|
|
2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Accounting |
| |
-
ACCT 510 - Business Analysis Using Financial Statements
Advances your understanding of how to use financial information to value and analyze firms. Uses an understanding of a firm’s strategy, what is contained in financial reports, why firms report certain information, and how to be a sophisticated user of this information. Evaluates current performance and its future sustainability, forecasts future profitability and risk, and values businesses using earnings and book value data. Develops a foundation to effectively communicate financial information.
Credit(s): 3
|
| |
-
ACCT 520 - Risk & Performance Measurement
Investigates and evaluates techniques for identifying and measuring business risk and for devising strategies incorporating risk analysis into strategic planning. Ties strategic objectives, risks, internal controls and critical success factors to business performance measurements to evaluate an entity’s progress toward achieving strategic goals. Includes both quantitative and qualitative measurements and emphasizes effective communication of financial information.
Credit(s): 3
|
| |
-
ACCT 530 - International Dimensions of Accounting
Examines major international dimensions of financial and managerial accounting. Discusses national and cultural influences on accounting and on the accounting profession. Investigates financial regulation and IFRS accounting and financial reporting standards. Investigates corporate decisions related to methods of currency translation and accounting for gains and losses from exchange rate fluctuations. Explores managerial accounting issues raised by international organizations.
Prerequisite(s): ACCT-510
Credit(s): 3
|
| |
-
ACCT 540 - Advanced AIS
Explores how accountants and information systems professionals can help management use information technology to effectively control the execution of business activities, while capturing accurate and complete data about those activities in real-time. Includes investigation of accounting information systems that support business processes, including transaction cycles and Enterprise Resource Planning Systems as well as management control and decision -making.
Prerequisite(s): ACCT-510
Credit(s): 3
|
| |
-
ACCT 550 - Advanced Fraud & Forensic Accounting
Focuses on complex frauds (including financial statement fraud, tax fraud and money laundering), and on non-fraud forensic accounting engagements (including cases of patent infringement, commercial damages and anti-trust.) Covers related investigation methods and legal issues, valuation models, reporting and communicating findings, testifying as an expert witness and other litigation advisory services.
Prerequisite(s): ACCT 520
Credit(s): 3
|
| |
-
ACCT 560 - IT Auditing
Covers topics in compliance, auditing, assurance and forensics of information technology in an organization. Topics include the legal environment for the IT auditor, compliance requirements and standards, strategies for achieving and maintaining them and processes for forensic investigations when breaches occur. Emphasizes reporting objectives, transaction trails, documentation, security, and internal controls of Accounting IT systems.
Prerequisite(s): ACCT 510
Credit(s): 3
|
Business Analytics |
| |
-
BANL 510 - Data Analytics I
An introduction to statistical models used in predictive analytics, with a focus on linear regression models, students explore the challenges of building meaningful models from large data sources, with an emphasis on model building and the use of numerical and graphical methods for assessing model fit. The course addresses model selection and appropriate methodology based on the objectives and available data to carry out analysis. Interpretation and communication of results is emphasized, using SAS Studio and basic SAS programming techniques.
Prerequisite(s): Complete MATH-180 or equivalent and CMIT-130 or equivalent.
Credit(s): 6
|
| |
-
BANL 510 - Data Analytics I
An introduction to statistical models used in predictive analytics, with a focus on linear regression models, students explore the challenges of building meaningful models from large data sources, with an emphasis on model building and the use of numerical and graphical methods for assessing model fit. The course addresses model selection and appropriate methodology based on the objectives and available data to carry out analysis. Interpretation and communication of results is emphasized, using SAS Studio and basic SAS programming techniques.
Prerequisite(s): Complete MATH-180 or equivalent and CMIT-130 or equivalent.
Credit(s): 6
|
| |
-
BANL 520 - Data Management
Presents the concepts, principles and fundamental techniques of data and database management. We begin by looking at data acquisition factors including sources and types of data. We then look at preprocessing techniques for data cleaning and combining data from different sources. Next, we take a detailed look at relational database theory, design, and querying. Finally, we examine data warehouse models, architectures, and strategies.
Prerequisite(s): Complete BANL-510 concurrently.
Credit(s): 6
|
| |
-
BANL 520 - Data Management
Presents the concepts, principles and fundamental techniques of data and database management. We begin by looking at data acquisition factors including sources and types of data. We then look at preprocessing techniques for data cleaning and combining data from different sources. Next, we take a detailed look at relational database theory, design, and querying. Finally, we examine data warehouse models, architectures, and strategies.
Prerequisite(s): Complete BANL-510 concurrently.
Credit(s): 6
|
| |
-
BANL 530 - Data Mining
Data mining addresses the problem of having too much data and too little information by providing techniques to uncover useful patterns and relationships within in large data repositories. The objectives of this course are to teach the fundamental concepts of data mining and provide extensive hands-on experience in applying the concepts to real-world applications. Students utilize SAS Enterprise Miner build predictive modes to a variety of datasets.
Prerequisite(s): Complete BANL-520.
Credit(s): 6
|
| |
-
BANL 530 - Data Mining
Data mining addresses the problem of having too much data and too little information by providing techniques to uncover useful patterns and relationships within in large data repositories. The objectives of this course are to teach the fundamental concepts of data mining and provide extensive hands-on experience in applying the concepts to real-world applications. Students utilize SAS Enterprise Miner build predictive modes to a variety of datasets.
Prerequisite(s): Complete BANL-520.
Credit(s): 6
|
| |
-
BANL 540 - Data Analytics II
The staggering amount of corporate information available requires a systematic and analytical approach to select the most important information to anticipate market conditions. Statistical analysis provides process understanding, modeling, and forecasting the behavior of major business variables. This course introduces time series forecasting methods and visualization techniques for creating meaningful displays of data to enhance decision making.
Prerequisite(s): Complete BANL-530 concurrently.
Credit(s): 6
|
| |
-
BANL 540 - Data Analytics II
The staggering amount of corporate information available requires a systematic and analytical approach to select the most important information to anticipate market conditions. Statistical analysis provides process understanding modeling, and forecasting the behavior of major business variables. This course introduces time series forecasting methods and visualization techniques for creating meaningful displays of data to enhance decision making.
Prerequisite(s): Complete BANL-530 concurrently.
Credit(s): 6
|
| |
-
BANL 550 - Applied Business Analytics
Students explore a business analytics application with a primary focus on marketing analytics, which identifies patterns in data to inform marketing strategies (analytic price modeling, consumer choice, new product development, market segmentation, customer acquisition and retention, and digital marketing). Student teams select an area of applied business analytics to examine, researching from a theoretical and applied basis, developing models and sharing findings with others students. Students also form teams for the capstone and undertake preliminary research on the capstone project.
Prerequisite(s): Complete MKTG-200 or equivalent and BANL-540.
Credit(s): 6
|
| |
-
BANL 550 - Applied Business Analytics
Students explore a business analytics application with a primary focus on marketing analytics which identifies patterns in data to inform marketing strategies (analytic price modeling consumer choice, new product development, market segmentation, customer acquisition and retention and digital marketing). Student teams select an area of applied business analytics to examine researching from a theoretical and applied basis developing models and sharing findings with others students. Students also form teams for the capstone and undertake preliminary research on the capstone project.
Prerequisite(s): Complete MKTG-200 or equivalent and BANL-540.
Credit(s): 6
|
| |
-
BANL 560 - Business Analytics Capstone
This course is based on a project that utilizes a variety of expertise areas, methods, and skills in data analytics. Student teams will plan design, and implement an analytics solution for a sponsoring organization. There will be on-going interaction among organization representatives students, a faculty supervisor and a faculty consultant. The experience will allow students to develop expertise in a set of analytical tools and apply the softer skills required for manage analytics projects. Final deliverables include written reports that will enable the organization to take their business forward and a web conference presentation.
Prerequisite(s): Enroll in BANL-550 concurrently.
Credit(s): 6
|
| |
-
BANL 560 - Business Analytics Capstone
This course is based on a project that utilizes a variety of expertise areas, methods, and skills in data analytics. Student teams will plan, design, and implement an analytics solution for a sponsoring organization. There will be on-going interaction among organization representatives, students, a faculty supervisor and a faculty consultant. The experience will allow students to develop expertise in a set of analytical tools and apply the softer skills required for manage analytics projects. Final deliverables include written reports that will enable the organization to take their business forward and a web conference presentation.
Prerequisite(s): Enroll in BANL-550 concurrently.
Credit(s): 6
|
Conflict Management |
| |
-
CMGT 501 - Negotiation
Students integrate knowledge of negotiation theory and behaviors into their conflict intervention strategies. They focus on the sources and role of “power” in negotiation, explore the strengths and weaknesses of integrative and distributive bargaining techniques, understand which ones they tend to use and develop their ability to manage the consequences of different negotiation styles coming into contact with one another.
Prerequisite(s): None
Credit(s): 3
|
| |
-
CMGT 502 - Interpersonal Conflict
Professionals do not check their personal “conflict selves” at the door—every person is influenced by beliefs about conflict and the ways they engage conflict in their own lives. This course invites students to explore their “conflict self,” the ways their own conflict engagement behavior enhances and limits effectiveness as an intervener.
Prerequisite(s): None
Credit(s): 3
|
| |
-
CMGT 504 - Principles of Conflict Management
An important part of managing conflict effectively is the ability to use theory to strategically inform practice. This course explores interdisciplinary theoretical frameworks for interpreting conflict through a broad range of academic disciplines – communications, law, social psychology, anthropology, and dispute resolution. Students critically evaluate the respective bodies of theory and test theoretical principles against their own experiences in managing conflict. Current alternative dispute resolution models, approaches, and their theoretical underpinnings and applications are also introduced.
Prerequisite(s): None
Credit(s): 3
|
| |
-
CMGT 510 - Conflict Management Capstone
To strengthen their ability to bring theory into practice, students will apply techniques utilized by mediators to inform strategic interventions in group conflicts. Students practice skills and strategies to assist parties in problem solving and conflict engagement. Emphasis is placed on the concept of reflection in practice and students will continue to use self-reflection as a tool for building competence in conflict management.
Prerequisite(s): Complete CMGT-501, CMGT-502, and CMGT-504
Credit(s): 3
|
Digital Forensic Science |
| |
-
DFS 500 - Digital Forensic Science
Students will acquire a combination of knowledge, skills and abilities including explicit legal knowledge, particular computer and other digital device skills and good oral and written forensic reporting abilities needed for successful completion of the Master’s Degree. We cover those areas in an accelerated fashion with emphasis on the following topics: unique ‘digital crime scene’ issues, the rules of evidence and specific computer crime laws, digital forensic investigative techniques, best practices and current technologies, and storage device architecture and file system forensics.
Credit(s): 3
|
| |
-
DFS 501 - The Practice of Digital Investigation
This course will provide the basis for this program of study. The course introduces the core principles of forensic science and evidence management. Students will examine the mission of digital forensics from the various perspectives of the public and private sectors, including digital forensics in support of activities ranging from internal corporate investigations, responses to information security incidents, and policy auditing to third-party investigations, criminal investigations, and anti-terrorism information gathering – and discussing the imperatives of each.
Credit(s): 3
|
| |
-
DFS 501 - The Practice of Digital Investigations
This course will provide the basis for this program of study. The course introduces the core principles of forensic science and evidence management. Students will examine the mission of digital forensics from the various perspectives of the public and private sectors, including digital forensics in support of activities ranging from internal corporate investigations, responses to information security incidents, and policy auditing to third-party investigations, criminal investigations, and anti-terrorism information gathering – and discussing the imperatives of each.
Credit(s): 3
|
| |
-
DFS 510 - Scripting for Digital Forensic
The fast pace of technology change can create a lag between the release of new digital products and the development of commercial forensic analysis tools. This course will equip students with the ability to understand and use scripting languages such as Python as a compliment to or in place of proprietary tools for the forensic analysis of data. Prior programming experience is not required for this course but will be helpful. Pre-course review of basic Python fundamentals is recommended.
Prerequisite(s): Complete DFS-501
Credit(s): 3
|
| |
-
DFS 520 - Operating System Analysis
This course will examine in considerable depth how file and operating systems determine the type of information available to examiners. In particular the design and behavior of these systems will be discussed and students will be taught to recover information from these systems at the binary level. The features and limitations of current forensic software tools will a lso be covered, with particular attention paid to the techniques by which the automated tools interpret data. A range of operating systems will be examined, including PC, mobile phone and embedded systems.
Prerequisite(s): Complete DFS-501
Credit(s): 3
|
| |
-
DFS 530 - Incident Response and Network Forensics
This course will prepare students for the collection and interpretation of information from network traffic, network devices, servers and operating systems. The network traffic section will cover methods of collecting and analyzing network traffic, including TCP/lP structure and higher level protocols. The network device section will focus on dealing with network devices such as routers, switches and firewalls. The incident response section of this course will cover both technical and procedural approaches and processes for dealing with information technology security incidents.
Prerequisite(s): DFS-520
Credit(s): 3
|
| |
-
DFS 540 - Malware Analysis
Students will learn different methods of malware analysis and their respective strengths and weaknesses. Students will gain an insight into malware behavior, including infection vectors, propagation and persistence mechanisms and artifacts. Students will be taught methods of both behavioral analysis using controlled environments and reverse engineering. A range of malware types including web based, Trojan, rootkits and bots will be examined.
Prerequisite(s): Complete DFS-520
Credit(s): 3
|
| |
-
DFS 550 - Mobile Device Analysis
This course will teach students to preserve and analyze data on a range of mobile electronic devices, examples of these include: mobile phones; tablets; eBook readers and GPS systems. At the conclusion of the course students will be able to use and eva luate different methods of data preservation, including removal and download of data from silicon chips, software synchronization and forensic software.Students will also be able to develop methods of interpreting data copied from these devices.
Prerequisite(s): DFS-520
Credit(s): 3
|
| |
-
DFS 560 - Digital Forensics and Encryption
This course focuses on encryption techniques and practical approaches to dealing with encryption when encountered in a digital investigation. Students will learn encryption and hashing algorithm techniques including the relationship of algorithm complexity to password strength. They will be able to demonstrate password cracking techniques and methods to counter whole-disk encryption. Memory and network-based encryption will be explored as will the use of encryption in Malware applications. Steganography and other encryption techniques used to hide or obfuscate data will be examined.
Prerequisite(s): Complete DFS-501 and DFS-520
Credit(s): 3
|
| |
-
DFS 560 - Digital Forensics and Encryption
This course focuses on encryption techniques and practical approaches to dealing with encryption when encountered in a digital investigation. Students will learn encryption and hashing algorithm techniques including the relationship of algorithm complexity to password strength. They will be able to demonstrate password cracking techniques and methods to counter whole-disk encryption. Memory and network-based encryption will be explored as will the use of encryption in Malware applications. Steganography and other encryption techniques used to hide or obfuscate data will be examined.
Prerequisite(s): DFS-501, DFS-520
Credit(s): 3
|
| |
-
DFS 565 - Computer Forensics Lab Operation &, Management
This course focuses on the management of a digital forensics laboratory. Topics will include best practices in lab operation, policies and procedures, case management, evidence management, and personnel training and certification. Issues related to workflow, information storage, technology, equipment, and security of evidence and other information will also be integrated into activities about operating a modern computer forensics lab. American Society of Crime Laboratory Directors (ASCLD) accreditation and compliance with standards such as ISO 17025 will also be discussed.
Prerequisite(s): Complete DFS-501
Credit(s): 3
|
| |
-
DFS 565 - Computer Forensics Laboratory Operation & Management
This course focuses on the management of a digital forensics laboratory. Topics will include best practices in lab operation, policies and procedures, case management, evidence management, and personnel training and certification. Issues related to workflow, information storage, technology, equipment, and security of evidence and other information will also be integrated into activities about operating a modern computer forensics lab. American Society of Crime Laboratory Directors (ASCLD) accreditation and compliance with standards such as ISO 17025 will also be discussed.
Prerequisite(s): Complete DFS-501.
Credit(s): 3
|
| |
-
DFS 570 - Legal Principles of Dig. Investigations
This course discusses advanced legal issues related to the seizure of digital devices. The course will review such laws as the Computer Fraud and Abuse Act (CFA), Electronic Communication Privacy Act (ECPA), and Privacy Protection Act (PPA), with particular attention paid to evolving decisional law surrounding the Fourth Amendment and devices. Liaison to other agencies, law of other countries, and international laws will also be examined. Issues related to trial preparation, presentation of digital evidence, use of expert witnesses, and providing testimony will be examined in detail. Special attention will be paid to jurisdictional differences related to digital investigations and cybercrime, particularly as they relate to rules of evidence; e.g., Federal Rules of Evidence (FRE) compared with the different state standards based on Frye, Daubert, or other criteria. Students for this course will be expected to have basic familiarity with criminal law and procedure.
Prerequisite(s): DIM-500
Credit(s): 3
|
| |
-
DFS 570 - Legal Principles of Digital Investigations
This course discusses advanced legal issues related to the seizure of digital devices. The course will review such laws as the Computer Fraud and Abuse Act (CFA), Electronic Communication Privacy Act (ECPA), and Privacy Protection Act(PPA), with particular attention paid to evolving decisional law surrounding the Fourth Amendment and devices. Liaison to other agencies, law of other countries, and international laws will also be examined. Issues related to trial preparation, presentation of digital evidence, use of expert witnesses, and providing testimony will be examined in detail. Special attention will be paid to jurisdictional differences related to digital investigations and cybercrime, particularly as they relate to rules of evidence; e.g., Federal Rules of Evidence (FRE) compared with the different state standards based on Frye, Daubert, or other criteria. Students for this course will be expected to have basic familiarity with criminal law and procedure.
Prerequisite(s): Complete DFS-501.
Credit(s): 3
|
| |
-
DFS 575 - Digital Forensics for Civil Litigation
The course introduces principles of digital investigations that are specific to civil litigation. While litigation support services typically utilize many of the same tools, processes, and procedures as public sector criminal investigations, private sector use of computer forensics frequently involves issues that the public sector does not often consider, such as data recovery and restoration, erasure of media, and electronic discovery. Students will examine case studies of public sector digital investigations to compare with private sector methodologies.
Prerequisite(s): Complete DFS-520
Credit(s): 3
|
| |
-
DFS 575 - Digital Investigations for Civil, Litigation
The course introduces principles of digital investigations that are specific to civil litigation. While litigation support services typically utilize many of the same tools, processes, and procedures as public sector criminal investigations, private sector use of computer forensics frequently involves issues that the public sector does not often consider, such as data recovery and restoration, erasure of media, and electronic discovery. Students will examine case studies of public sector digital investigations to compare with private sector methodologies.
Prerequisite(s): Complete DFS-520
Credit(s): 3
|
| |
-
DFS 580 - Capstone Research Thesis
This course will provide students with the opportunity to integrate all disciplines and competencies that have been learned in this program into a single work-based project, internship experience, or other appropriate activity. The project will be the culmination of a student’s studies integrated in their area of specialization or expertise. In cooperation with an advisor, the student will design, research, and implement a project that is comprehensive in nature and which addresses, to the extent feasible, all core areas of knowledge around which the program has been built.
Prerequisite(s): Complete 27 credits
Credit(s): 3
|
| |
-
DFS 581 - Capstone Research Thesis II
This course will provide students with the opportunity to integrate all disciplines and competencies that have been learned in this program into a single work-based project, internship experience, or other appropriate activity. The project will be the culmination of a student’s studies integrated in their area of specialization or expertise. In cooperation with an advisor, the student will design, research, and implement a project that is comprehensive in nature and which addresses, to the extent feasible, all core areas of knowledge around which the program has been built.
Prerequisite(s): DFS-580
Credit(s): 3
|
Digital Investigation Management |
| |
-
DIM 570 - Research Methodology
This course provides an overview of the research process from the experimental, developmental, and evaluative perspectives. Techniques for planning and designing these different types of projects as well as the methodologies for data collection, evaluation, and analysis a re examined. Students will gain an understanding of related statistical measures. The development of conclusions based on the data analysis in terms of predefined hypotheses and/or project goals and objectives will also be discussed.
Prerequisite(s): DIM-500
Credit(s): 3
|
| |
-
DIM 580 - Legal Issues for Management
This course will address the legal – and ethical – issues related to operating public and private sector organizations. Topics will include public and private sector labor law, regulations and policies governing personal information, as well as personnel, medical, financial, and other records (e.g., Family Educational Rights and Privacy Act [FERPA], Gramm-Leach-Biley, Health Insurance Portability and Accountability Act [HIPAA], and Sarbanes-Oxley [SOX]), applying for and administering grants from public and private sources, and reporting and neutrality requirements. Human resource issues related to hiring and managing employees and consultants will also be covered.
Credit(s): 3
|
| |
-
DIM 590 - Integrative Capstone Project
This course will provide students with the opportunity to integrate all disciplines and competencies that have been learned in this program into a single work-based project, internship experience, or other appropriate activity. The project will be the culmination of a student’s studies integrated in their area of specialization or expertise. In cooperation with an advisor, the student will design, research, and implement a project that is comprehensive in nature and which addresses, to the extent feasible, all core areas of knowledge around which the program has been built.
Prerequisite(s): 36 completed credits in Digital Investigations Management
Credit(s): 3
|
Emergent Media |
| |
-
EMM 510 - The Emergent Landscape
Who are the thought leaders in emergent technologies and what are they thinking? Visiting practitioners, entrepreneurs, researchers, and scholars will present their work and concepts in a discussion series on current trends impacting communications. Special attention will be given to the origins and evolution of these ideas. Students will market, host and review the series, leading the forum after each presentation. As a group they will select and organize the agenda for the following semester’s series.
Prerequisite(s): Admission to the MFA or MSEM
Credit(s): 3
|
| |
-
EMM 520 - Foundations of Digital Image Making
What concepts guide the creation of traditional time-based, and interactive imagery? What is the function of the digital toolbox? Students explore a variety of tools for creative image making?from drawing and painting to Photoshop, Maya, and Flash often in unexpected combinations. Projects serve as departure points for the discovery and discussion of universal principles of aesthetics and design. Special emphasis will be given to human factors of perception and interaction and the historical context of imagery to communicate.
Credit(s): 3
|
| |
-
EMM 530 - Causes of Emergence: Progamming Languages
What is emergence and what role does code have to play in successful applications? The student discovers scripting and programming languages with an emphasis on how they enabled application development. Case studies will investigate models such as Google, Voice Over IP, Facebook, World of WarCraft?the languages that were chosen or developed and why. Labs will provide a platform for exploration of fundamental concepts such as scripting, object oriented programming, event driven architectures and databases.
Credit(s): 3
|
| |
-
EMM 540 - Technology As a Disruptive Force
In today’s society where our work, fun and personal connections are managed and influenced by technology, have you ever wondered how technology will shape your future? We will explore how technological innovation has been viewed over time by philosophers, writers and sociologists. Which perspectives hold true today? What about present-day perspectives? Do you think they will hold true tomorrow? How do we imagine that society and ultimately our place within will be affected day-by-day as technology continues to advance?
Credit(s): 3
|
| |
-
EMM 550 - Human Interfaces
What are the physical and psychological constructs shaping human interaction? Students will discover fundamental interaction, communication, and design concepts through a myriad of perspectives: dance, music, language, crafts, architecture, and engineering. Did mechanical and early computing devices take these into account? Students will explore the evolution of computer interfaces from command line to GUI, from hypertext to hypermedia. Insights gained will be applied to constructing computer-mediated environments that support human interaction.
Prerequisite(s): Admission to the MFA or MSEM program
Credit(s): 3
|
| |
-
EMM 560 - Digital Storytelling
Whether commercially produced or user-generated, storytelling can effectively communicate ideas and construct meaning. Students will explore traditional story structures and how they can find expression in new media and varied outlets?from news, public relations, and advertising?to entertainment, games, and such online venues as websites, blogs and Youtube postings. Examining the Hero?s and the user?s journey in close detail, students will develop an original story concept and execute it through interactive and/or time-based media.
Prerequisite(s): Admission to the MFA or MSEM
Credit(s): 3
|
| |
-
EMM 570 - Experience Design: Play & Participation
Networks and computational systems are profoundly changing the essential human experience of communication, participation, and play. Design is shifting as control passes from designers to consumers. What underlying characteristics determine engagement and connectivity? How are electronic games and social networks creating new forms to entertain and shape social space? Students examine topics that include: computer interfaces as limitations and bridges; identity; participatory media and social engagement; mobility; game genres, mechanics, and ecology; and technologies for building games and social networks. The goal is to formulate methodologies for designing interactive experiences that facilitate participation.
Credit(s): 3
|
| |
-
EMM 575 - Advanced Seminar
Constant evolution defmes the Emergent Media Landscape. What are the latest technologies and tools influencing thought, behaviors, and shaping communication? In this class students embrace and anticipate change, acquire skills and knowledge and develop cutting edge work by conceiving and producing projects balancing technical and esthetics requirements of an emergent artistic practice.
Prerequisite(s): Complete 24 EMM credits.
Credit(s): 3
|
| |
-
EMM 580 - Collaborative Production
In this first of three collaborative production experiences, students identify their strengths areas for growth, and preferred focuses in media production. With these in mind, they are selectively chosen to collaborate with faculty student production teams, and sponsors on Emergent Media Center supported projects. The student participates in a collaborative process in a professional level project. These collaborative project experiences are intended to inform, but not necessarily contribute to the student?s final thesis project. What is the spirit and goal of the entrepreneur in emergent media? Focusing on the business goals of a project at the Emergent Media Center, the student will focus on needs analysis, cost capacity, value, budget implications, project planning, iteration, production, and collaboration in an applied context. The full semester project engagement will emphasize the convergence of business goals, end-user needs, technology, and collaborative leadership.
Prerequisite(s): EMM-520, EMM-530
Credit(s): 3
|
| |
|
| |
-
EMM 595 - Managing Online Communities
Organizations must carefully manage their online communities. An online community manager must be a community advocate and brand evangelist who has savvy communication skills, can create content on multiple platforms, gather community input and measure success. Students will learn how to manage multiple online communities for a brand. Current case studies along with a hands-on project with a business will be used. Students will be required to sign up for multiple online accounts on a variety of services.
Credit(s): 3
|
| |
-
EMM 600 - Puzzles and Prototypes
Much like a traditional artist creates quick sketches that influence the masterpiece, students will generate rapid prototypes to explore interactive solutions and games. Working individually or in teams they will create weekly solutions or iterations to design puzzles posed by current media trends and news events. Prototyping activities will rely on research and testing in the design process. Various methods covered will include paper prototyping, mind mapping, participatory design, mini-game format, agile development, etc. Evaluating pros and cons of methods and results, students will learn to match method to scope and complexity of a design problem.
Prerequisite(s): admission to the MFA or MSEM
Credit(s): 3
|
| |
-
EMM 610 - Our Human Experience: Through the Lense Of Neuroscience, Education and Business
What is identity, how do we learn, what influences decision-making and emotional responses? The answers to these questions pose new insights that can impact the media design. Ongoing research in neuroscience and changing theories in education and business bring new understandings of what guides human behavior. Students examine the impact of mass communications and newer concepts of online media?such as the collapse of distance global connectivity, and information delivered in short bursts?on identity and how we process information.
Credit(s): 3
|
| |
|
| |
|
| |
|
Employment Law |
| |
-
ELAW 505 - Employment Law
This course offers an overview of fundamental areas of employment law. Topics include job discrimination and related laws, labor law and labor relations, plant and job safety, public officers and employees, employee contracts, self-employment, Americans with Disabilities Act, Equal Employment Opportunity Act, non-competition agreements, workers’ compensation, unemployment obligations, and personnel issues such as drug testing, lie detectors, whistle-blowing, and wrongful discharge.
Credit(s): 3
|
| |
-
ELAW 510 - Employment Discrimination
Students will examine the various laws prohibiting discrimination in the workplace, with a focus on federal statutes and regulations. Topics include liability under Title VII, ADA, ADEA, and the FMLA. Students will consider workplace discrimination related to race, sex, religion, national origin, physical disability, age, and sexual orientation. The students will also learn about how complaints are filed with and investigated by the EEOC, with a detailed discussion on how the employer is required to respond to these complaints.
Prerequisite(s): Complete ELAW-505
Credit(s): 3
|
| |
-
ELAW 515 - Labor Law
Students will examine the decisions and statutes relating to the rights of workers to organize, the collective bargaining process, legal issues related to strikes, boycotts, and picketing, and the role of individual rights within unions. Students will also examine the structure, mission, and procedures of the National Labor Relations Board, the distinction between NLRB decisions and court decisions, and the relationship between the two.
Prerequisite(s): Complete ELAW-505
Credit(s): 3
|
| |
-
ELAW 520 - Legal Aspects of Human Resources
Students will examine the laws that regulate how employees should be hired, fired, promoted, disciplined, or evaluated in unionized and nonunionized environments. It explores the steps an employer should take to avoid allegations of discrimination during the hiring, firing, or disciplinary process. The course also examines the legal limits on monitoring an employee’s email, computer usage, and outside activities (including social media) and examines the legal limits on drug testing employees and checking an employee’s criminal, credit, and medical background.
Prerequisite(s): Complete ELAW-505
Credit(s): 3
|
Graduate Early Education |
| |
-
GEE 501 - Early Childhood and Play: From Theory to To Practice
Students explore the relationship between young children’s play and development. They do close reading of the work of classic educational theorists such as Piaget and Vygotsky as well as contemporary theorists like Elkind and Katz. Students examine the link between theory and practice and take part in thoughtful reflection on their personal teaching and leadership practices.
Credit(s): 3
|
| |
-
GEE 502 - Creating Constructive Environments
Students focus on the importance of the learning environment in the early childhood setting. They analyze the work of classic educational theorists such as Piaget, Erickson, Montessori, and Vygotsky and explore how their theories impact the environment. Students analyze the elements of a constructive environment: the physical environment the class as a community, the outdoors as curriculum, and the need for recess in the K-3 learning environment.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 503 - Leadership mentoring and Quality
Students examine a variety of leadership models and analyze the nuances between leadership and mentoring, and by the end of the course define their own roles as early childhood leaders and mentors. In addition, students focus on the definitions of quality and high quality in the early childhood context and their implications for teaching learning, and program development.
Credit(s): 3
|
| |
-
GEE 504 - The Child, Family and Community
Students analyze the relationship between families and the early childhood setting, from supporting low income parents with newborn infants to providing information and support for young children with special needs. Students examine theories and models of family systems, and research community agencies and laws that support parents. Advocacy is a major theme within this course
Prerequisite(s): None
Credit(s): 3
|
| |
-
GEE 505 - Supporting Children with Special Needs
Students examine and analyze infant, toddler, and preschool typical and atypical development in the areas of motor, cognitive, social, and language development. They will gain insight into the unique aspects of Early Childhood Special Education including the importance of strong relationships, and the emphasis on play and sensory exploration.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 506 - Observation and Documentation in the Classroom
Students discuss and evaluate various types of observation and recording tools, as well as the advantages and disadvantages associated with each. Students examine how to set goals, plan and choose the best documentation tool for specific situations and gain techniques for organizing, analyzing and interpreting observation data in order to improve program quality and to best meet the needs of individual children.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 520 - Early Language and Literarcy
Students focus their studies on language acquisition and literacy development in a child’s first and additional languages. They examine typical and atypical development and the various contexts in which children develop, and explore the diversity of communication styles in families, communities, and cultures. Additionally, students examine the impact of being educated in a second language and negotiating schooling with a disability or other learning challenge. Students use assessment techniques and organizational approaches to literacy instruction across the preschool and primary years.
Credit(s): 3
|
| |
-
GEE 522 - Teaching K - Third Grade w/Practicum
Students analyze teaching and learning in the Kindergarten through Grade 3 Classroom -curriculum design (including the hidden curriculum), developmentally appropriate practice multicultural perspectives, instructional planning, content selection, and teaching and assessment strategy development. Students connect theory and practice through an integrated Practicum Project. This course requires a minimum of 8 hours of observation
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 524 - Infant/Toddler Dev & Curriculum w/Pract
Focuses on the development of infants and toddlers and guides students through the exploration of the relationship between children’s development and curriculum design. Students examine a relationship-based curriculum model that emphasizes the importance of the parent/teacher/child system and design curricula to promote the four domains of learning and development: cognitive, language & literacy social & emotional, and physical. A minimum of 8 hours of observation in infant/toddler classrooms is required for practical experience with both development and curriculum design
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 532 - Math and Science for Young Children
Students examine theories, standards, principles and practices in teaching mathematics and science to young children ages birth to nine. Students develop an integrated math and science curriculum that includes appropriate content, processes environment and materials, and child-centered choices based on a theoretical understanding of how children learn math and science. The students also apply NCTM standards and principles as they plan and implement math and science activities for children using a play and discovery approach.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 540 - Curriculum Synthesis for Administrators
Students will develop a fundamental understanding of Developmentally Appropriate Practice (DAP) and the four domains of learning and development: cognitive, physical, language and literacy, and social and emotional. DAP serves as the Early Care and Education field’s underlying guide to curricular decision-making. Students will examine DAP and apply it to their program’s curriculum.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 541 - HR in the Early Childhood Setting
Students will focus on the skills and sensitivities necessary in professional HR management. Students will examine their organization’s vision and mission. In addition, they will explore reflective staff supervision, and analyze standards and procedures for the evaluation hiring, and releasing of staff. Students will evaluate the relationships among professional development staff support, and an organization’s mission, and focus on challenges and benefits specific to early childhood setting.
Prerequisite(s): GEE-501.
Credit(s): 3
|
| |
-
GEE 542 - Admin. of Early Childhood Programs
Early childhood program administrators manage a variety of responsibilities. Students will examine essential elements within a program administrators’ job description including developing a program philosophy, adhering to licensing regulations, investigating early childhood ethics, grant writing, and empowering staff.
Prerequisite(s): GEE-501
Credit(s): 3
|
| |
-
GEE 543 - Fin. Mgmt. Early Child. Ed.
Students will examine the unique financial needs of early childhood programs such as limited access to income resources, high personnel costs and meeting regulatory requirements. Through the use of a case study approach students will explore financial tools that include, budgeting, break even analysis, cash flow, staffing analysis, and reconciliation grant writing. Students will also assess the application of these tools within their own early childhood programs.
Credit(s): 3
|
| |
-
GEE 550 - Early Identification & Assessment of Diverse Learners
Through projects, assignments, and course discussions students will examine, use, and critique tools used for the purpose of identifying, evaluating, and assessing delays or at-risk status in young children. Students will
study characteristic and patterns within learning and development. Students will create individualized learning plans for providing early intervention in an inclusive environment. Students will examine federal and state laws
focused on inclusion.
Prerequisite(s): Complete GEE-501 and GEE-504.
Credit(s): 3
|
| |
-
GEE 551 - Developing a Curriculum for Diverse Learners
Students will engage in instructional planning using practices that are developmentally appropriate, and meet various learner needs across developmental domains, with special focus on the social and emotional domains. Through projects, assignments, and course discussions curriculum development across early childhood content areas including; language, literacy, numeracy, and science will be explored as well as the support of the development of non-cognitive skills.
Prerequisite(s): Complete GEE-501
Credit(s): 3
|
| |
-
GEE 552 - Designing Environments for Diverse Learners
Students will analyze the many environments that need to be considered for the diverse learner. In addition to the home and the indoor and outdoor classrooms, the local community will be considered. Students will use the lens of systems theory to analyze the connections among and between these environments. Through projects, assignments, and course discussions students will examine models of designing an inclusive classroom to support the full participation of all children.
Prerequisite(s): Complete GEE-501.
Credit(s): 3
|
| |
-
GEE 553 - Behavior Analysis and Intervention
Students will examine methods and strategies to support children in developing pro-social and positive behaviors and interactions. Models and plans to support individual behavior management, behavior change strategies, and classroom (group behavior) management will be explored. Students will develop a philosophy focused on all children’s growth and development, self-regulation, self-help skills, communication, and social interactions.
Prerequisite(s): Complete GEE-501.
Credit(s): 3
|
| |
-
GEE 600 - Action Research Project I
Credit(s): 3
|
| |
-
GEE 610 - Action Research Project II
Students finalize their Action Research Project data collection and analysis and write-up their research and make recommendations for the field of Early Care and Education. In addition students prepare their findings for dissemination in the field in the form of conference presentation request for proposals, workshop outlines, or journal article submissions. Students work closely with the course instructor throughout the course, and ultimately present their findings to fellow Champlain College students.
Credit(s): 3
|
| |
-
GEE 680 - Summer Instit. Teachers: Special Topics
Students will explore a special topic within education and examine integrating this topic into the curriculum or more broadly into the school culture. Students will explore their own understandings and practices of chosen topic. They will examine existing curricula, review up-to-date relevant research materials, and listen to presentations from experts in the field. Participants will use the appropriate educational standards to support a Classroom Action Project focused on integrating their new knowledge and skills into the curriculum or school culture.
Credit(s): 3
|
Healthcare Management |
| |
-
HCMT 510 - Navigating the U.S. Healthcare System
Students learn about the U.S. health care system, including the federal government’s role, health industry management, cost and quality issues, managed care, reimbursement mechanisms, legal and regulatory issues, profit vs. non-profit care, the role of technology and technology assessment. A major emphasis of the course is on analyzing role/value/barriers to process improvement and using information technology as a tool. Students relate process improvement needs to the development, implementation and management of health care systems.
Credit(s): 3
|
| |
-
HCMT 515 - Health Care System Design and Innovation
Students learn about the U.S. health care system including the government’s role in the industry cost and quality issues, managed care reimbursement mechanisms, legal and regulatory issues, profit vs. non-profit care, the role of technology, and then compare it to international health care systems. Students will begin to conceptualize new models of delivery through analysis of barriers to process improvement and the use of design thinking and analytics. Students will appraise development implementation and management of system components.
Credit(s): 3
|
| |
-
HCMT 515 - Health Care System Design and Innovation
Students learn about the U.S. health care system, including the government’s role in the industry, cost and quality issues, managed care, reimbursement mechanisms, legal and regulatory issues, profit vs. non-profit care, the role of technology, and then compare it to international health care systems. Students will begin to conceptualize new models of delivery through analysis of barriers to process improvement and the use of design thinking and analytics. Students will appraise development, implementation and management of system components.
Credit(s): 3
|
| |
-
HCMT 520 - Healthcare IT Infra.: Sys and Solutions
Students learn about the challenges of managing information as a strategic resource within health care organizations. They design information technology systems to capture, combine, and transform information to measure processes/outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve health care operations.
Prerequisite(s): HCMT-510
Credit(s): 3
|
| |
-
HCMT 523 - Health Care Information Systems
Managing information as a strategic resource is challenging. Students will design IT systems to capture, combine, and transform data into information to measure processes/outcomes of care, support clinical decision-making and management decisions, empower patients, and improve health care operations. Students explore health information systems within the context of associated business processes to develop innovative solutions. Management of change as related to clinical systems will also be stressed to help build buy-in, engage individuals and ultimately improve workflow and system design.
Prerequisite(s): Complete HCMT-515
Credit(s): 3
|
| |
-
HCMT 523 - Health Care Information Systems
Managing information as a strategic resource is challenging. Students will design IT systems to capture, combine, and transform data into information to measure processes/outcomes of care, support clinical decision-making and management decisions, empower patients, and improve health care operations. Students explore health information systems within the context of associated business processes to develop innovative solutions. Management of change as related to clinical systems will also be stressed to help build buy-in, engage individuals and ultimately improve workflow and system design.
Prerequisite(s): Complete HCMT-515
Credit(s): 3
|
| |
-
HCMT 525 - Health Finance & Economics
Students gain a systematic overview of the financial operations of common health care organizations, both public and private and an understanding of the financial components which enable health services delivery. Students identify and examine key issues confronting the financial management of health care systems and provide strategies for effective management of the challenges. Topics explored include traditional financial management techniques and tools applied to health care settings as well as financial management challenges unique to the health care field.
Prerequisite(s): HCMT-510
Credit(s): 3
|
| |
-
HCMT 527 - Health Care Finance
Students gain systemic overview of the financial operations of common healthcare organizations both public and private and an understanding of various financial components enabling health services to be delivered. Students identify key issues confronting the financial management of healthcare systems and provide innovative strategies for effective management of these financial management challenges. Topics explored include traditional and innovative financial management techniques and data analytical methods applied to healthcare settings, as well as financial management challenges unique to the industry.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-527.
Credit(s): 3
|
| |
-
HCMT 527 - Health Care Finance
Students gain systemic overview of the financial operations of common healthcare organizations, both public and private and an understanding of various financial components enabling health services to be delivered. Students identify key issues confronting the financial management of healthcare systems and provide innovative strategies for effective management of these financial management challenges. Topics explored include traditional and innovative financial management techniques and data analytical methods applied to healthcare settings, as well as financial management challenges unique to the industry.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-527.
Credit(s): 3
|
| |
-
HCMT 530 - Healthcare Law and Regulation
Students apply concepts of law and ethics to the management of health care organizations and operations. Course themes include the legal barriers that interfere with IT driven process improvement, including exposure to malpractice, the limits on sharing information across institutions and the legal considerations necessary in the day-to-day operation of health care systems and organizations.
Prerequisite(s): HCMT-510 and HCMT-520
Credit(s): 3
|
| |
-
HCMT 535 - Health Care Law
Students learn to apply elements of regulation law and ethics to the administrative process in a variety of healthcare settings and situations. Healthcare administrators can avoid many legal disputes by understanding basic concepts such as patient rights, informed consent and privacy regulations. Course themes include the legal barriers that interfere with process improvement malpractice, and the limits on sharing inforamtion across institutions. Students analyze recent legal developments, including the Affordable Care Act, medical marijuana, and right to die legislation.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-535.
Credit(s): 3
|
| |
-
HCMT 535 - Health Care Law
Students learn to apply elements of regulation, law and ethics to the administrative process in a variety of healthcare settings and situations. Healthcare administrators can avoid many legal disputes by understanding basic concepts such as patient rights, informed consent and privacy regulations. Course themes include the legal barriers that interfere with process improvement, malpractice, and the limits on sharing information across institutions. Students analyze recent legal developments, including the Affordable Care Act, medical marijuana, and right to die legislation.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-535.
Credit(s): 3
|
| |
-
HCMT 540 - Clinical Systems Management
Students learn about computerized clinical information systems and computer-based patient records. They explore health information systems within the context of the work environment and associated business processes. Students design clinical information systems capable of providing quality care and case management, and apply effective management of change practices in the context of clinical systems.
Prerequisite(s): HCMT-520
Credit(s): 3
|
| |
-
HCMT 545 - Health Care Project Management and Innovation
This course is designed to introduce a systemic process for planning, organizing and controlling healthcare projects using design thinking and innovation. The course presents a practical methodology for completing projects more quickly with fewer problems. Student work consists of readings, research, class special-topic presentations, group activities, a project management journal, and participation in a real world healthcare project. Students will be encouraged to apply project-management techniques to solve existing real-world healthcare business problems using design thinking and innovation.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-545.
Credit(s): 3
|
| |
-
HCMT 545 - Health Care Project Management and, Innovation
This course is designed to introduce a systemic process for planning, organizing and controlling healthcare projects using design thinking and innovation. The course presents a practical methodology for completing projects more quickly with fewer problems. Student work consists of readings, research, class special-topic presentations, group activities, a project management journal, and participation in a real world healthcare project. Students will be encouraged to apply project-management techniques to solve existing real-world healthcare business problems using design thinking and innovation.
Prerequisite(s): Complete HCMT-515 concurrently or prior to HCMT-545.
Credit(s): 3
|
| |
-
HCMT 550 - Healthcare Perf & Process Improvement
Students learn about health care organizational measurements, assessments and improvement practices employed to improve the quality of health care service and delivery. Students examine and analyze traditional quality, structure and process assessments, including risk management, credentialing and the role of oversight agencies. They then explore outcomes-based process improvement methods, focusing on rapid cycle tools such as PDSA, using, small tests of change across multiple departments, or across the enterprise.
Prerequisite(s): HCMT-520
Credit(s): 3
|
| |
Page: 1
| 2
| 3
|
|
|
Print this Page