Online

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.

Prerequisite: Permission of Department. For more information, please contact department (617.287.7602).

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Description:
How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.

Prerequisite: COUNSL 622. Permission of Department. For more information, please contact department (617.287.7602).

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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.

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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.

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Description:
An introduction to using computers and technology in education. The various uses of computers and technology in education are examined in depth as participants are introduced to a wide variety of K-12 educational software and the Internet and explore the pedagogical issues raised by the use of computers for students, teachers, and school administrators. These include consequences for learning, problem solving, organizing data, creativity, and an integrated curriculum. Finally, the course looks at ways in which technology may help facilitate changes in the ways teachers teach and students learn and ultimately may stimulate reform in education. The course has a field component where students observe computer use in the classroom.

Prerequisite: Graduate Education students only. Students in the following (sub)plans must obtain permission of instructor: SPED MEd w/o licensure, MEd w/Initial Licensure, MEd w/Prof Licensure, or Certificate w/Prof Licensure.

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Description:
This course is concerned with the link between consumers and aging services in setting 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 will cover a wide range of services that older people may need, the complementary relationship between formal and informal services, boundaries issues among service specialties and service professionals, service coordination and integration, and the role of both consumer direction and professional case management in negotiating service systems.

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Description:
The influences of organizational and financial forces upon aging services are analyzed in this course. Various public (federal and state) and private sources of funding are considered. Three sources of public financing-Medicare, Medicaid, and the Older Americans Act-are examined in depth. The relative strengths of public and private funding are examined with attention to both access and quality issues. The implications of both the financing and organizational forces are considered for several major service modalities, including nursing homes, assisted living, home care, and adult day care.

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Description:
The influences of organizational and financial forces upon aging services are analyzed in this course. Various public (federal and state) and private sources of funding are considered. Three sources of public financing-Medicare, Medicaid, and the Older Americans Act-are examined in depth. The relative strengths of public and private funding are examined with attention to both access and quality issues. The implications of both the financing and organizational forces are considered for several major service modalities, including nursing homes, assisted living, home care, and adult day care.

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Description:
This course examines the evolution of organizational theory from early principles to current approaches and practices. Students will learn about the structure of organizations including internal and external forces. The course will also explore the current structure of aging services organizations in Massachusetts. Students will research the various levels of aging services organizations and their relationships with federal, state and local government agencies and with other local organizations.

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Description:
This course provides an introduction to the cognitive and experiential content of the program, emphasizing the components of the instructional design model. Various instruction design models are analyzed and students are expected to complete, as a final project a learning module micro-design.

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Description:
This course provides a systematic survey of a variety of Web 2.0 media formats. Students will have the opportunity to apply knowledge and skills to selected areas of Web 2.0 media production and explore how the tools provide unique solutions for instructional designers.

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Description:
This course is designed to help participants develop effective writing. It provides both analysis of written documents and a theoretical review of professional writing techniques. Assignments emphasize the writing tasks typically required of training and development specialists in any organization. They include the design, assessment, marketing, and evaluation of instruction. Participants develop the skills for effective communication with those outside the organization, and those at all levels within it.

Prerequisite: INSDSG 601 and graduate degree student.

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Description:
This is a basic course in developing computer-based training programs. The course addresses user interface design, the execution of common instructional strategies employed in training products, as well as techniques of graphics and sound production. The course is project-based: students work in teams to design, make prototypes, and produce CBT/multimedia programs.

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Description:
This course provides a comprehensive overview of the needs assessment process, including data gathering, analysis techniques and tools, extant data collection, planning and managing the assessment, the role of technology, job and task analysis, observation and interviewing practices, working with subject matter experts, and properly documenting all aspects of sssessment in the instructional design process.

Prerequisite: INSDSG 601 and graduate degree student.

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Description:
This course is for instructors, teachers, trainers, or instructional designers who want to explore the critical success factors in designing and delivering online instruction. Through readings, discussion, and various activities, we 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 the tools and technologies available to create and deliver online instruction design, and to assess student performance. Through group-based and individual project work, we will design and create online lessons. This course will use a range of interactive and collaborative instructional techniques in an effort to provide current or potential online instructors rich firsthand experience of what it is like to be a student learning in an online environment.

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Description:
This course brings the students’ practical experience in computers and multimedia together with the issues of how these technologies get used in the training room. Specifically, students will examine the formative evaluation process for technology-based programs in corporate training programs. By obtaining feedback from representatives of the target audience in the early stages of a product’s development, the developer can assure that the courseware meets its stated goals while staying within budget. Formative evaluation plans are now a requirement by most funding sources and corporations. Students will learn these assessment procedures and apply them in a project based on a real-world application.

Prerequisite: INSDSG 601 and graduate degree student.

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Description:
Students work with UMass Boston faculty, teachers in cooperating schools, or sponsoring corporations to make a prototype multimedia application or to produce a planning document for multimedia implementation in the client organization. Students may participate in projects pre-arranged by the instructional technology staff or may generate their own, working individually or in a team.

Prerequisite: INSDSG 601and 617 & graduate degree student.

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Description:
This course focuses on the analysis, interpretation, and evaluation of pathophysiological processes throughout the lifespan. Relevant research is integrated into evidenced-based nursing practice.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
This course focuses on the analysis, interpretation, and evaluation of pathophysiological processes throughout the lifespan. Relevant research is integrated into evidenced-based nursing practice.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
This course focuses on the analysis, interpretation, and evaluation of pathophysiological processes throughout the lifespan. Relevant research is integrated into evidenced-based nursing practice.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
This course focuses on the development of advanced practice nursing skills in health assessment for urban populations. Concepts, theories and research on human development, anticipatory guidance, prevention and early detection of risk factors and disease are emphasized. Critical thinking, diagnostic reasoning and communication skills are developed through practice with cases guided vignettes and simulated practice experiences specific to the students area of advanced practice nursing in the college laboratory.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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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.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
The course focuses on the role of advanced practice nurses in applying pharmacotherapeutics to the management of health and illness in populations at risk for morbidity and mortality. Students acquire advanced knowledge as a foundation for prescribing and monitoring pharmaceutical and alternative therapeutic agents. Emphasis is placed on synthesis of pharmacokinetics and pharmacodynamics principles for the prevention and treatment of acute and chronic illnesses. Evidence-based outcomes, consensus guidelines, and research studies are critiqued. Ethical, legal, and risk-management issues are discussed.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
The course focuses on the role of advanced practice nurses in applying pharmacotherapeutics to the management of health and illness in populations at risk for morbidity and mortality. Students acquire advanced knowledge as a foundation for prescribing and monitoring pharmaceutical and alternative therapeutic agents. Emphasis is placed on synthesis of pharmacokinetics and pharmacodynamics principles for the prevention and treatment of acute and chronic illnesses. Evidence-based outcomes, consensus guidelines, and research studies are critiqued. Ethical, legal, and risk-management issues are discussed.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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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 life span 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.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Students examine the nursing and health related theory and research applied to the primary care management of adults with episodic and chronic illness. Diagnostic, therapeutic, and pharmacological regimens are examined. Legal, ethical, and health policy issues that impact the delivery of primary health services are integrated. Continued emphasis is placed on developing social cultural sensitivity to the variations in health care needs of urban populations.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Students examine the nursing and health related theory and research applied to the primary care management of adults with episodic and chronic illness. Diagnostic, therapeutic, and pharmacological regimens are examined. Legal, ethical, and health policy issues that impact the delivery of primary health services are integrated. Continued emphasis is placed on developing social cultural sensitivity to the variations in health care needs of urban populations.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Students examine the nursing and health related theory and research applied to the primary care management of adults with episodic and chronic illness. Diagnostic, therapeutic, and pharmacological regimens are examined. Legal, ethical, and health policy issues that impact the delivery of primary health services are integrated. Continued emphasis is placed on developing social cultural sensitivity to the variations in health care needs of urban populations.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Family nursing theory and research are further integrated as students develop competencies in their role as family nurse practitioner. Under the supervision of nurse practitioners and faculty, students manage and coordinate primary care for multicultural urban families experiencing a continuum of health promotion, episodic, and chronic illness problems. The diagnostic, therapeutic, evaluative, consultative, and teaching functions of the nurse practitioner role are examined within a professional, ethical and legal framework. Skills in collaborative interdisciplinary practice are emphasized. Seminar discussions include an exploration of the health policy issues that influence the delivery of health care to underserved urban families and communities.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Family nursing theory and research are further integrated as students develop competencies in their role as family nurse practitioner. Under the supervision of nurse practitioners and faculty, students manage and coordinate primary care for multicultural urban families experiencing a continuum of health promotion, episodic, and chronic illness problems. The diagnostic, therapeutic, evaluative, consultative, and teaching functions of the nurse practitioner role are examined within a professional, ethical and legal framework. Skills in collaborative interdisciplinary practice are emphasized. Seminar discussions include an exploration of the health policy issues that influence the delivery of health care to underserved urban families and communities.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
Family nursing theory and research are further integrated as students develop competencies in their role as family nurse practitioner. Under the supervision of nurse practitioners and faculty, students manage and coordinate primary care for multicultural urban families experiencing a continuum of health promotion, episodic, and chronic illness problems. The diagnostic, therapeutic, evaluative, consultative, and teaching functions of the nurse practitioner role are examined within a professional, ethical and legal framework. Skills in collaborative interdisciplinary practice are emphasized. Seminar discussions include an exploration of the health policy issues that influence the delivery of health care to underserved urban families and communities.

Prerequisite: Permission of program director. Please contact margaret.mcallister@umb.edu

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Description:
This course, taught in Spanish with occasional readings in English, is specifically designed for pre-service and in-service teachers of Spanish. It will examine the main Spanish-language variants of today’s Spanish-speaking worlds and the grammatical traditions of Spanish. The course presents accessible research on fundamental problems of Spanish grammar that teachers deal with on a daily basis. Topics include the origin of differences among variants of Spanish, what is good and what is bad in spoken Spanish, and how various historical times answered this question, with far-reaching implications for language teaching and specifically for the teaching of Spanish.

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