping to solve marine and energy
related natural resource problems. The first part of the course focuses on the economic theory used to
analyze natural resource and energy issues. In the latter half of the course these theoretical tools will be
used as a framework to analyze a wide range of issues dealing with marine resources and renewable
energy. The purpose of the course is to expose students to sufficiently rigorous economics analysis to
enable them to appreciate the usefulness of the economic approach to resource and renewable energy
problem solving and to critique economic analyses they may be presented with in future decision-making
roles.
Course Note
876
ECON 675L and ENVSCI 675L are the same course.
This course is cross-listed as ECON 675L
000795:1
ENVSCI 676 - Optical Methods for Monitoring Aquatic Environments
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed for student interested in using optical methods to monitor aquatic environments. It
will introduce students to basic concepts and principles of optical relationships, various methods in
measuring optical properties of aquatic environments, the variations of these properties in different
environments, as well as steps to obtain large-scale data products from satellite remote sensing. The course
will also provide examples on remotely sensing oil spills, harmful algae blooms, etc. and on skills and
analyzing aquatic environment. Students are expected to have basic knowledge in oceanography and
remote sensing as well as statistical skills to evaluate relationships between various environmental
properties.
039846:1
ENVSCI 691 - Current Literature in Environmental Sciences
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
A series of one-credit seminar courses focusing on subfields of environmental science, designed to help
students develop the habit of keeping up with recent developments through reading scientific journals. The
seminars also provide a forum for discussion of significant new findings in the field as well as discussion and
critique of the students' own research.
000787:1
ENVSCI 697 - Special Topics in Environmental Sciences
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
This course provides an opportunity for presentation of particularly timely lecture/laboratory/field material
which does not fall under the purview of any other course.
000784:1
ENVSCI 698 - Projects in Environmental Sciences
1-6 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
877
Description:
A practicum resulting in a substantial written report based on library, laboratory, or field research which
involves an original project. Up to 6 credits from this course may be applied to the MS degree, over more
than one semester.
Course Note
Please note: This course is required for all master's-level students taking the non-thesis option; it is not open
to doctoral students. Students may not take both ENVSCI 698 and 699.
014125:1
ENVSCI 699 - Thesis Research
1-10 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Research conducted under faculty supervision which leads to the presentation of a master's thesis. Up to 10
credits from this course may be applied to the MS degree, over more than one semester.
Course Note
Please note: This course is required for all master's-level students taking the thesis option; it is not open to
doctoral students. Students may not take both ENVSCI 698 and 699.
000776:1
ENVSCI 726L - Coastal Zone Policy, Planning, and Management
Formerly ENVSCI 726
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces and evaluates the legal, political, and social factors that most directly affect the
planning, policy and management of coastal area resources. Both conceptual and case-oriented literature
are reviewed, in order to familiarize the student with the evolution and practice of coastal zone policy,
planning and management generally in the U.S., and particularly in the Commonwealth of Massachusetts.
This course is cross-listed as UPCD 726L
Department consent required for enrollment
016616:1
ENVSCI 791 - Seminar in Environmental Sciences
1 Credit(s) | Lecture | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 99
Description:
Presentations and discussions of current topics in environmental sciences by students and visiting lecturers.
878
Course Note
Registration required each semester.
014128:1
ENVSCI 796 - Independent Study in Environmental Science
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
Independent laboratory and/or library studies under the direction of a faculty member.
000764:1
ENVSCI 798 - Internship in Environmental Sciences
1-10 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 10 / total completions: 2
Description:
Students are placed individually at private-sector or government institutions in order to gain practical training
and professional experiences not available on campus. Each placement is jointly supervised by an individual
at the host agency or company and by a faculty member.
032346:1
ENVSCI 899 - Dissertation Research
1-12 Credit(s) | Research | Satisfactory/Unsatisfactory
Repeatable for credit - total credits: 99 / total completions: 15
Description:
Research, conducted under faculty supervision, which leads to the presentation of a doctoral dissertation.
014130:1
Urban Planning and Community Development
Website
https://www.umb.edu/environment/planning/
Office
Science Center, 1st Floor, Room
617.287.7440
[email protected]
879
Program Director
Kenneth Reardon, PhD
[email protected]
617.287.7440
Integrated Sciences Center, 2nd Floor, Room 2140
Master's
Urban Planning and Community Development (MS)
Urban Planning and Community Development | School for the Environment
About the Program
Admission Requirements
Program Requirements
Complete 49 credits from 15 courses including nine core courses, three concentration required courses, two
concentration electives, and one capstone course.
Concentration: Select a concentration in environmental land use and planning, housing and community
development planning, or community resiliency planning.
Capstone: Completion of UPCD 750.
Statute of limitations: Five years.
Course Requirements
Core Courses (28 Credits)
• ENVSCI 623L - Introduction to Geographic Information Systems 4 Credit(s)
• PUBADM 621 - Analytic Skills II: Research Methods 3 Credit(s)
• UPCD 600 - History and Theory of Urban Planning 3 Credit(s)
• UPCD 601L - Social Vulnerability to Disasters 3 Credit(s)
• UPCD 611 - The City in History 3 Credit(s)
• UPCD 620 - Analytic Methods for Urban Planning and Community Development 3 Credit(s)
• UPCD 630 - Urban Information and Institutional Systems 3 Credit(s)
• UPCD 631 - Land Use Controls 3 Credit(s)
• UPCD 632 - Law, Ethics, and Practice in Planning 3 Credit(s)
Concentration Required Courses (9 Credits)
Complete three courses from one of the concentrations below.
880
Community Resiliency Planning Concentration
Environmental and Land Use Planning Concentration
Housing and Community Development Concentration
Concentration Electives (6 Credits)
Complete two additional courses approved by your advisor.
Capstone Course (6 Credits)
• UPCD 750 - Planning Studio I 3 Credit(s)
Urban Planning and Community Development
UPCD 600 - History and Theory of Urban Planning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
As activity and professional practice, Urban Planning is commonly understood, as the deliberate set of
actions taken by societies to organize the built environment to facilitate and enhance human activity. After a
review of foundational readings, the course focuses on the way urban planning came about int he United
States and the underlying forces shaping its discourse and logic, including the changing roles of
public/private actors, and the planning mentality shaping the theory and practice of the profession. The
course also de-couples urban planning theory from urban theory by examining three premises; (a) Urban
Planning Theory's historical roots and justification are based on a vision of the city rather than arriving at
prescriptions, (b) the dependence of effective planning on its context, who means that planning activity
needs to be rooted in an understanding of the field in which it is operation, and (c) the objective of planning
as conscious creation of the just city, which requires a substantive normative framework (Fainstein
2005:120)
038939:1
UPCD 601L - Social Vulnerability to Disasters
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
By means of a multi-disciplinary approach, this course introduces students to an understanding of hazards
and disasters grounded in social vulnerability analysis. It examines different theories of social vulnerabilities
as well as the historical, geographical, social, and cultural factors and conditions that put people differentially
at risk before, during, and after disasters. In particular, the course focuses on global, national, regional, and
local patterns of development. Students will explore how vulnerable social groups are affected by and cope
with various types of disasters, and strategies for community-based mitigation engaging those most at risk.
Course Note
CRSCAD 601L and UPCD 601L are the same course.
881
This course is cross-listed as CRSCAD 601L
037057:2
UPCD 602L - Climate Change, Food & Water Resources
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will examine the causes and consequences of climate change with a special focus on food and
water resources. We will analyze proposals to prevent and mitigate global warming with both proactive and
responsive policies. As a global society, food and water security is the most important goal we face, yet
many people in the developing world lack even basic food security and more than a billion people worldwide
lack access to safe drinking water. Food and water shortages are exacerbated and caused by climate
change, environmental degradation and natural and human-caused disasters. It is projected that unless
drastic efforts to cut greenhouse gas emission are implemented global warming will lead to massive crop
failures as early as 2040 and become a worldwide phenomenon by 2080. Because poor nations will be most
adversely affected by climate change it is incumbent upon the global society to prepare for and avert
disaster.
Course Note
CRSCAD 602L and UPCD 602L are the same course.
This course is cross-listed as CRSCAD 602L
037058:2
UPCD 603L - Reconstruction After the Cameras Have Gone
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces the student to the complex process of post-disaster reconstruction and the roles of
government, Non-Governmental Organizations, humanitarian and development agencies, multilateral
establishments, and the private sector as well as the ways in which they can all support vulnerable
populations during and after disasters. It also examines institutional, regulatory and policy frameworks for
implementing reconstruction programs and projects. At the end of the semester, the student submits a
research paper on a topic selected by him/her and approved by the instructor.
Course Note
UPCD 603L and CRSCAD 603L are the same course.
This course is cross-listed as CRSCAD 603L
037059:2
UPCD 611 - The City in History
3 Credit(s) | Lecture | Graded
Not repeatable for credit
882
Description:
This course is organized into three parts. First is an overview of the idea of cities throughout history. The
second explores the link between industrialized and urbanization (the causal relationship for ht rise of
industrial cities -- the case of European and US cities), and urbanization without industrialization in former
European colonies in Africa, Latin America and Asia (particularly during the Twentieth Century leading to the
rise of Mega-cities in so-called developing countries). The third centers on theoretical reflections on cities as
the fundamental development theaters, e.g., the spatial formations for the production of all social, economic,
political cultural and technological arenas of societies (with a particular focus on four US cities: New York,
Chicago, Los Angeles and Miami). Each of these cities may be representative of different periods in US
urban history, and also being the "models" giving rise for much of urban theory in the USA. The course will
identify key thinkers, events, theories shaping the history and theory of cities.
038940:1
UPCD 615 - Urban Real Estate Markets and Development Process
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to provide urban planners, policy makers, and community development
professionals with an introduction to the key factors shaping urban real estate markets. This class will
examine the role changing demographics patterns and regional economic trends play in influencing the
location, density, and type of urban development taking place within metropolitan regions. The course will
give special attention to the tools urban planners and policy makers use to encourage responsible forms of
Smart Growth and inspired examples of attractive, sustainable, and resilient place-making that improve the
quality of life in towns, cities, and regions. The class will also introduce students to the formal land use
review process developers must follow to either improve a parcel of land or redevelop an existing structure.
Enrollment Requirements:
Pre-requisite: UPCD 600 and UPCD 613 and UPCD 620
042224:1
UPCD 620 - Analytic Methods for Urban Planning and Community Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides students with an introduction to quantitative and qualitative analytic methods
appropriate to propose, support and evaluate localized and regional initiatives in planning and community
development. Technical skills associated with these methods will be taught with a focus on the needs of
community-based organizations which typically have limited time, human, financial and technical resources
to perform detailed analyses in support of their programs and initiatives.
038941:1
UPCD 621L - Human Dignity, Human Rights, and Sustainable Post-Disaster
Reconstruction
883
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course will explore the intersection dynamics of human dignity, humiliation, and human rights in the
context of post-disaster reconstruction.
Course Note
CRSCAD 621L and UPCD 621L are the same course.
This course is cross-listed as CRSCAD 621L
037060:2
UPCD 622 - Citizen Participation and the Right to the City
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Today's City Planner faces new challenges working in the USA. During the past decades, urban scholars
and practitioners have raised critical questions on the need to address these challenges (many times in
apparent contradiction to each other) and face the limits of urban planning. Campbell (1996) identified three
areas, environmental wellness, economic development and growth, and equitability. The Urban Planning
and Community Development Program aims to develop urban planners with a clear social justice and
equitability vision. The practicing urban planner faces an array of challenges in the globalizing world. Among
these, access to rights previously taken for granted that may be limited under neoliberal regimes. This
course is designed to explore some of the challenges urban planners face in these areas by reviewing
critical literature, planning methodologies, and case studies of successful projects. The focus is to maximize
citizen participation.
038942:1
UPCD 623L - Introduction to Geographic Information Systems
4 Credit(s) | Lecture and Laboratory | Graded
Not repeatable for credit
Description:
This course teaches the concepts, principles, approaches, techniques, and technologies of geographic
information systems (GIS)The specific topics include essential elements of a GIS, hardware requirements
and system integration, technologies and techniques for acquiring spatial data, spatial data models, data
structures, data formats, database models, spatial analysis and modeling, cartographic design,
implementation of a GIS, and environmental and socioeconomic applications. Hands-on exercises on
ArcView are assigned each week.
Course Note
A term project on the use of a GIS in solving a specific environmental or socio-economic problem is
required. ENVSCI 623L and UPCD 623L are the same course.
This course is cross-listed as ENVSCI 623L
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000805:2
UPCD 624L - Survival Skills for the 21st Cent: Develop Personal, Organizational, &
Community Resilience Skills.
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will examine resilience and the power to adapt to stress, adversity, and trauma. Coping with and
managing tragedy and crisis is important to the individual, his/her family and friends, employment, and other
relationships that are part of our lives.
Course Note
CRSCAD 624L and UPCD 624L are the same course.
This course is cross-listed as CRSCAD 624L
037582:2
UPCD 625 - Analytical Methods II for Planners: Qualitative Techniques
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to expose participants to the purpose, scope and procedures of qualitative research,
applied in difference disciplines but especially in geography and urban planning/studies. It provides an
opportunity for students to create qualitative research design schemes, and critically analyze research using
these methods. Initially, the seminar will focus on the philosophy of science, the construction of knowledge,
the place of qualitative methods in the academy (and the people who use them), and positivistic/non-
positivistic models. Next, with this epistemological base students will explore specific techniques/processes
in qualitative research including: focus groups, ethnography (both participant and non-participant
observation), feminist ethnography, both guided and open ended interviews, case studies, action research,
visceral methods, discourse analysis, photo voice, body mapping and autobiographical essays. Students will
critically examine the epistemological assumptions, the comparative strengths and weaknesses, and the
appropriate domains of qualitative case study methods and alternative approaches.
Enrollment Requirements:
Pre-requisite: UPCD 600 and UPCD 620
042225:1
UPCD 626 - Spatial Analysis for Urban Design
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course covers basic concepts and traditions of urban design, for the purpose of providing students with
885
strong foundations in the field. The course is designed to offer a collaborative and interactive environment
for the development of spatial thinking, a place-based understanding of cities, and a preliminary foundation
on how to intervene in the physical design of contemporary cities. In class, students will explore fundamental
paradigms in urban design with a special emphasis on the primary goals, methods and techniques
belonging to various and rival approaches. Students will be expected to critically reflect upon themes and
issues characterizing local and international debates, through a systematic comparison of urban design
experiences carried out in the United States and overseas. Bridging theory and practice, the main goal of
this class is to encourage participating students to understand the relationship between cities' physical
development and their political, economic, cultural, environmental, and social dynamics.
Enrollment Requirements:
Pre-requisite: UPCD 600
042226:1
UPCD 630 - Urban Information and Institutional Systems
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will provide students with an understanding of administrative and information systems that are
directly involved with urban planning and community development initiatives. Students completing this
course will gain the ability to evaluate the configurations of government, private-sector and non-profit
stakeholders and information sources and technologies that they control in order to manage relationships
across stakeholders and decision makers, and disparate information systems, that are essential to the
success of planning initiatives. Students will be prepared to engage in hands-on planning at the community
and institutional level, and to identify appropriate administrative and data infrastructures consistent with time
and resources limitations.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 620
038943:1
UPCD 631 - Land Use Controls
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The course provides an understanding of the regulatory and non-regulatory techniques for managing land
use in the U.S. The course begins with an overview of the history and evolution of the policy and the
planning and legal frameworks for land use controls. The essential components of municipal zoning
ordinance and maps are covered along with more innovative and flexible development controls. The course
exposes students to the administrative procedures and the land development process. Specific
contemporary urban planning topics and the associated regulatory mechanisms and issues are presented
as case studies.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 620
886
038944:1
UPCD 632 - Law, Ethics, and Practice in Planning
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines issues related to the practice and management of planning including the legal and
ethical standards of such practice. It delineates and distinguishes laws, professional rules and community
expectations by introducing students to applicable standards and criteria. Students will consider
management, ethical and social justice scenarios determine approaches to addressing a variety of real-
world situation and consider the impacts and consequences of decisions made in planning practice.
038945:1
UPCD 635 - Master Planning: Principles and Practice
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course provides an introduction to the origins, evolution, and contemporary practice of comprehensive
planning in the United States. The course focuses special attention on the role Smart Growth values,
policies, and techniques planning professionals and local/regional planning commissioners use to integrate
land use, transportation, and economic development planning in order to create more compact, walkable,
connected, safe and attractive neighborhoods, cities, and regions.
This course investigates emerging methods and techniques planners are using to overcome the field's
traditionally siloed land use, transportation and economic development activities which has resulted in
significant suburban sprawl in order to encourage the development of more compact and sustainable
communities that offer a wide range of attractive and affordable housing options, high quality municipal
services and facilities, convenient retail and commercial services, accessible regional employment
opportunities, a variety of business, and cultural centers, maximum transportation choice, as well as
opportunities to collaborate with other stakeholders to encourage more functional, sustainable, resilient and
equitable patterns of development at the neighborhood, city-wide, and regional scales.
Enrollment Requirements:
Pre-requisite: UPCD 600 and UPCD 625 and UPCD 613 and UPCD 626 and UPCD 620
042227:1
UPCD 643L - The Political Economy of International Migration
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The aim of the course is to introduce students to the major issues associated with the economic
consequences of migration. Students will gain an understanding of the theoretical reasons why people
migrate. Many of these reasons are economic, but the resulting dynamic is a lasting relationship between
the sending and receiving country. As a result of the development of transnational identities these ties
887
include remittances, political participation, and economic opportunities for both countries.
Course Note
CRSCAD 643L and UPCD 643L are the same course.
This course is cross-listed as CRSCAD 643L
037583:2
UPCD 662 - Citizen Participation in Community Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course addresses methods, approaches and techniques urban planners need working in/with or for a
CDC or similar organization. The course extends knowledge/skills explored in UPCD 620 and other research
methods-approaches-techniques in the curriculum. The course is projected/field-based working with a
Community Development organization. Choice of activity and/or organization is based on the work and
research agenda of faculty and staff of the Urban Planning and community Development Department. This
research agenda is the product of the program's relationship with several UMass Boston Institutes and other
internal and external partners. The course is part of the UPCD program's long-term academic record on civic
engagement/engaged scholarship/and social justice.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 611 and ECON 610 and UPCD 620 and UPCD 630 or EEOS 623
038946:1
UPCD 667 - Environmental Planning and Impact Assessment
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Environmental impact evaluation is a vital component of any planning effort. This course surveys major
areas of government involvement in environmental and socio-economic impact assessment as it related to
planning including: National Environment Policy Act (NEPA); State environmental policy acts (SEPAs);
Municipal and regional planning authorities; Wildlife and land conservation laws; and, Environmental media
laws (e.g., Clean Water Act, Clean Air Act, etc.). In doing so, the course provides an overview on how an
environmental impact assessment can/must be developed in light of important public policies. The course
also examines the legal 'standing' and political voice employed by stakeholder groups in planning and
impact assessment activities.
038947:1
UPCD 670L - Environmental and Energy Economics
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
888
This course introduces students to the economist's approach to solving environmental problems and related
aspects of energy markets. The first part of the course concentrates on the economic theory used to solve
environmental problems, including those associated with energy production and utilization. In the latter half
of the course, the theory will be used as a framework to approach a wide range of environmental and energy
issues. The purpose of the course is to expose students to sufficiently rigorous economic analysis to enable
them to appreciate the usefulness of the economic approach to environmental and energy-related problem
solving and to enable them to critique economic analyses they may be presented with in future decision-
making roles.
Course Note
ECON 670L and ENVSCI 670L and UPCD 670L are the same course.
This course is cross-listed as ECON 670L and ENVSCI 670L
000796:3
UPCD 671L - Introduction to Environmental Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course focuses on the critical factors for building competitive and environmental strategies for business
in the areas of environmental management and sustainability. It examines the drivers behind the 'green
wave', the factors and tools for developing successful environmental initiatives and how to integrate
environmental thinking into the business strategy. Key topics covered in the course will include clean
energy, green design, product life-cycle assessment, green chemistry, eco-branding, circular business,
practices, and sustainability reporting.
Course Note
MBAMGT 671L and UPCD 671L are the same course.
This course is cross-listed as MBAMGT 671L
022644:2
UPCD 674L - Climate and Energy: Law, Policy and Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course examines legal, public policy and management issues related to Climate Change as well as
those related to the siting, development and distribution of renewable energy. It begins with an on
international overview of the socio-economic forces shown to influence climate change, the legal and
economic mechanisms that have emerged to address such change and the evolving global energy portfolio
(particularly efforts to develop renewable energy).
Course Note
ENVSCI 674L and MBAMGT 674L and UPCD 674L are the same course.
This course is cross-listed as ENVSCI 674L and MBAMGT 674L
889
036478:3
UPCD 684L - Social Enterprise
Formerly Social Enterprise & Poverty Alleviation
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Social enterprise represents an organization crossbreed, blending elements of for-profit and nonprofit
models. Like a business, social enterprises earn income derived from buying and selling, and like a
nonprofit, they aim to address a particular social or environmental issue. In this course, students will develop
an understanding of the context and domain of social enterprise, learn about the opportunities and
challenges of building a social enterprise, learn about how social entrepreneurs create innovative business
models in response to social issues like hunger, poverty, inner city education, and global warming, and build
a foundation to help prepare personally and professionally for meaningful employment by reflecting on the
issues addressed by social enterprises.
Course Note
MBAMGT 684L and UPCD 684L are the same course.
This course is cross-listed as MBAMGT 684L
036487:2
UPCD 687L - Nonprofit Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
Nonprofit organizations aim to improve society while facing similar management challenges to any
organization as they provide valued goods and services. This large and growing sector includes colleges
and universities, hospitals and social service entities, human rights.
Course Note
MBAMGT 687L and UPCD 687L are the same course.
This course is cross-listed as MBAMGT 687L
037495:2
UPCD 697 - Special Topics
1-6 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
040102:1
UPCD 701 - Urban and Regional Environmental Planning
890
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The focus of the course is on environmental issues that transcend local boundaries, but that impact the
quality of urban life. Topics covered include the concept of ecological boundaries, watershed, surface and
groundwater protection; habitat fragmentation; urban sprawl; solid waste management; farmland
preservation; and natural hazards, particularly as exacerbated by human development. Each contemporary
issue will be explored for its root causes, and its impact on the environment, community life and public
health. The federal, state, regional and municipal government planning, program, and regulatory responses,
as well as market strategies developed to counteract these problems and trends will be covered.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 623L
038948:1
UPCD 720 - Community Development for Urban Planners
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course integrates several bodies of knowledge that made up the bases of community development and
urban planning. The course is a critical exploration of the intersection of urban planning and social
movements and responses to the post-WWII urban crisis by government(s), particularly the Federal level. It
also traces the rise of community development during the 1960's by weaving three interrelated trends; rise of
new social movements; changes to the production of space: globalism; and the advent of the post-
industrial/informational society; and responses by government at all levels. All three trends transformed
urban planning and urban planning theory and practice. The course also adds skills knowledge for urban
planners working closely with or wishing to become part of community development organizations in the US
or elsewhere.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 611 and ECON 610 and UPCD 620 and UPCD 622 and EEOS 623
038949:1
UPCD 721 - Social/Class/Multicultural Goals in Community Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
The overall goal of this course is to enable students to effectively identify, understand, and support the
needs of diverse communities. Like the rest of the urban professions and US society at large, Urban
Planning has not been impervious to race, class, gender, and other "differences." The course explores the
paradoxes urban planners must deal with to achieve optimum impact in their professional practice. This
includes identifying institutionalized barriers and historical challenges faced by certain groups within
American society; developing culturally-relevant skills for interacting with diverse stakeholders from a wide-
range of backgrounds; and understanding best practices in urban planning that have been developed by
learning from the rich tapestry of culture in American cities.
891
Course Note
This course is taught in collaboration with various UMass Boston centers and institutes and community-
based partners.
Enrollment Requirements:
Pre-Req: UPCD 600 and UPCD 620
038950:1
UPCD 725 - Contemporary Community Development
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is designed to explore and examine the challenges and opportunities confronting community
developers today. It will examine how the field has evolved since its birth in the 1960s and the 1970s and
how it is different today from the past. We will learn how the field is currently organized, including the role of
different players such as community based organizations, community development financial institutions,
local, state and federal government agencies, banks, and other stakeholders. We will explore core
community development issues and strategies, including community planning, community organizing, real
estate development and business, development, while also looking at some of the emerging innovations in
the field. We will look at the connections being developed between the CD field and other sectors such as
health, environment, public safety and education. By the end of the course, students should have a broad
understanding of the key issues in the field and be better prepared to enter a professional opportunity in the
community development sector. Students will gain a nuanced understanding of the many debates that
currently exist within the field and begin to develop their own views on these tough questions. Students will
gain experience communicating about community development issues in ways that are effective for different
audiences, including practitioners, policy makers and non-professional community leaders. Finally, students
will gain a deeper understanding of the particularly exciting community development found here in Boston
through guest presentations, readings, and hopefully some touring of nearby neighborhoods.
038952:1
UPCD 726L - Coastal Zone Policy, Planning, and Management
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course introduces and evaluates the legal, political, and social factors that most directly affect the
planning, policy and management of coastal area resources. Both conceptual and case-oriented literature
are reviewed, in order to familiarize the student with the evolution and practice of coastal zone policy,
planning and management generally in the U.S., and particularly in the Commonwealth of Massachusetts.
This course is cross-listed as ENVSCI 726L
016616:2
UPCD 730 - Housing and Community Development Finance
892
3.0 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course will introduce students to the structure and organization of the capital markets and state and
federal programs available to fund the establishment and expansion of business enterprises in underserved
urban and rural programs. The course exposes students to the basic economic and financial analyses
needed to secure funding for the construction and/or rehabilitation of buildings to house community-serving
business and affordable housing programs. The course exposes students to the basics of managerial
accounting needed to document compliance with public and private financing of community economic
development projects.
This course is the last of three required courses for students enrolled in UPCD's Housing and Community
Development Finance Concentration. It has been designed to provide graduate students with an introduction
to the capital markets, government programs, and philanthropic initiatives currently available to finance
community development and affordable housing programs in underserved urban and rural communities.
Enrollment Requirements:
Pre-requisite: ECON 613 and UPCD 730
042228:1
UPCD 750 - Planning Studio I
3 Credit(s) | Studio | Graded
Not repeatable for credit
Description:
The goal of this course is to provide students with hands-on experience in developing plans that enable
government agencies or nonprofit organizations to direct housing, economic development or physical
infrastructure initiatives that improve quality of life for residents, workers and visitors in specific urban
neighborhoods. These plans reflect many dimensions of community life: physical appearance of buildings
and streetscapes, demographic and economic characteristics of those affected by the plan, transportation,
employment, housing and quality of life. Such plans should reflect participation by a broad-range of
stakeholders, demonstrate social and environmental benefits that exceed the costs of development, and
incorporate values of sustainability, local involvement and a critical perspective on the role of planning in
urban development.
Students will gain experience in translating multiple and sometimes conflicting values, priorities and
objectives of a real-world client (i.e. neighborhood associations, CDCs, municipal planning agencies) into
deliverables that provide clear guidance on multiple development tasks. Clients will benefit from plans that
help them achieve short-term development goals as well as help fulfill their organizational mission. The
highly participatory approach to community planning featured in the course will also serve to enhance the
organizing, planning, design and development capacity of the non-profit organizations, community-based
businesses, and municipal planning and development organizations collaborating in the creation and
implementation of these neighborhood plans.
Enrollment Requirements:
Pre-Requisite: UPCD 600 and UPCD 620 and UPCD 626 and UPCD 631 and UPCD 625
038953:1
UPCD 752 - Professional Planning Report I
893
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is the first of a two-class sequence that serves as an alternative capstone for students unable to
take UPCD 750 Planning Studio I and II. This course offers students the opportunity to partner with a non-
profit or public planning agency to cooperatively design and carryout a planning/policy related research
project that produces a workable solution to a critical urban challenge confronting a specific community
within the Greater Boston Region.
Course Note
This and the second course, in this newly developed capstone sequence, will provide students whose family
and/or work-lives do not give them the flexibility needed to participate in a highly structured studio course a
more flexible, self-directed, and faculty supervised field research project to pursue.
Enrollment Requirements:
Pre-requisite: UPCD 600 and UPCD 620 and UPCD 625 and Co-requisite: UPCD 626 and UPCD 631
042229:1
UPCD 753 - Professional Planning Report II
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This course is the second part of a two-course sequence that serves as an alternative capstone option for
students enrolled in the MS in Urban Planning and Community Development Program. This class offers
students the opportunity to work with representatives of a non-profit and/or public planning and development
agency to produce an empirically based report offering workable solutions to a critical environmental,
economic, and social problem facing a local community within the Greater Boston Region. This collaborative
research project will offer "best practice" planning/policy solutions to a pressing urban problem based upon
careful analysis of a wide range of quantitative and qualitative research. The course will culminate in the
student¿s production of a professional-quality planning report that is presented to and accepted by the
community-based organization and or municipal agency that is the sponsor of the project. It requires
students to integrate and apply planning theory, methods, and techniques they have acquired through their
participation in the program to solve a challenging urban problem confronting a local community within the
Greater Boston Region.
Course Note
This course has been designed as an alternative option for MS in Urban Planning and Community
Development students to complete their "capstone" requirement. As such, it is the final required course for
students seeking to complete their professional planning degrees.
Enrollment Requirements:
Pre-requisite: UPCD 600 and UPCD 626 and UPCD 620 and UPCD 631 and UPCD 625 or UPCD 752
042230:1
Admission Requirements
894
NOTE: If you have only a bachelor's degree, please indicate on the application form that you're applying to
the MEd program. You will complete the MEd and EdS requirements (total of 66 credits) to get licensed. If
you have a completed relevant master's degree (special education, etc.) please note that you are applying to
the EdS program only (minimum 30 credits).
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A statement of purpose describing your understanding of school psychology practice and detailing
personal career objectives. Please answer this question and not the one from the Office of
Graduate Admissions.
• Transcripts of all previous college work, undergraduate and graduate. Undergraduate and graduate
cumulative grade point averages (GPA) should be at least 3.0 overall, and 3.0 in psychology
courses as well.
• Prerequisite course work includes a minimum of five (5) psychology courses including introductory
psychology, human development, and statistics.
• Two letters of recommendation. At least one letter should address academic promise and ability to
succeed in advanced graduate training, and at least one letter should address the ability to work
with children and adolescents and develop into a thoughtful and responsive practitioner.
• Scores for the Communication & Literacy Skills (reading and writing) portions of the Massachusetts
Educator Licensure Test (MTEL). Students may be admitted provisionally without having taken the
MTEL, but will be required to take the tests during the first semester of attendance and pass them
prior to the internship.
About the Program
The school psychology curriculum at UMass Boston is based on a problem-solving, consultative model
informed by recent research and best practices recommended by the National Association of School
Psychologists (NASP). The program addresses the knowledge bases of psychology and education. It
emphasizes data-based decision-making and collaboration. Students must attain the skills necessary to
deliver effective services that result in positive outcomes. Course work and field experience emphasize
appreciation and sensitivity toward individual differences and cultural diversity.
The NASP Practice Model (2010) guides the curricula of the School Psychology Program at UMass Boston.
Faculty address the domains in the courses they teach and fieldwork they supervise. They assess student
growth in all 10 domains at key points in the program. Students must demonstrate themselves to be
competent in the model as a requirement for graduation.
The EdS level of the program is designed to enable individuals who have advanced degrees to enhance
their professional competencies or satisfy state and national certification requirements. The program is
particularly suited to those with a master's or doctorate in a related field, such as counseling, special
education, or clinical psychology. Those applicants who enter the program at the EdS level must complete
all of the courses and fieldwork requirements for the MEd and EdS levels. The program faculty as a group
makes final decisions on whether to accept graduate level courses taken previously. The university requires
a minimum of 30 credits for the degree, but most EdS students complete considerably more since they must
meet all program requirements for the MEd (see description above) aside from the master's comprehensive
and the MEd degree application.
About the Program
The school psychology curriculum at UMass Boston is based on a problem-solving, consultative model
informed by recent research and best practices recommended by the National Association of School
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Psychologists (NASP). The program addresses the knowledge bases of psychology and education. It
emphasizes data-based decision-making and collaboration. Students must attain the skills necessary to
deliver effective services that result in positive outcomes. Course work and field experience emphasize
appreciation and sensitivity toward individual differences and cultural diversity.
The NASP Practice Model (2010) guides the curricula of the School Psychology Program at UMass Boston.
Faculty address the domains in the courses they teach and fieldwork they supervise. They assess student
growth in all 10 domains at key points in the program. Students must demonstrate themselves to be
competent in the model as a requirement for graduation.
The MEd level of the School Psychology Program is for students who only have a bachelor's degree or a
master's degree in a non-relevant field. Once students satisfy the MEd requirements, they will complete a
change of level form and matriculate into the EdS.
About the Program
The doctoral program is an innovative approach to sociology and its application to resolving national and
international issues. Taught by faculty actively engaged in research and advocacy, students will be prepared
for academic careers as well as for leadership roles as applied sociologists in public / private agencies and
research organizations.
The program is heavily grounded in research methodology and students engage in detailed study of theory,
methodology and statistics as well as their own individual areas of focus. Doctoral students will find a
community of scholars and numerous opportunities to work collaboratively with each other and with faculty
through conference presentations, journal articles and fieldwork.
Admission Requirements
In addition to the criteria below, applicants must complete general graduate admission requirements.
• Applicants for the 36-credit post-MA PhD program must have an MA degree in sociology or a
related field from a nationally accredited college or university or its international equivalent. The
review committee will admit applicants with degrees in other disciplines at their
discretion. Note: Students who apply for admission to the PhD program without an MA from a
nationally accredited college or university or its international equivalent must first complete
requirements for UMass Boston's 30-36 credit MA degree in applied sociology.
• Preference will be given to all applicants whose transcripts show completion of these courses with
a minimum undergraduate GPA of 3.25 and graduate GPA of 3.50, taken within the past seven
years.
• Three letters of recommendation from persons with whom the applicant has had extensive
academic and/or professional contact
• Academic writing sample
• An essay of no more than 1,500 words addressing the following:
o Specific interest in a PhD in sociology and rationale for pursuing the PhD
o Current major research and interests in the field of sociology
o Description of professional post-PhD goals
About the Program
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Individuals completing this certificate fulfill the Massachusetts Department of Elementary and Secondary
Education requirements for Initial Licensure as Teacher of Students with Moderate Disabilities. The
certificate offers matriculated students a 27-credit sequence of course work, including 150 hours of
monitored pre-practicum field-based experience, and a minimum semester-long supervised practicum
(including hours in an inclusive setting).
This program is especially suitable for teachers who seek a second license in Moderate Disabilities. For
teachers who currently hold an initial licensure in early childhood, elementary education, and
middle/secondary education, part of their practicum hours will be waived. Upon completion of this program,
these teachers will be dual licensed.
About the Program
For those seeking both Initial Licensure and coursework for Professional Licensure in Moderate Disabilities
within a Master's degree, we offer a 39-credit graduate program which meets the academic requirements for
both licenses. This program focuses on using data-based teaching practices to develop academic and social
skills in a range of learners, emphasizing strategies to combat disproportional representation. The core
courses emphasize cross-disciplinary instruction informed by assessment and adapted for a range of
learners, including those whose first language is other than English. In the capstone project, students
implement units they have developed and evaluate the impact of this instruction on their own students.
About the Program
This Master's degree program is suitable for individuals who are not seeking teacher licenses, but are
interested in gaining knowledge and skills in working with students with mild to moderate disabilities.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• A statement of purpose explaining the applicant's reasons for pursuing graduate study in the field of
moderate disabilities. This statement should have two parts:
o an initial section of up to 300 words describing your reasons for wishing to pursue
graduate studies
o a second section of approximately 1,200 words describing your specific interests, the kind
of work you intend to perform, and your goals within the program to which you are
applying
• A distinguished undergraduate transcript, with a minimum grade point average of 3.0.
• A score report of the Communications and Literacy Massachusetts Tests for Educator
Licensure (MTEL). Out-of-state applicants may submit scores from either the Miller Analogies Test
or the Graduate Record Examination. Please note: While MTEL scores are required, the MAT
and/or GRE is waived if the applicant already holds a graduate degree in a related field in the
United States.
• Three letters of recommendation submitted by individuals who are knowledgeable about teaching
students with disabilities, who have worked closely with the applicant, and who have direct
knowledge of the applicant's teaching skills and academic performance.
• A writing sample indicating the applicant's ability to write in a clear, concise, and professional
manner. This sample may be in the form of a recent term paper or research paper. The writing
sample should NOT be an Individualized Education Program (IEP), an evaluation report, and a
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lesson/unit plan. The College of Education and Human Development has as its basic goal that the
students who graduate are thoughtful and responsive educators, committed to change for social
justice. NOTE: This writing sample is in addition to the statement of intent requirement for the
Special Education Program.
About the Program
In response to the House Bill 3720, the Transition Leadership Program is designed to prepare initially or
professionally licensed professionals who wish to obtain an education specialist endorsement in transition
services. Students in the program will gain the skills necessary to focus on employment, college preparation,
and independent living skills for students with disabilities ages 14–22. They will also develop the leadership
skills necessary to promote system-wide transition supports and services in their school district.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
1. Letter of Intent: This letter must clearly explain the applicant's reasons for pursing a graduate
study in the field of Transition Leadership.
2. Grade Point Average: A minimum cumulative undergraduate GPA of 3.0 is required for admission
to the program.
3. Letters of Recommendation: Two letters of recommendation must be submitted by persons who
are knowledgeable about supporting students with disabilities, who have worked closely with the
applicant, and who have direct knowledge of the applicant's transition skills and academic
performance.
4. Copy of appropriate licensure: Must be license to teach students with moderate disabilities,
students with severe disabilities, students with visual impairments, or students who are deaf or hard
of hearing; School Guidance Counselor or School Social Worker/School Adjustment Counselor; are
licensed as a Rehabilitation Counselor (as described in 262 CMR 4.00 Requirements for Licensure
as a Rehabilitation Counselor); or have certification as a Rehabilitation Counselor as determined by
the Commission on Rehabilitation Counselor Certification
5. Academic writing sample: A writing sample indicating the applicant's ability to write in a clear,
concise, and professional manner is needed. This sample may be in the form of a recent term
paper. A priority for the School for Global Inclusion and Social Development is that the students
who graduate are thoughtful and responsive educators, and committed to change for social justice.
Please ensure that your writing sample demonstrates how you and your work match such a
description. Your writing sample should also exemplify the experiences or values in your life that
match this philosophy.
About the Program
This 15-credit graduate certificate program is designed for survey research professionals working in the
academic, governmental, nonprofit, and commercial research sectors. The program's focus is balanced to
give students an appreciation of the theoretical foundations of survey methodology and proficiency in
practical aspects of survey design. Core courses introduce students to the major areas of the field of survey
research: sampling; data collection methods; question writing and questionnaire design; question evaluation
and pretesting; post-survey processing; and analysis. Elective courses allow students to learn about specific
topics of interest and receive hands-on experience in the field.
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Admission Requirements
About the Program
Transition leadership involves the transition from high school to adult life for young people with a wide range
of disabilities. This certificate program bridges the gap between special education and adult services by
creating a cohort of professionals who connect these two fields. Students complete five certificate courses,
as well as a hands-on practicum requirement. Graduates are well positioned to excel in a new role: that of
transition specialist.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Admission to the Transition Leadership program begins with an initial interview and informational
webinar.
• Documentation that certifies that the applicant is an initially licensed special educator, school
guidance counselor, school adjustment counselor, school social worker, or vocational rehabilitation
counselor is required.
University-Wide Programs and Curricula
University-Wide Programs and Curricula
Office of the Provost and Vice Chancellor for
Academic Affairs
Website
Provost's Office - UMass Boston
(umb.edu)
Office
Quinn Administration Building, 3rd
Floor, Room 61A
617.287.5600
Provost and Vice Chancellor
for Academic Affairs
Joseph Berger
Vice Provost
Mya
Mangawang
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Vice Provost for Academic Support Services
Liya Escalera
Vice Provost for Research and Strategic
Initiatives;
Dean of Graduate Studies
Bala Sundaram
Associate Provost, Institutional Research,
Assessment, and Planning
James J.
Hughes
Associate Provost
Andrew Perumal
Associate Provost
Rosanna
DeMarco
Associate Vice Chancellor for Academic Affairs
Anita Miller
Associate Vice Chancellor Academic
Administration & Finance
Thomas Miller
Budget and Reporting Manager
Katie Bates
Dean of Faculty
Rajini Srikanth
Director, Office of Community Partnerships
Cynthia
Orellana
Senior Acquisitions Editor, UMass Press
Brian Halley
Executive Assistant to the Provost
Janette White
Registrar
Valerie Corrente
Personnel and Financial Process Coordinator
Joana Gomez
Departments
• Graduate Studies
• Information Technology Services Division
• Joseph P. Healey Library
• Office for Faculty Development
• Office of Institutional Research, Assessment, and Planning
• Office of the Registrar
Research Institutes & Centers
• Institute for Asian-American Studies
• Center for Social Development and Education
• Center for Survey Research
• Gaston Institute
• Trotter Institute
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• William Joiner Institute
Graduate Studies
Interdisciplinary Studies
INTR-D 602 - Introduction to Quantitative Research Methods using R
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a workshop-based course that draws material from two SAGE campus courses, Introduction to R and
Practical Data Management with R to teach statistical concepts and methods for quantitative research
methods using the public domain software R. This course will have two main foci. The first is a statistical
focus that includes descriptive and inferential statistical concepts and the interpretation of statistical results.
The second is applied quantitative data management and analysis in R, an open-source software that allows
researchers to perform a wide variety of procedures. A primary goal of the course is to provide students with
a near-complete foundation to use R for all commonly encountered tasks in political, social, economic and
health science research. The course is designed to be relevant to a wide range of disciplinary graduate
programs.
Enrollment Requirements:
Prerequisite: MATH 125 or Intro to Stats or permission of instructor
041765:1
INTR-D 603 - Data Analysis with Python
3 Credit(s) | Lecture | Graded
Not repeatable for credit
Description:
This is a workshop-based course that draws material from two sequential SAGE campus courses,
Introduction to Python and Intermediate Python Skills. This beginner-level course requires no prior
experience. It provides an introduction to the Python programming language with applications in statistical
analyses using practical examples in the social sciences. It starts with the fundamentals of Python
programming and explores the different types of data and methods that students are likely to encounter as
they work through real life statistical cases, including the basics of statistical theory and hypothesis tests.
Topics covered include: how to download and install Python, Anaconda, and PyCharm software, core
elements of the Python programming language, importing and exporting data files from multiple sources,
preparing data for analysis, cleaning and transforming data using NumPy and Pandas, to writing functions
for data analysis, creating meaningful data visualizations, how to do web scraping using HMTL and
Beautifulsoup4, and statistical concepts including hypothesis test and modeling. Throughout this course, the
content is reinforced through applications of social science-based examples and case studies with Python
programs to teach students how to make methodologically appropriate decisions.
Enrollment Requirements:
Pre-requisite: MATH 125 or Intro to Stats or Permission of Instructor
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041855:1
INTR-D 697 - Special Topics
1-3 Credit(s) | Lecture | Graded
Repeatable for credit - total credits: 12 / total completions: 4
Description:
An advanced course offering intensive study. Course content varies according to the topic and will be
announced prior to the advance pre-registration period.
041764:1
INTR-D 899 - Doctoral Dissertation Research
1-15 Credit(s) | Research | Multi-Term (year long)
Repeatable for credit - total credits: 24 / total completions: 24
Description:
Conduct research within the student's area of specialization. Course content varies according to the
student's PhD dissertation topic.
Instructor consent required for enrollment
041540:1
About the Program
Students pursuing an EdD in Urban Education, Leadership, and Policy Studies will be particularly suited to
careers in administrative and leadership position s in preK-12 educational institutions; district, state, and
national-level administrative and leadership positions; leadership positions in non-formal educational
institutions; and faculty of education schools. EdD candidates may choose a concentration in administration
and leadership or teaching, learning, and leadership. Dissertation topics in the EdD program may focus
more on problems in professional practice that inform local educational policy and leadership. Research
projects for the EdD are smaller in scale than for the PhD.
EdD and PhD students in urban education share a common learning experience in a rigorous core
curriculum that reflects the state-of-the-art in the field of K-12 urban education, leadership and policy
studies. All students will develop advanced research skills and discipline-based theoretical knowledge
through a set of concentration courses and electives that they customize to meet their individual learning
needs. Coursework for the Urban Education Program begins in the summer and consists of 3 summers and
4 academic years. During the first two summer sessions, students attend two courses (one in the morning,
one in the afternoon), Monday through Thursday for three weeks. These courses are typically scheduled for
mid-July to early August. During the academic year, for the first two years, students typically attend two
evening classes in the spring and fall, and one integrative seminar each fall. The integrative seminars meet
4 Saturdays out of the semester. In the remaining two years, students enroll in various seminars designed to
assist them with designing and conducting their dissertation research.
Admission Requirements
902
Applicants must meet general graduate admission requirements.
About the Program
Students pursuing an PhD in Urban Education, Leadership, and Policy Studies will be particularly suited to
careers in the faculty at higher education institutions; research appointments at educational institutions,
research institutes, government agencies, and non-government organizations; policy analysis in
governmental, non-governmental, and educational institutions; and policy, research, and faculty position in
international organizations, universities, and global governance institutions. PhD candidates may choose a
concentration in research and evaluation or comparative and international education. Dissertation topics in
the PhD program may focus more on theoretical and empirical problems that inform national and/or
international educational policy and leadership. Research projects for the PhD are larger in scale than for
the EdD.
EdD and PhD students in urban education share a common learning experience in a rigorous core
curriculum that reflects the state-of-the-art in the field of K-12 urban education, leadership and policy
studies. All students will develop advanced research skills and discipline-based theoretical knowledge
through a set of concentration courses and electives that they customize to meet their individual learning
needs. Coursework for the Urban Education Program begins in the summer and consists of 3 summers and
4 academic years. During the first two summer sessions, students attend two courses (one in the morning,
one in the afternoon), Monday through Thursday for three weeks. These courses are typically scheduled for
mid-July to early August. During the academic year, for the first two years, students typically attend two
evening classes in the spring and fall, and one integrative seminar each fall. The integrative seminars meet
4 Saturdays out of the semester. In the remaining two years, students enroll in various seminars designed to
assist them with designing and conducting their dissertation research.
About the Program
Designed to meet the needs of traditional and working professional students, the Urban Planning and
Community Development program brings together the expertise of faculty from several colleges within the
university and builds upon decades of research and community engagement by the university's institutes
and centers, which collectively focus on the metropolitan area's diverse population, governance, and its built
and natural environments. In addition, the program takes advantage of partnerships with community-based
organizations to promote economic development, affordable housing, and small business development, with
a deliberate agenda to address social and environmental inequity and serve the needs and interests of
underrepresented communities.
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Personal statement - Express interest in promoting robust, equitable, and resilient neighborhoods,
communities, and regions.
About the Program
This certificate-qualifying program provides students with a sequence of coursework, field-based
experiences, and practicum-fulfilling requirements prescribed by the Association for the Education and
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Rehabilitation of the Blind and Visually Impaired (AERBVI) for those students with an existing bachelor's
degree in a related field. Integrated prepracticum hours and a practicum composed of a minimum of 350
hours supports candidate preparation as well as community engagement. Successful completion of the
curriculum, along with faculty recommendation, qualifies students to sit for the international professional
examination in vision rehabilitation therapy offered by the Academy for Certification of Vision Rehabilitation
and Education Professionals (ACVREP).
Admission Requirements
In addition to the criteria below, applicants must meet general graduate admission requirements.
• Transcripts - Official transcripts from all undergraduate and graduate institutions attended. A 3.0
undergraduate GPA is required.
• Three letters of recommendation - Emphasis should be on academic and professional references.
• Statement of interest and intent (required writing sample) - Submit a two-part essay. This statement
will be reviewed for both your overall message and your ability to write at the graduate level.
Proofread your writing carefully; it is ranked according to its clarity, grammar, and syntax.
1. Explain your reasons for wishing to pursue graduate studies (approximately 300 words).
2. Indicate your specific interest in Vision Rehabilitation Therapy, and discuss the type of
work you would like to do in this field (at least 1,200 words).
• Personal interview with faculty member - When the Office of Graduate Admissions has notified us
of your completed application, we will contact qualified candidates to arrange an interview (either in
person or via teleconference).
About the Program
The University of Massachusetts Boston offers a Master of Education (MEd) in Vision Studies for individuals
who are interested in qualifying for certification as an Assistive Technology Instructional Specialist. For those
individuals with existing qualifying academic credentials or experience, two certificate options are available
in Assistive Therapy as options. The Vision Studies program is offered by the UMass Boston School for
Global Inclusion and Social Development and the Northeast Resource Center for Vision Education
(NERCVE) through the Institute for Community Inclusion. This is a fully online program but does include
required integrated field experience hours and locally-based practicum field experiences.
Students who complete the program of study qualify to sit for the national professional examination and
resulting certification provided by the Academy for the Certification of Vision Rehabilitation and Education
Professionals (ACVREP). Graduates of the program can expect to find employment opportunities in various
settings, including state and federal agencies, private agencies, as well as public and private schools.
About the Program
UMass Boston's School for Global Inclusion and Social Development is New
England's only academic center for preparing teachers of students with visual
impairment, orientation and mobility specialists, and visual rehabilitation therapists.
These are three key specialties that assist people with visual impairment to achieve
their goals of high-quality education, fulfilling employment, and safe independent
travel.
904
This degree track provides students with a specialized 37-credit sequence of
coursework, field-based experiences, and practicum, fulfilling requirements
prescribed by the University Review Standards of the Association for the Education
and Rehabilitation of the Blind and Visually Impaired (AERBVI). Integrated
prepracticum hours (100), community engagement, and a practicum composed of a
minimum of 350 hours support candidate preparation. Successful completion of the
curriculum, along with faculty recommendation, qualifies students to sit for the
international professional examination in orientation and mobility offered by the
Academy for Certification of Vision Rehabilitation and Education Professionals
(ACVREP).
About the Program
UMass Boston's School for Global Inclusion and Social Development is New
England's only academic center for preparing teachers of students with visual
impairment, orientation and mobility specialists, and visual rehabilitation therapists.
These are three key specialties that assist people with visual impairment to achieve
their goals of high-quality education, fulfilling employment, and safe independent
travel.
This degree track offers matriculated students a specialized 37-credit sequence of
coursework, including 100 hours of monitored prepracticum, field-based
experiences, and a practicum (300 clock-hours minimum), leading to initial licensure
as a Teacher of Students with Visual Impairments. To receive initial licensure, K-12,
students must meet additional Department of Education requirements, as described
in the section titled "State Licensure Requirements" below.
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements .
• Transcripts. Official transcripts from all undergraduate and graduate institutions attended. A 3.0
undergraduate GPA is required.
• Three Letters of Recommendation. Use the forms provided by the Office of Graduate
Admissions. Emphasis should be on academic and professional references.
• Test Score: MTEL. Communication & Literacy, Foundations of Reading, and General Curriculum.
• Statement of Interest and Intent (Required Writing Sample). Submit a two-part essay:
• Explain your reasons for wishing to pursue graduate studies (approximately 300 words).
• Indicate your specific interest in Orientation and Mobility, and discuss the type of work you
would like to do in this field (at least 1,200 words).
This statement will be reviewed for both your overall message and your ability to write at the graduate level.
Proofread your writing carefully; it is ranked according to its clarity, grammar, and syntax.
905
• Personal Interview with Faculty Member. When the Office of Graduate Admissions has notified
us of your completed application, we will contact qualified candidates to arrange an interview
(either in person or via teleconference). We will contact qualified candidates.
About the Program
UMass Boston's School for Global Inclusion and Social Development is New
England's only academic center for preparing teachers of students with visual
impairment, orientation and mobility specialists, and visual rehabilitation therapists.
These are three key specialties that assist people with visual impairment to achieve
their goals of high-quality education, fulfilling employment, and safe independent
travel.
This degree track provides students with a specialized 37-credit sequence of
coursework, field-based experiences, and practicum, fulfilling requirements
prescribed by the University Review Standards of the Association for the Education
and Rehabilitation of the Blind and Visually Impaired (AERBVI). Integrated
prepracticum hours and a practicum composed of a minimum of 350 hours supports
candidate preparation as well as community engagement. Successful completion of
the curriculum, along with faculty recommendation, qualifies students to sit for the
international professional examination in Vision Rehabilitation Therapy offered by the
Academy for Certification of Vision Rehabilitation and Education Professionals
(ACVREP).
Admission Requirements
In addition to the criteria listed below, applicants must also meet general graduate admission requirements.
• Transcripts. Official transcripts from all undergraduate and graduate institutions attended. A 3.0
undergraduate GPA is required.
• Three Letters of Recommendation. Emphasis should be on academic and professional
references.
• Statement of Interest and Intent (Required Writing Sample). Submit a two-part essay:
• Explain your reasons for wishing to pursue graduate studies (approximately 300 words).
• Indicate your specific interest in Orientation and Mobility, and discuss the type of work you
would like to do in this field (at least 1,200 words).
This statement will be reviewed for both your overall message and your ability to write at the
graduate level. Proofread your writing carefully; it is ranked according to its clarity, grammar, and
syntax.
• Personal Interview with Faculty Member. When the Office of Graduate Admissions has notified
us of your completed application, we will contact qualified candidates to arrange an interview
(either in person or via teleconference).