Master of Education (MEd.) 299 Master of Education (MEd.) ELEMENTARY INITIAL LICENSURE CONCENTRATION RESEARCH CONCENTRATION Sister Karen Hokanson, SND, Ed.D. of State Directors of Teacer Education and Certification (NASDTEC) Interstate Chair Agreement to accept candidates’ state approved educator preparation program. PROGRAM DESIGN Areas of Licensure for Elementary: The Master of Education is for educators or career changers who are working toward Elementary Education, Grades 1-6 an Initial License. The 36-credit program is designed to meet the requirements issued EDUC5202 Literacy by the Massachusetts Department of Elementary and Secondary Education for (Focus: Reading/Writing) the elementary level (grades 1-6). Courses are seven weeks, conducted throughout the EDUC5206 Explorations in calendar year, and offered in face-to-face and hybrid formats. Mathematics (Focus: Science Technology REQUIREMENTS Engineering, Mathematics) EDUC5018 Behavior Management Elective Courses EDUC5115 Documenting and Assessing EDUC5178 Directed Research Student Learning EDUC5762 Moderate Disabilities Practicum and Seminar EDUC5200 Complexities of Urban Education EDUC5207 Learning, Teaching / RESEARCH CONCENTRATION Curriculum Development The Research concentration focuses on EDUC5300 Sheltered English Instruction: teaching and learning processes in educa- Teaching English Language tional contexts where students customize EDUC5307 Learners their educational research to meet their Research in Content Area career goals. Specific focus is on leadership, EDUC5318 Educating Diverse Students organization and human resources EDUC5467 Student Teaching Practicum EDUC5307 Research in Content Graduate Programs for and Seminar Graduate and Professional Programs EDUC5625 The School as Community Area I EDUC5701 Technology in Education EDUC5308 Research in Content EDUC5750 Teaching Students with Area II/Capstone Disabilities for General Six additional credits: Education Professionals Leadership and Organization, Human LICENSURE CONCENTRATION Resource Management, Research The licensure concentration prepares Management or Instructional Design qualified candidates with the pedagogical skills foe endorsements in initial license in elementary or secondary education. Massachusetts participates with every state through the National Association 2019-2020 Academic Catalog
300 Master of Education (MEd.) LEARNING GOALS AND communities, both locally and globally. OUTCOMES • Advance issues of social justice within The program of study in elementary and the classroom, school and community. secondary education is designed to develop • Contribute to the knowledge base about students’ abilities in the seven performance areas required for initial licensure in learning, teaching and assessment and elementary and secondary teaching in the participate in a culture of reflective state of Massachusetts. Upon completion practice and inquiry. of the elementary or secondary education programs at Emmanuel, students will be CAPSTONE EXPERIENCE able to: The Master of Education program • C reate safe and well-managed learning environments which promote equity and culminates with a capstone experience. collaboration among heterogeneous learners and nurture development EDUC5467 Student Teaching Practicum across the cognitive, emotional and social domains. and Seminar • Plan learning experiences which involve EDUC4308 Research in Content Capstone learners as sense-makers and promote deep understanding of disciplinary EDUC5907 Instructional Design: ideas by engaging learners in active exploration of real-world problems, Capstone Experience projects, materials, and challenges, and examining student work products LICENSURE CONCENTRATION to make assessments of learning and teaching. Candidates must pass the following Massachusetts Tests for Educator Licensure • U tilize a broad range of instructional (MTEL) prior to formal acceptance into the practices, reflective of the ways of student teaching practicum: knowing in the disciplines they teach, to ensure that all learners regardless of Elementary candidates: differences in readiness, background, • Communication and Literacy (01) learning style, culture or language • General Curriculum—multi-subject and competency have opportunities to learn through access to a rich curriculum. math subtests (03) • F oundations of Reading (90) • B uild positive relationships with Graduate Programs for families and engage in regular, two-way, GRADUATE CERTIFICATE IN Graduate and Professional Programs culturally proficient communication INSTRUCTIONAL TECHNOLOGY with families about students and their FOR EDUCATORS learning, and build into the curriculum materials the richness of the cultures Emmanuel College’s Graduate Certificate and heritage of the students they teach. in Instructional Technology Program is an online, three-courses graduate offering that • Develop curricula which deepens prepares teachers with the skills needed to learners’ appreciation for American civic support technological advancement training culture, its underlying ideals, founding in the classroom and beyond. principles and political institutions and which actualizes learners’ capacities Emmanuel’s program combines a to participate and lead in their personalized, mentor-guided, relevant education with real-world experience. The Emmanuel College program’s focus one-on-one mentorship and practical experience sets it apart from other Instructional Design Programs. Upon completion of the program, students will have a strong understanding of instructional
Master of Education (MEd.) 301 systems, design principles, learning GRADUATE CERTIFICATE IN practices, and posses a robust portfolio of MODERATE DISABILITIES online and multimedia material. The three-course program provides licensed This Emmanuel Certificate meets educators with content in strategies for requirements for the Instructional teaching students with disabilities and Technology Specialist Teacher License. diverse learning styles. REQUIREMENTS: The courses and seminar meet the following EDUC5903 Instructional Design competencies for an add-on Moderate Disabilities license: Principles & Practices • Educational terminology for students with EDUC5905 Educational Technology mild to moderate disabilities; • Preparation, implementation, and and Media evaluation of Individualized Education EDUC5907 Instructional Design Plans (IEPs); • Design or modification of curriculum, Capstone instructional materials, and general education classroom environments for GRADUATE CERTIFICATE students with moderate disabilities; IN SHELTERED ENGLISH • Federal and state laws and regulations IMMERSION pertaining to special education; • Coverage of Knowledge of services Emmanuel’s sheltered English immersion provided by other agencies; certificate program gives educators the • Ways to prepare and maintain students knowledge and skills they need to help with disabilities for general education students at all levels of English proficiency. classrooms; Coursework prepares educators to • Instruction on the appropriate use effectively shelter their content instruction, of augmentative and alternative which allows English language learners communication and other assistive (ELLs) to access the curriculum and succeed technologies. in the classroom. Students who complete Emmanuel’s REQUIREMENTS: sheltered English immersion certificate EDUC5401 Child and Adolescent program will be eligible for the state’s SEI Teach Endorsement. (Note: This program is not a requirement Development Graduate Programs for for earning a Master of Education degree at Graduate and Professional Programs Emmanuel College.) EDUC5750 Teaching Students with Disabilities for General Education Professionals EDUC5762 Moderate Disabilities REQUIREMENTS: Practicum/ Seminar EDUC5300 Sheltered English Instruction: Teaching English Language Learners 2019-2020 Academic Catalog
302 Master of Education (MEd.) Graduate Programs for COURSE DESCRIPTIONS EDUC5200 Complexities of Urban Graduate and Professional Programs Education *Unless otherwise noted, all courses are This course explores the ways in which 3 credits. schools are influenced by the urban environment and how educators can EDUC5018 Behavior Management respond. Readings explore the complexities This course examines the theoretical of public schooling in general and of urban and practical issues that teachers public schooling in particular. Students must address as they promote positive examine how changes in state and federal behavior management in an inclusive policies have affected the character of urban classroom. Topics to be studies include: schools; and analyze the ways in which the definitions of behavior and inclusion; urban schools are affected by demographic the legal foundations regarding behavior changes brought about by suburbanization, management; best practices to promote migration and immigration. Throughout the student engagement and positive behavior; course, the schools in Boston will be used cultural diversity in an inclusive classroom; as a case study for the purpose of grounding the IEP process; FBAs and BIPs; strategies the analysis. to respond to and intervene with challenging behavior; and social skill development. EDUC5202 Literacy (Focus: Reading / Writing) EDUC5115 Documenting and Assessing This course examines current theory Student Learning and practice in the instruction of literacy Students examine a variety of standardized for diverse populations of students at the measurement and assessment techniques elementary grade level. Students become with specific emphasis on test construc- familiar with research-based strategies and tion, appropriate selection, administration, techniques for the instruction of reading, interpretation and use of results to modify writing and oral language development. instructional strategies. Through observa- Students become knowledgeable about the tions, demonstrations, models and class standards for literacy in the Massachusetts exercises students gain skills in constructing English Language Arts Framework, and their own measurement instruments as well become familiar with a wide range of as in using alternative forms of assessment children’s literature, instructional materials such as portfolios, performance based and a ssessments, as well as the processes instruction. Current issues regarding state of assessing, planning and implementing and national testing are also discussed. instruction to address a broad range of student abilities and needs. EDUC5178 Directed Study This course provides a foundation within EDUC5206 Explorations in Mathematics which students gain an understanding (Focus: Science Technology Engineering and appreciation of research in their content Mathematics) field. The historical and philosophical The course develops the knowledge, skills underpinning of the subject field will be and dispositions to introduce the practices examined and critiqued. An individualized and habits of mind characteristic of sci- syllabus will be developed along with current entific inquiry and the engineering design educational literature. process into the elementary classroom. The course meets standards for teacher prepa- ration articulated by the Massachusetts Emmanuel College
Master of Education (MEd.) 303 curriculum frameworks and the National methods, students will continue to develop Graduate Programs for Science Education Standards. Topics include a portfolio reflective of the course contents. Graduate and Professional Programs children’s ideas in science, the nature of Finally, this course seeks to develop skills children’s science learning and the implica- in planning curriculum and instruction, tions for teaching. managing classroom climate and operation, Pre-practicum experience is required promoting equity, and meeting professional responsibilities, four standards for EDUC5207 Learning, Teaching /Curriculum teachers as required by the Massachusetts Development Department of Elementary and Secondary This course provides students with the Education. background and practical skills necessary Pre-practicum experience is required for successful curriculum planning for grades 1-12. S tudents will examine closely EDUC5218 Critical Inquiry into Learning the Massac hus etts Curriculum Frameworks and Teaching and develop lesson plans that the standards This introductory course orientates students in a variety of content areas and grade levels. in the research concentration which focuses In addition to incorporating significant use of on the teaching and learning processes in technology in their instructional methods, education. Students gain knowledge and students will identify strategies for differ expertise entiating instruction for all learning styles and accommodating various exceptionalities EDUC5300 Sheltered English Instruction: found in inclusive classroom settings. Teaching English Language Learners Finally, this course seeks to develop skills in The purpose of this course is to prepare planning curriculum and instruction, the Commonwealth’s teachers with the managing classroom climate and o peration, knowledge and skills to effectively shelter promoting equity, and meeting professional their content instruction, so that the growing responsibilities and standards for teachers population of English language learners as required by the Massachusetts (ELLs) can access curriculum, achieve Department of Elementary and S econdary academic success, and contribute their Education. multilingual and multicultural resources as participants and future leaders in the EDUC5208 Reaching and Teaching All 21st-century global economy. The course Students carries a field experience designed to give This course provides students with students direct experience engaging with opportunities to learn from on-site field English language learners. (K-12) experiences, the practical skills necessary Includes pre-practicum component for successful curriculum planning in grades 1-12. Students will continue to examine the EDUC5305 Teaching and Learning in the Massachusetts Frameworks and develop Discipline extended unit plans and specific lesson This course orients students to the funda plans that support the standards in a variety mental issues regarding instruction in of content areas and grade levels. Students content areas at the secondary level. will discover the connections between Students are provided with opportunities to instruction and student assessment address concerns regarding the adolescent and learn how one impacts the other. In student, instructional methods and addition to incorporating a significant materials, organization and structure, and use of technology in their instructional the role of the secondary level professional. 2019-2020 Academic Catalog
304 Master of Education (MEd.) Graduate Programs for Students gain knowledge and expertise in particular challenges of educational Graduate and Professional Programs various approaches to t eaching within the practice. The final assignment will be a context of recent develo pments in the field. capstone project in which students will Specific teaching skills are emphasized identify an issue and create an initiative to and developed through micro-teaching achieve equity. Previously approved as an laboratory experiences. Students also undergraduate course, this course will add develop instructional units that incorporate graduate requirements (reflected in the existing, modified, and original materials, attached course outline). These consist of: 1) assessment instruments, media, other additional readings for each course session, content areas and community resources. 2) additional research for capstone project Pre-practicum experience is required resulting in an extensive research paper on the chosen issue. This additional research EDUC5307 Research in Content Area I will include at least one live interview with a This course provide a foundation within contemporary practitioner. which students gain an understanding and appreciation of research in their content EDUC5401 Child and Adolescent fields. The historical and philosophical Development underpinnings of the field are examined and This course offers a comprehensive view critiqued. Students gain practice in the work of research and theories dealing with the of researching and writing for publication as development of individuals from birth well as deepen their own understanding of through adolescence. Students wil focus the specifics of the content of their field. on the stages of cognitive, emotional, intellectual, moral, physical, and social EDUC5308 Research in Content Area II development of the first two decades of An in-depth action research project on life. Using clear understanding of relevant the individual’s field will be examined research and theories, students will explore and demonstrated. The student will be strategies for applying this knowledge to expected to complete a literature review instructional practices as they relate directly and comprehensive research paper or to student performance. Finally, students project on the research project developed will identify atypical characteristics and in EDUC5307. Students continue to develop instructional implications for recognizing skills of researching and writing and broaden and accommodating the exceptional child. their knowledge base. EDUC5418 Literacy and language EDUC5318 Educating Diverse Students Development for English Learners This course is designed to develop leaders The purpose of this course is to prepare who are equipped to address challenges to teacher candidates with the knowledge and educational equity that are rooted in U.S. skills to effectively and explicitly support the history and prevalent in the contemporary English literacy and language development field of education. The course will use case of English learners (ELs) in grades preK- studies to examine and respond to these 12. Students will examine the structure of issues of unequal access with attention to language and language subsystems, read their historical and contemporary causes. seminal and current research on L1 and L2 Upon the completion of the course, students language acquisition, analyze and evaluate will be able to analyze and address these best practices for teaching and assessing issues on the macro and micro levels ELs across the language domains, and and use an array of resources to inform consider the sociocultural factors that play Emmanuel College
Master of Education (MEd.) 305 a role in ELs’ education in US schools. This an understanding of the growing knowledge Graduate Programs for course is supported by EDUC5518which base and research. This course offers Graduate and Professional Programs is the seminar and 150-hour practicum alternatives to traditional practices of in an ESL classroom. EDUC 5300 is a classroom management. prerequisite for this course as it will expand on and further develop the skills and EDUC570 Technology in Education understandings introduced in that course. This course assists educators to become t echnologically proficient using current EDUC5467 Student Teaching Practicum and and emergent technologies. Topics covered Seminar encompass aspects of technology planning, This supervised field experience of no online learning, learning webs, program fewer than 300 hours promotes candidates’ evaluation as well as social issues relating knowledge of and competency in utilizing to technology integration and change. instructional practices specific to teaching Participants learn the roles and responsi in the discipline areas and/or grade levels. bilities of various technology leaders and Candidates develop the content knowledge u tilize an array of technology applications and pedagogical skills to build classroom to enhance classroom instructions, motivate communities, which nurture learners’ learners, and connect home and school. positive socio-emotional development and This course is taught in a hybrid format. promote collaboration and equity among heterogeneous learners. A standards-based EDUC5750 Teaching Students with professional portfolio is required. Includes a Disabilities for General Education bi-weekly seminar. Professionals Prerequisites: Successful of all MTELs for This course examines the theoretical and licensure area. practical issues that teachers must address as they implement effective EDUC5581 ESL Internship and Seminar inclusion of children with disabilities in A 150 hour practicum experience in an ESL general education classrooms. Class classroom under the direction of a licensed participants will become familiar with ESL teacher a college program supervisor. the role of the general education teacher The practicum is designed for students who in special education. Topics address the have taken, or are enrolled in EDUC5418: subject matter knowledge requirements for Literacy and Language Development for licensure area. Topics to be studied include: English Learners. After the completion of the legal foundations of inclusion; disability the course and the practicum, students may categories and the IEP eligibility process; seek an additional license in English as a appropriate strategies for supporting the Second language instruction. academic, behavioral, and social aspects Prerequisites: EDUC5418 of inclusive teaching; and strategies for positive collaborative interactions with EDUC5625 The School as Community other professionals and parents. Students The primary goal of this course is to p rovide pursuing additional license will complete a students with an understanding of the separate 150-hour practicum experience classroom management knowledge base in an inclusion, resource, or self-contained and a framework for developing a p ersonal classroomunder the supervision of a management model that centers on concern licensed teacher of special education. for each individual student in the classroom. Pre-practicum experience is required The development of such a model requires 2019-2020 Academic Catalog
306 Master of Education (MEd.) EDUC5762 Moderate Disabilities Internship of universal design to a final project. and Seminar This supervised field experience builds on EDUC5907 Instructional Design Capstone the competencies developed in EDUC5467 The purpose of this course is to provide and promotes candidates’ content experiential learning of how to effectively knowledge and pedagogical skills to reach apply theoretical principles and best and teach diverse student populations. practices in online course design. Students Candidates demonstrate competency in gain practical experience through engaging diverse student populations, completing a Capstone instructional including English language learners and design project that they can add to their students with moderate learning disabilities. professional portfolio. In this final course, A standards-based professional portfolio participants build on the knowledge and is required. Includes a bi-weekly seminar. skills acquired in the previous courses Prerequisite: Passing score on all required in order to examine the pedagogical MTELs for the licensure area and successful implications of online instruction and completion of student teaching practicum. explore the various technologies available to create and deliver effective online EDUC5903 Instructional Design Principles & learning. Students will demonstrate their Practices understanding of how to bring together As an instructional designer, you may find technology and pedagogy when they share yourself working in web design, publishing, their project development in class. They education, human resources, government, will develop responses to the challenges and more. It is an exciting field in which that course design presents: from working designers draw on learning theories with subject matter experts to finding ways and frameworks, analytical and project to create meaningful peer interactions. management skills, as well as creativity and Students will explore and critique various flexibility. models of online and web-enhanced course design and instruction. EDUC5905 Educational Technology and Graduate Programs for Media Graduate and Professional Programs A broad understanding of media and technology is crucial for today’s Instructional Designer. Whether it’s working with an LMS, designing for mobile learning, or creating visually-engaging graphics, IDs need to be comfortable using a variety of technologies and media. Perhaps more importantly, IDs must develop strategies for staying current with new technologies and efficiently assessing their pedagogical affordances. Students in this course will learn about various instructional multimedia and the technologies used to create and facilitate learning. Students will compare and evaluate various technologies for relevance and effectiveness and will leave the course with the ability to apply principles Emmanuel College
Professional Development Programs for Educators 307 Professional Development Programs for Educators Carolyn A. Lynch Institute The Education Department develops and offers workshops through the Carolyn A. Lynch Institute for teachers in response to identified needs. Professional Development Points are provided for attendance at workshops for the purpose of meeting Massachusetts Department of Elementary and Secondary Education requirements for recertification. Graduate Programs for Graduate and Professional Programs 2019-2020 Academic Catalog
308 Graduate Programs in Human Resource Management Graduate Programs in Human Resource Management MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT CERTIFICATE IN HUMAN RESOURCE MANAGEMENT Graduate Programs for The Master of Science in Human Resource • Financial management Graduate and Professional Programs Management (HRM) is an intensive, • Information systems management integrated learning experience that prepares • Qualitative research students to address the strategic issues The Graduate Certificate in Human faced by human resource professionals Resource Management (HRC) is an intensive in today’s complex organizations. The program that prepares students with curriculum challenges students to develop the core knowledge needed to develop skills that will allow them to think critically, and enhance skills to function as an HR be an ethical leader and an effective generalist. The curriculum challenges communicator, develop effective talent students to develop skills that will allow acquisition and management practices, them to think critically, develop effective manage total rewards and understand talent acquisition and management labor relations and employment law. This practices, manage total rewards and program prepares students to function as understand labor relations and employment generalists in the human resource field, to law. integrate academic theory and practical experience and to play an expanded role The certificate requires 12 credits (four in the constantly evolving human resource courses). A cumulative average of 3.0 or function. higher is required for a graduate certificate. Courses are seven weeks, conducted The degree requires 30 credits (10 courses). throughout the calendar year. The program A cumulative average of 3.0 or higher is can be completed in face-to-face or blended required for a graduate degree. Courses formats. are seven weeks, conducted throughout the calendar year. The program can be LEARNING GOALS AND completed in face-to-face or blended OUTCOMES formats. Students completing either of the Graduate The degree program focuses on the following Programs in Human Resource Management topics: will: • Organizational theories of behavior and 1. Demonstrate a proficiency of knowledge development in the areas of leadership, ethics and • Leadership and strategic planning behavioral science interventions in an • The employee/employer relationship: organizational context. 2. H ave advanced their ability in critical anal practices, procedures, and legal aspects ysis and written and oral communications. • Ethical and diversity issues 3. H ave a basic understanding of managing • Managing total rewards total rewards, talent acquisition and • Negotiation, communication and management strategies and labor relations and employment law. conflict management Emmanuel College
Graduate Programs in Human Resource Management 309 Students completing the Master of Science COURSE DESCRIPTIONS degree will additionally: 4. Demonstrate a proficiency of knowledge Unless otherwise noted, all courses are 3 credits. in the areas of research methods, organizational development, and strategic HRM9014 Organizational Behavior and p lanning. Development Students develop a working knowledge REQUIREMENTS of how individuals and groups behave within the context of an organization. The Master of Science in Human Resource leader’s role as a collaborative change agent is examined and possible individual, Management group and organization-wide interventions are investigated. The impact that multi- HRM9014 Organizational Behavior generational and multi-cultural workforces and Development have on an organization are examined. HRM9015 Financial Management Concepts regarding the depth of change and HRM9016 Marketing Management culturally appropriate strategies for entry HRM9019 Communication, Negotiation and change are evaluated. Students assess and Conflict Management models of change and plan and execute HRM9028 Managing Diversity in data-gathering activities. Contemporary Organizations HRM9029 Management Information HRM9015 Financial Management Systems Students will develop an understanding HRM9032 Labor Relations and Employee of the role of finance in the business Law o rganization. Topics include ratio analysis, HRM9034 Talent Acquisition and creation of pro forma financial statements, Management sources of funds for financial operations, HRM9035 Total Rewards managing the cash flow process, the cost HRM9036 Strategic Planning and of capital and capital budgeting. In addition, the financial impacts of international Management operations will be explored. Graduate Certificate in Human Resource HRM9016 Marketing Management Using information technology to drive Management marketing decisions is a key component of today’s business environment. This course HRM9014 Organizational Behavior and uses a strategic approach to the study of the HRM9032 Development management of marketing initiatives with HRM9034 Labor Relations and Employee a focus on utilizing metrics and analytics Law to drive profit. Students will be able to Talent Acquisition and manage the development, execution and Management Rewards analysis of marketing programs that help organizations succeed in the increasingly HRM9035 Total Rewards global marketplace. Graduate Programs for Graduate and Professional Programs 2019-2020 Academic Catalog
310 Graduate Programs in Human Resource Management Graduate Programs for HRM9019 Communication, Negotiation HRM9029 Management Information Graduate and Professional Programs and Conflict Management Systems Alternative Dispute Resolution (ADR) This course provides students with p rocesses and procedures help parties the n ecessary knowledge and skills to to a business dispute participate in a assume leadership roles in information non-a dversarial, collaborative search for management, including the effective use m utually beneficial outcomes. Students of information for strategic planning, will review and critically examine management control, program evaluation significant ethical, public policy, and and outcome assessment. In addition, the other considerations that affect an course addresses oversight of information organization’s use of ADR processes and processes and evaluation of software for their potential impact on its operations. practitioners. An analytical framework and strategies to This course assumes basic computer effectively examine and address several key literacy. Knowledge of specific programs considerations will be developed. Students is not required; however, assignments will will analyze the dynamics of communication assume proficiency in word processing, and practice fundamental conflict resolution spreadsheet and database applications. skills, including effective oral and written communication HRM9032 Labor Relations and Employee Law HRM9028 Managing Diversity in The employer/employee relationship is Contemporary Organizations examined within the context of the National Economic, technological, demographic, Labor Relations Act. Emphasis is placed and environmental changes have meant on the role of unions, collective bargaining that today’s organizations are becoming rights and agreements, arbitration, and progressively more diverse. This course has contracts, as well as such topics as antitrust been designed to allow students to explore laws, federal and state regulations, issues of individuality and diversity in concerted activity, and permitted methods several contexts, with the goal of providing of employee participation in management them with practical insights and tools to decision making. navigate this changing environment. During this course we will examine how differences HRM9034 Talent Acquisition and affect individuals, groups and leaders in Management contemporary organizations, including This course focuses on the talent acquisition effects related to both the domestic and in and management functions emphasizing global environments. Issues of stereotype, strategic recruiting and employee retention bias and resistance are examined from both through talent management practices. personal and organizational viewpoints, Topics include the employment process, supporting a clear insight into managing workforce planning, job analysis and job diversity. Students learn about the ethical descriptions, creative sourcing strategies, and legal responsibilities of organizations, employee coaching and counseling and the and will link these to culturally appropriate performance improvement process. strategies and analytical competencies which will create a capacity to champion HRM9035 Total Rewards ethics and diversity in the workplace and This course will focus on understanding community. the many diverse pieces of an employment relationship. The course demonstrates how the components fit together, how they Emmanuel College
Graduate Programs in Human Resource Management 311 support the organization’s strategy and how they support attracting and retaining top talent with an emphasis on communicating total rewards to current and prospective employees. The course will examine the theory and practice of total rewards systems, while relating organizational characteristics to reward system strategy, design and administration. HRM9036 Strategic Planning and Management Students identify strategic management areas for organizations and evaluate these in terms of changing environments. Skills are developed in strategic planning and scenario building for the alignment of mission, vision, strategies, goals and objectives. The realities of strategic management and ethical leadership are examined through current applications. Prerequisite: Completion of nine credit hours. It is recommended that this course be taken in the second half of the degree program. Graduate Programs for Graduate and Professional Programs 2019-2020 Academic Catalog
312 Graduate Programs in Management Graduate Programs in Management MASTER OF BUSINESS ADMINISTRATION (MBA) The Master of Science in Business REQUIREMENTS Administration (MBA) program is an online, ACCT5110 Financial Accounting comprehensive management skill building program. Our 36-credit hour degree program MGMT5110 Financial Management offers quick completion and a strong foundation to get students to the next level MGMT5112 Business Law and Ethics in their career. With key courses in marketing management, data analysis and business ACCT 5112 Financial Statement Analysis law students will be poised to compete and win in today’s fast paced environment. MGMT 5114 Data Analysis and Statistical Leadership, economics, finance, accounting, operations and strategy will give Methods students the tools needed to improve any organization. HRM5114 Human Resource LEARNING GOALS AND Management OUTCOMES MKTG5110 Marketing Management Students completing the Master of Business Administration program will: MGMT5116 Organizational Development • Develop analytical and critical thinking and Leadership skills that can be applied to emerging and complex challenges in modern businesses. ECON5110 Managerial Economics • Utilize knowledge of social justice and awareness of stakeholder needs to engage MGMT 5118 Operations and Supply Chain in ethical and moral decision-making. • Gain a unique set of tools that will enable Management students to collect, analyze and interpret business data in order to engage in MGMT5120 Managing Information evidence-based decision-making. • Develop the interpersonal and reflective Resources skills needed to be valued team members and strong corporate citizens. MGMT 5910 Organizational Strategy • Practice and develop strong written and oral communications skills that allow them (Capstone) to inform, persuade, negotiate and lead in their future workplaces. COURSE DESCRIPTIONS The following courses are 3-credit courses unless otherwise noted. Graduate Programs for ACCT5110 Financial Accounting Graduate and Professional Programs This course provides an introduction to accounting. Students will learn about budgeting, planning and making projections and reporting on the allocation of funds. Students will also learn about basic accounting principles, balance sheets and financial analysis. MGMT5110 Financial Management Students will develop an understanding of the role of finance in the business organization. Topics include ratio analysis, creation of pre forma financial statements, sources of funds for financial operations, managing the cash flow process, the cost of capital and capital budgeting. In addition, the financial impacts of international operations will be explored. Emmanuel College
Graduate Programs in Management 313 MGMT 5112 Business Law and Ethics ECON5110 Managerial Economics Graduate Programs for Business Law & Ethics surveys the role This course examines the principles of Graduate and Professional Programs of law in business in the United States. microeconomics by focusing on how Students will be introduced to the law and to manage effectively in the context of the U.S. legal system through an overview customers, suppliers, competitors, and of the court system, civil process, and the regulatory environment. This course litigation as one form of conflict resolution. examines the microeconomic theories of The course covers such topics as business marginal analysis and competitive analysis. torts, negligence, product liability, the law of Further, the course develops the principles agency, and employment law. Commercial of cost, strategy, and organizational analysis. transactions are addressed comprehensively Microeconomics will be used to demonstrate by way of the common law of contracts and how managers evaluate both the internal the Uniform Commercial Code. The course structure and incentives within a firm, as will explore moral frameworks for intelligent well as the competitive forces external to the decision making about the ethical dilemmas firm. that arise in business settings. MGMT5118 Operations and Supply Chain MKTG5110 Marketing Management Management Using information technology to drive Operations effectiveness is critical to any marketing decisions is a key component of enterprise including manufacturers, service today’s business environment. This course providers, and nonprofits. Quality operations uses a strategic approach to the study of the require a basic understanding of statistical management of marketing initiatives with techniques in order to measure and improve a focus on utilizing metrics and analytics outcomes. This course provides students to drive profit. Students will be able to with an understanding of operations manage the development, execution and and data analysis techniques to support analysis of marketing campaigns that help decisions. Case studies and in-class organizations succeed in the increasingly exercises will be used to apply students’ global marketplace. understanding to a range of operations issues. There is a field study that will help MGMT5116 Organizational Development students improve operations in a real-life and Leadership situation and give some insight into the Develop a working knowledge of how student’s final project. This course focuses individuals and groups behave within the on the key drivers of good operations and context of an organization. The leader’s supply chain management in order for role as a collaborative change agent is students to understand how they contribute examined and possible individual, group to competitive advantage. and organization-wide interventions are explored. The impact the multi-generational MGMT5120 Managing Information and multi-cultural workforces have on an Resources organization are examined. Students assess Students develop skills in information models of change and plan and execute management including the use of data-gathering activities. information for strategic planning, team efficacy management control, program evaluation and outcome assessment. The course provides the necessary knowledge for the oversight of information processes and 2019-2020 Academic Catalog
314 Graduate Programs in Management leadership roles in information management. MGMT5910 Organizational Strategy In addition, the course addresses oversight Students develop experience in identifying of information processes and evaluation of what the genuinely “strategic” issues are software for practitioners. for an organization’s management and how those impact the alignment of mission, MGMT5114 Data Analysis and Statistical vision, market selection, and operating Methods goals. These interrelated processes are Students will understand the basic concepts all examined thoroughly, with current of probability and statistics for managerial case studies used to highlight the mix of decision making. Topics will include, operating and ethical issues that arise basic data analysis, random variables from management decisions about an and probability, sampling distributions, organization’s core purposes. interval estimation, hypothesis testing and regression. Practical applications from marketing, finance and management are covered to show the importance of using sound statistical methods in the analysis of operational data. ACCT5112 Financial Statement Analysis Students will develop the framework for analyzing a firm’s past performance, estimating its future performance and valuing its equity. The course integrates key concepts from accounting, finance, economics, and business strategy and applies them to financial decision-making. Accurate interpretation of the numbers in the financial statements and forecasting future financial performance including revenues, earnings, asset balances and free cash flows will be covered. Graduate Programs for Graduate and Professional Programs Emmanuel College
Graduate Programs in Management 315 Graduate Programs in Management MASTER OF SCIENCE IN MANAGEMENT (MSM) CERTIFICATE IN MANAGEMENT AND LEADERSHIP The Master of Science in Management understand the similarities and differences Graduate Programs for (MSM) is an intensive, integrated learning between management and leadership, Graduate and Professional Programs experience that prepares students to be become effective negotiators, and to think effective leaders and managers in various strategically. organizational environments. The curriculum challenges students to develop skills that The certificate requires 12 credits (four will allow them to think critically, be an courses). A cumulative average of 3.0 or effective communicator, create visions higher is required for a graduate certificate. based on ethical values, take strategic risks Courses are seven weeks, conducted and become global leaders. throughout the calendar year. The program can be completed in face-to-face or blended The degree requires 30 credits (10 courses). formats. A cumulative average of 3.0 or higher is required for a graduate degree. Courses LEARNING GOALS AND are seven weeks, conducted throughout OUTCOMES the calendar year. The program can be completed in face-to-face or blended Students completing either of the Graduate formats. Programs in Management and Leadership will: The degree program focuses on the following 1. Demonstrate a proficiency of knowledge topics: • Leadership and strategic planning in the areas of leadership, ethics and • Organizational theories of behavior and behavioral science interventions in an organizational context. development 2. H ave advanced their ability in critical anal • Operations and financial management ysis and written and oral communications. • Negotiation, communication and conflict 3. H ave a basic understanding of leading • Information systems management teams, negotiation strategies and • Ethical decision making managing conflict. • Cultural diversity 4. Have a basic understanding of financial • Qualitative research management, decision making and • Managing teams strategic planning. • Global economies Students completing the Master of Science The Graduate Certificate in Management degree will additionally: and Leadership (MLC) is an intensive 5. Demonstrate a proficiency of knowledge program that prepares students with the core knowledge needed to develop in the areas of organizational change and enhance their leadership skills. and development, research methods and The curriculum challenges students to managing information systems. 6. H ave a basic understanding of operations management. 2019-2020 Academic Catalog
316 Graduate Programs in Management REQUIREMENTS MSM9015 Financial Management Students will develop an understanding Master of Science in Management of the role of finance in the business o rganization. Topics include ratio analysis, MSM9014 Organizational Behavior and creation of pro forma financial statements, Development sources of funds for financial operations, MSM9015 Financial Management managing the cash flow process, the cost MSM9016 Marketing Management of capital and capital budgeting. In addition, MSM9018 Leading Effective Teams the financial impacts of international MSM9019 Communication, Negotiation operations will be explored. and Conflict Management MSM9022 Managerial Economics MSM9016 Marketing Management MSM9025 Operations & Supply Chain Using information technology to drive Management marketing decisions is a key component of MSM9028 Managing Diversity in today’s business environment. This course Contemporary Organizations uses a strategic approach to the study of the MSM9029 Management Information management of marketing initiatives with Systems a focus on utilizing metrics and analytics MSM9034 Strategic Planning and to drive profit. Students will be able to Management manage the development, execution and analysis of marketing programs that help Graduate Certificate in Management and organizations succeed in the increasingly global marketplace. Leadership MSM9018 Leading Effective Teams MSM9014 Organizational Behavior and Developing high performance teams Development is c ritical in today’s organizations. MSM9018 Leading Effective Teams Supervisory and participative leadership MSM9019 Communication, Negotiation will be compared to team leadership and Conflict Management with emphasis on style, versatility, trust building, facilitation, empowerment, conflict One elective management and negotiation. The theory of transforming teams into workplace COURSE DESCRIPTIONS communities will be explored as a possible outcome of inter- Unless otherwise noted, all courses are team collaboration. 3 credits. MSM9019 Communication, Negotiation Graduate Programs for MSM9014 Organizational Behavior and and Conflict Management Graduate and Professional Programs Development Alternative Dispute Resolution (ADR) Students develop a working knowledge processes and procedures help parties to of how individuals and groups behave a business dispute participate in a non- within the context of an organization. The adversarial, collaborative search for leader’s role as a collaborative change mutually beneficial outcomes. Students agent is examined and possible individual, will review and critically examine group and organization-wide interventions significant ethical, public policy, and are investigated. The impact that multi- other considerations that affect an generational and multi-cultural workforces have on an organization are examined. Concepts regarding the depth of change and culturally appropriate strategies for entry and change are evaluated. Students assess models of change and plan and execute data-gathering activities. Emmanuel College
Graduate Programs in Management 317 organization’s use of ADR processes and progressively more diverse. This course has Graduate Programs for their potential impact on its operations. been designed to allow students to explore Graduate and Professional Programs An analytical framework and strategies to issues of individuality and diversity in effectively examine and address several key several contexts, with the goal of providing considerations will be developed. Students them with practical insights and tools to will analyze the dynamics of communication navigate this changing environment. During and practice fundamental conflict resolution this course we will examine how differences skills, including effective oral and written affect individuals, groups and leaders in communication. contemporary organizations, including effects related to both the domestic and MSM9022 Managerial Economics global environments. Issues of stereotype, This course examines the principles of bias and resistance are examined from both microeconomics by focusing on how personal and organizational viewpoints, to manage effectively in the context of supporting a clear insight into managing customers, suppliers, competitors and diversity. Students learn about the ethical the regulatory environment. This course and legal responsibilities of organizations, examines the microeconomic theories of and will link these to culturally appropriate marginal analysis and competitive analysis. strategies and analytical competencies Further, the course develops the principles which will create a capacity to champion of cost, strategy and organizational analysis. ethics and diversity in the workplace and Microeconomics will be used to demonstrate community. how managers evaluate both the internal structure and incentives within a firm, as MSM9029 Management Information well as the competitive forces external to the Systems firm. This course provides students with the n ecessary knowledge and skills to MSM9025 Operations and Supply Chain assume leadership roles in information Management management, including the effective use This course focuses in the key drivers of of information for strategic planning, effective operations and supply chain management control, program evaluation management in order for students to and outcome assessment. In addition, the understand how they contribute to course addresses oversight of information competitive advantage. Topics include: processes and evaluation of software for achieving strategic fit and scope, global practitioners. logistics and e-commerce connections This course assumes basic computer (B2B & B2C) forecasting, planning and literacy. Knowledge of specific programs coordinating demand and supply, materials is not required; however, assignments will requirements planning, economies of scale, assume proficiency in word processing, pricing and revenue management, sourcing spreadsheet and database applications. and sustainability of the supply chain. MSM9034 Strategic Planning and MSM9028 Managing Diversity in Management Contemporary Organizations Students identify strategic management Economic, technological, demographic, areas for organizations and evaluate these and environmental changes have meant in terms of changing environments. Skills are that today’s organizations are becoming developed in strategic planning and scenario 2019-2020 Academic Catalog
318 Graduate Programs in Management building for the alignment of mission, vision, strategies, goals and objectives. The realities of strategic management and ethical leadership are examined through current applications. Graduate Programs for Graduate and Professional Programs Emmanuel College
Graduate Programs in Research Administration 319 Graduate Programs in Research Administration MASTER OF SCIENCE IN MANAGEMENT WITH SPECIALIZATION IN RESEARCH ADMINISTRATION CERTIFICATE IN RESEARCH ADMINISTRATION The Master of Science in Management with The Graduate Certificate program in Graduate Programs for specialization in Research Administration Research Administration (RAC) is an Graduate and Professional Programs (RAM) is an intensive, integrated learning intensive, integrated learning experience experience designed to provide skills designed to provide skills and preparation and preparation for effective leadership to those working in sponsored research to those working in sponsored research environments. The program provides environments. The program provides participants with a specialized curriculum participants with a specialized curriculum focused on an overview of research focused on an overview of research administration, sponsored programs, administration, sponsored programs, finance and accounting, compliance, legal finance and accounting, compliance, legal issues, and organizational behavior. issues, and organizational behavior. These specialized courses are complemented by The certificate requires 15 credits (five general management courses that place courses). A cumulative average of 3.0 or an emphasis on leadership, ethics, and higher is required for a graduate certificate. strategic planning. Courses are seven weeks, conducted throughout the calendar year, and offered The degree requires 30 credits (ten courses). in face-to-face or fully online formats. A cumulative average of 3.0 or higher is required for a graduate degree. Courses are LEARNING GOALS AND seven weeks, conducted throughout the OUTCOMES calendar year, and offered in face-to-face or fully online formats. Students completing either of the Graduate Programs in Management and Research The degree program focuses on the following Administration will: topics: 1. Demonstrate a proficiency of knowledge • Leadership and strategic planning • Organizational theories of behavior and in the areas of research administration, finance and accounting for sponsored development programs, compliance and regulatory • Financial accounting and financial issues. 2. Have advanced their ability in critical anal m anagement for sponsored programs ysis and written and oral communications. • Ethical decision making 3. Have a basic understanding of leadership • Diversity and global issues and organizational behavior. • Managing contracts • Compliance and legal issues Students completing the Master of Science • Qualitative research degree will additionally: • Economics 4. D emonstrate a proficiency of knowledge in the areas of organizational change and development, and managing diversity. 2019-2020 Academic Catalog
320 Graduate Programs in Research Administration 5. H ave a basic understanding of how these partnerships is to spur innovations changing economies impact organizations. in a variety of fields including biomedical research, engineering, and others. This 6. D emonstrate knowledge in the areas of is the first recommended course in the research methods and strategic planning. Master of Science in Management with specialization in Research Administration REQUIREMENTS and the Graduate Certificate in Research Administration. Master of Science in Management with RAC9012 Financial Accounting for s pecialization in Research Administration Sponsored Programs This course provides an introduction to RAC9010 Introduction to Research accounting in not-for-profit organizations. Students will learn about budgeting for Administration research projects, planning and making projections and reporting on the allocation RAC9012 Financial Accounting for of funds. Students will also learn about basic accounting principles, such as direct Sponsored Programs and indirect costs, balance sheets and financial analysis. The various sources which RAC9016 Compliance, Regulatory fund research projects including grants, gifts, restricted and unrestricted, will be Environments, and Legal presented. Issues RAC9018 Financial Management of Sponsored Programs RAC9020 Contracts MSM9014 Organizational Behavior and Development MSM9018 Leading Effective Teams MSM9022 Managerial Economics MSM9028 Managing Diversity in Contemporary Organizations MSM9034 Strategic Planning and Management Graduate Certificate in Research RAC9016 Compliance, Regulatory Environments, and Legal Issues Administration Federal and non-federal awarding agencies and institutions that provide research grants RAC9010 Introduction to Research and awards require rigid adherence to their requirements. Universities, hospitals and Administration other agencies that accept research awards are bound to the terms and conditions once RAC9012 Financial Accounting for a grant is accepted. Students are introduced to the federal requirements and other terms Sponsored Programs and conditions associated with acceptance of research grants. RAC9016 Compliance, Regulatory RAC9018 Financial Management of Environments, and Legal Sponsored Programs This course provides an introduction to Issues the basics of financial management of sponsored awards, grants, contracts and RAC9018 Financial Management of cooperative agreements. Students gain an understanding of the principles governing Graduate Programs for Sponsored Programs cost allocation and cost reimbursement in Graduate and Professional Programs an academic environment, with emphasis RAC9020 Contracts on the distinction between indirect and COURSE DESCRIPTIONS The following courses are 3-credit courses unless otherwise noted. RAC9010 Introduction to Research Administration This course provides an overview of the complex environment that supports the partnership between the federal government, industry, and academic and clinical research institutions. The goal of Emmanuel College
Graduate Programs in Research Administration 321 direct costs and the importance of indirect MSM9018 Leading Effective Teams cost recovery. Students discuss “post- Developing high performance teams is award” administration issues including c ritical in today’s organizations. Supervisory organizational structures, roles and and participative leadership will be responsibilities, internal controls and compared to team leadership award monitoring and award closeout. Recent federal audits and audit findings at with emphasis on style, versatility, trust universities and medical centers are used building, facilitation, empowerment, conflict to illustrate high-risk financial compliance management and negotiation. The theory issues such as cost allocation and of transforming teams into workplace allowability, cost sharing, effort reporting, communities will be explored as a possible cost transfers, and sub-recipient monitoring. outcome of inter-team collaboration. RAC9020 Contracts MSM9022 Managerial Economics Graduate Programs for Contracts in the context of sponsored This course uses economic theory to explore Graduate and Professional Programs p rograms and research administration are factors that affect us personally and a major function in the “pre-award” proc professionally in extraordinarily large ways. ess and have the potential to significantly Students will learn the economic theories impact “post-award” processes. This course of how markets solve the questions of who provides a fundamental understanding receives goods, what is to be produced and of contract processes and typical forms, how those goods are produced. Theories on including those used by the federal the determination of unemployment, prices, government. In addition, policies and inflation, and economic growth will also regulations affecting contracts are reviewed. be covered. Students will learn key issues, Students gain a basic understanding of refine critical thinking skills, and be able to the contracting process, how to research understand some of the economic jargon terms and conditions and key elements in discussed in the news today. negotiating contracts. MSM9028 Managing Diversity in MSM9014 Organizational Behavior and Contemporary Organizations Development Economic, technological, demographic, Students develop a working knowledge of and environmental changes have meant how individuals and groups behave within that today’s organizations are becoming the context of an organization. The leader’s progressively more diverse. This course has role as a collaborative change agent is been designed to allow students to explore examined and possible individual, group and issues of individuality and diversity in organization-wide interventions are several contexts, with the goal of providing investigated. The impact that multi them with practical insights and tools to generational and multi-cultural workforces navigate this changing environment. During have on an organization are examined. this course we will examine how differences Concepts regarding the depth of change and affect individuals, groups and leaders in culturally appropriate strategies for entry contemporary organizations, including and change are evaluated. Students assess effects related to both the domestic and models of change and plan and execute global environments. Issues of stereotype, data-gathering activities. bias and resistance are examined from both personal and organizational viewpoints, supporting a clear insight into managing 2019-2020 Academic Catalog
322 Graduate Programs in Research Administration diversity. Students learn about the ethical and legal responsibilities of organizations, and will link these to culturally appropriate strategies and analytical competencies which will create a capacity to champion ethics and diversity in the workplace and community. MSM9034 Strategic Planning and Management Students identify strategic management areas for organizations and evaluate these in terms of changing environments. Skills are developed in strategic planning and scenario building for the alignment of mission, vision, strategies, goals and objectives. The realities of strategic management and ethical leadership are examined through current applications. Graduate Programs for Graduate and Professional Programs Emmanuel College
Graduate Programs in Nursing 323 Graduate Programs in Nursing MASTER OF SCIENCE IN NURSING (MSN) (Education and Administration Tracks) CERTIFICATE IN NURSING EDUCATION CERTIFICATE IN NURSING ADMINISTRATION Diane Shea, Ph.D., R.N. Associate Dean, Professor of Nursing The Master of Science in Nursing program ADMINISTRATION TRACK Graduate Programs for (MSN) prepares nurses for leadership Graduate and Professional Programs positions as nurse managers, nurse This track is designed to prepare nurses administrators, or nurse educators. In for positions as nurse executives, nurse addition, the program prepares nurses with administrators, nursing directors, nurse clinical expertise in the care of vulnerable managers, case managers, coordinators urban underserved populations. Upon of clinical research projects and project admission to the program, students directors. Graduates who select a select a functional area from the choices management concentration are eligible of management/administration or nurse to seek national certification as nurse educator. The master’s curriculum includes executives once they meet the work or a core of seven courses, which are required consultation requirements outlined by the for all students. These core courses are Americ an Nurses Credentialing Center designed to introduce knowledge of nursing (ANCC). theory and research, ethical and spiritual aspects of nursing, human diversity and The Master of Science in Nursing requires culture, information technology, role the completion of nine courses totalling 30 development, leadership and health policy credits. Graduate students take a minimum which lay the foundation of graduate study of eight three-credit courses and one six- in nursing. Students will also complete credit course at Emmanuel College. The theory courses in education or management curriculum will include six core courses (18 and a practicum course in Advanced Role credits), and three concentration courses Development in Nursing. (12 credits) in either Administration or Education. Classes are semester-based EDUCATION TRACK every other week, conducted throughout the calendar year, and offered in face-to-face This track is designed to prepare nurse format. educators who can be employed as faculty members, staff development coordinators, LEARNING GOALS AND clinical unit-based teachers and patient OUTCOMES educators. Graduates who select an education concentration are eligible to seek At the completion of the Master of Science in national certification as nurse educators Nursing Program, the student will: once they meet the requirements outlined by 1. Synthesize spiritual, moral, and ethical the National League for Nursing (NLN). reflection, values clarification, and discerning leadership into a personal philosophy of nursing for the role of nursing educator or manager/ administrator to effect positive outcomes 2019-2020 Academic Catalog
324 Graduate Programs in Nursing for vulnerable populations within the REQUIREMENTS context of their environment. 2. Assume accountability for the use of Core Courses leadership, management, teaching, interprofessional collaboration, NURS5101 Theoretical Foundations of consultation, health policy analysis, NURS5104 Nursing quality improvement, advanced clinical NURS5107 Research and Ethics in skills and responsible citizenship to NURS5109 Nursing advocate for high quality health promotion NURS5111 Human Diversity, Culture and and systems of care. Nursing 3. P ractice as an expert professional nurse NURS5113 Information Technology and in a role that synthesizes scholarly inquiry Nursing in nursing and other disciplines, research, Professional Role and clinical knowledge within a theoretical Development and Leadership and conceptual framework. in Nursing 4. D esign, implement, evaluate and Health Care Policy, improve nursing practice, education Economics and Care of Urban and administration/management Underserved Populations that integrates caring concepts into therapeutic relationships with vulnerable Concentration Courses: Education Track populations locally and globally. (2 courses, 6 credits plus a one-course practicum of 6 credits) NURS5308 Advanced Teaching Methods in Nursing Education NURS5307 Pathophysiology, Pharmacology and Physical THE CAPSTONE EXPERIENCE Assessment in Nursing Education NURS5310 Nursing Education Advanced NURS5310 Nursing Education Advanced NURS5510 Role Development Practicum Nursing Management Role Development Practicum Advanced Role Development (6 credits) Practicum Concentration Courses: Administration This practicum is designed to culminate Track (2 courses, 6 credits plus a one-course practicum the student’s degree program via of 6 credits) development, implementation and evaluation of a capstone project. NURS5505 Financial Management in NURS5508 Healthcare Graduate Programs for INTERNATIONAL HONOR NURS5510 Nursing Management in Graduate and Professional Programs SOCIETY OF NURSING: SIGMA Health Care Organizations THETA TAU INTERNATIONAL Nursing Management Advanced Role Development Eligible students may apply for membership Practicum (6 credits) to Sigma Theta Tau, the International Honor Society of Nursing, during enrollment in CERTIFICATE OF GRADUATE graduate coursework. STUDY IN NURSING EDUCATION Emmanuel College Department of Nursing offers a Certificate of Graduate Study in Nursing Education. This three-course certificate program provides nurses with the knowledge and skills required of a beginning nurse educator working in academic and clinical practice settings. It prepares nurses Emmanuel College
Graduate Programs in Nursing 325 for positions as nurse educators who could care, long-term care, assisted living, be employed as faculty members, staff hospices, home care, research units and development coordinators, unit-based parish nursing programs. It prepares nurses teachers, clinical educators and patient for positions as nurse managers, nurse educators. administrators, case managers and project directors. Students must have a minimum of a Master Students must have a minimum of a Master of Science Degree in nursing to enroll in the of Science Degree in Nursing to enroll in the Certificate Program in Nursing Education. Certificate Program in Nursing Management. The Certificate Program requires the The Certificate Program requires the completion of 12 credits. Students attend completion of 12 credits. Students attend flexible classes in a modified accelerated flexible classes in a modified accelerated format while continuing to work. format while continuing to work. Students take a minimum of two 3-credit courses and one 6-credit practicum at Students take a minimum of two 3-credit Emmanuel College. The course offerings courses and one 6-credit practicum at would be: Emmanuel College. The course offerings are: NURS5308 Advanced Teaching Methods NURS5505 Financial Management in in Nursing Education Healthcare NURS5307 Pathophysiology, NURS5508 Nursing Management in Pharmacology and Physical Health Care Organizations Assessment in Nursing NURS5510 Nursing Management Education Advanced Role Development NURS5310 Nursing Education Advanced Practicum (6 credits) Role Development Practicum (6 credits) Graduates of the nursing management certificate program will be eligible to Graduates of the nursing education seek national certification as nurse certificate program will be eligible to seek administrators once they meet the work national certification as nurse educators or consultation requirements outlined by once they meet the requirements outlined by the American Nurses Credentialing Center the National League for Nursing (NLN). (ANCC). CERTIFICATE OF GRADUATE COURSE DESCRIPTIONS Graduate Programs for STUDY IN NURSING Graduate and Professional Programs MANAGEMENT Unless otherwise noted, all courses are 3 credits. Emmanuel College Department of Nursing offers a Certificate of Graduate Study in NURS5101 Theoretical Foundations of Nursing Management. This four-course Nursing certificate program provides nurses with the This course focuses on the nature and knowledge and skills required of a beginning use of inquiry in the development and nurse manager working in a variety of clinical refinement of nursing concepts and theories. practice settings including the following: It provides students with the opportunity to accountable care organizations, managed discuss, analyze and critique a wide range care, integrated care systems, hospitals, of concepts and theories from nursing and public health departments, clinics, health the other sciences. Each student selects maintenance organizations, ambulatory a theoretical or conceptual framework to 2019-2020 Academic Catalog
326 Graduate Programs in Nursing Graduate Programs for evaluate for understanding of application education, research and practice. Graduate and Professional Programs to nursing practice and the health care Additionally, the course will focus on the delivery system. Students analyze concepts impact of health disparities upon health and theory application related to the care of outcomes. Students will explore techniques vulnerable populations. that eliminate health disparities, facilitate access to care, promote health care equity NURS5104 Research Ethics in Nursing and improve health outcomes. Each student This course focuses on knowledge and skills selects a vulnerable urban population and for ethical and evidence-based nursing completes an in-depth needs assessment practice. Students learn to formulate and analysis of this population. researchable questions and to develop further skill in accessing databases and NURS5109 Information Technology and searching the literature. Quantitative and Nursing qualitative research designs and methods of This course focuses on information and appraisal are reviewed. Each student does communication technology within health an EBP review of the research literature care delivery systems. It integrates and applies to a specific practice question. knowledge of nursing science with computer Ethical dimensions of the conduct of technology and information science to nursing research are examined within the identify, gather, process, and manage context of ethics theory and principles. The information. Emphasis will be on technology- moral responsibility of the nurse as patient based health applications that support advocate is discussed in relation to selected clinical practice, administration, education ethical issues. The and research to enhance nursing endeavors. course prepares students to utilize research Focus is on the core concepts relevant to knowledge and ethical principles in nursing health care informatics, the information practice to provide high quality health care life cycle process, skills, and tools that to vulnerable patient populations. define the informatics field, including the examination of clinical information NURS5107 Human Diversity, Culture and systems to promote safety, improve quality, Nursing efficiency, and foster patient-centered care. This course focuses on global awareness Associated human-computer interaction necessary for nurses to provide culturally and legal and ethical issues are addressed. competent nursing care to vulnerable urban Through the examination of current and underserved populations. It provides emerging technologies, students learn students with the opportunity to understand how nurses can assess, develop and use and appreciate human diversity and cultural nursing information systems to work influences on health behavior including more efficiently, allocate resources more ethnic, racial, gender and age differences. effectively and improve care quality across The course will provide foundational the care continuum. knowledge required for future nursing leaders to create an environment that is NURS5111 Professional Role Development respectful of diversity in all of its forms for and Leadership in Nursing patients, families, communities, employees This course focuses on the historical and students. Various theoretical and development and components of the roles of experiential approaches to transcultural the nurse educator and the nurse manager/ nursing will be explored to facilitate an administrator. Students analyze and understanding of cultural competence in synthesize theoretical frameworks for Emmanuel College
Graduate Programs in Nursing 327 advanced nursing practice including theory- of disease and pharmacotherapeutics that Graduate Programs for based practice, values-based practice serve as a foundation for advanced clinical Graduate and Professional Programs and evidence-based care. Financial and nursing assessment, decision making and reimbursement issues affecting health management of illness. Interpretation care systems are discussed, and strategies of normal and abnormal functioning and for positive solutions are analyzed. The assessment of individual responses to leadership role as an advanced practice pharmacologic management of clients with nurse is discussed and analyzed for best complex health states will be addressed practices in quality and safety of health through the use of selected case studies. care services and for interprofessional The roles of the advanced practice nurse collaboration. as educator and resource for medication safety, patient education and member of the NURS5113 Health Care Policy, Economics interdisciplinary team will be explored. and Care of Urban Underserved Populations Prerequisite: NURS5301 This course emphasizes promotion of health, prevention of illness and identification NURS5308 Advanced Teaching Methods in of environmental and epidemiological Nursing Education factors that impact the health status of This course focuses on theories of education urban, underserved populations. Students and teaching methods. Emphasis is places develop comprehensive knowledge and on learning theories and active learning understanding of the history of health strategies. Students engage in planning, policies that shape the U.S. health care designing, implementing and evaluating system, along with current challenges, teaching methods using experiential trends, and reform. This course will provide learning practicies. Individual learning styles foundational knowledge required for future and their effects on both the teacher and nurse leaders to identify and critically learner are examined. Students have the analyze laws, regulations, and policies at the opportunity to develop, employ and evaluate local, state, and federal level. Students will a variety of teaching/learning strategies explore various theories regarding health including stimulation and technology, as care policy and health promotion/disease well as multiple choice exams. Prerequisites: prevention and apply these to understanding NURS5301 or concurrent with NURS5301 the economic, clinical, ethical, and societal implications of policy decisions, with the NURS5310 Nursing Education Advanced goal of devising strategies to effectively Role Development Practicum (6 credits) advocate for policy change. Public concerns This clinical capstone course allows regarding cost, quality, and access are students to learn about curriculum design addressed, with special emphasis on the and program evaluation, as well as to care of urban underserved populations. participate in the nurse educator role within Prerequisites: NURS5101and NURS5103 the academic community and healthcare environment. Students will focus on NURS5307 Pathophysiology, Pharmacology nurse educator responsibilities within the for and Physical Assesment in Nursing healthcare and/or academic community. Education Methods of educational program evaluation, This course builds on students basic professional standards, understanding of pathophysiology and and accreditation standards are studied. pharmacology. It focuses on advancing Professional development and faculty roles knowledge of pathophysiologic mechanisms and responsibilities are analyzed. Values, 2019-2020 Academic Catalog
328 trends and issues in contemporary nursing mentoring abilities, and team management education are examined. Students will be in classroom presentations and discussions. required to complete a capstone teaching/ learning project with a clinical application NURS5510 Nursing Management Advanced focus. Role Development Practicum Prerequisite: NURS5101, NURS5103 and This clinical capstone course allows the NURS5303 s tudent to participate in management or administration role development NURS5505 Financial Management in within the health care setting. Students Healthcare will be assigned to a middle or senior Knowledge of healthcare finance is integral nurse manager preceptor. In this clinical to the role of the advanced practice nurse course, students will develop advanced executive/manager. Changes in healthcare practice knowledge and competencies in systems, laws governing reimbursement management/administration including and regulatory requirements for quality of consultation/collaboration, human care at lower costs affect the approach to resources, quality improvement, risk financial budget management. In this course management, budget management and students will develop a better understanding leadership. A bi-weekly seminar focuses on of the financial management framework issues related to the practice of the nurse and its role in the healthcare environment, manager/administrator and the application key issues in applied economics, accounting of theoretical concepts, principles and best principles, analysis of financial statements, practices research to complex management cost analysis, planning and control of situations. Students will develop, implement budgets and management of financial and evaluate a capstone project. resources. Students will analyze new trends Prerequisite: NURS5101, NURS5103 and in improving quality of care with lower NURS5508 costs. Students will also gain experience in developing, analyzing and defending aspects of the healthcare budget. Graduate Programs for NURS5508 Nursing Management in Health Graduate and Professional Programs Care Organization This course will emphasize leadership in healthcare organizations both in the manager and executive role. Theories of change, leadership, and administrative management are used to analyze the roles within complex organizations. The influences of labor law, public policy, insurers, collective bargaining, and employee engagement on organizational culture are analyzed. The students will demonstrate communication skills, coaching and Emmanuel College
329 2019-2020 Academic Catalog
330 Directory Directory BOARD OF TRUSTEES Nancy Kleniewski ’70 John H. MacKinnon Christopher Borges ’10 Leslie F. McCafferty ’76 John F. Burke Margaret L. McKenna ’83, Chair Jack Connors, Jr. Keith Metters Sister Maria Delaney, SNDdeN ’69 ’76 Joanne DiGeronimo Migliaro ’88 Sister Anne Mary Donovan, SNDdeN ’62 Robert F. Muse Sister Janet Eisner, SNDdeN Alexandra Oliver-Dávila ’92 James L. Elcock Donna Rapaccioli Elaine El-Khawas Mary Jo Skayhan Rogers ’77 Sister Mary M. Farren, SNDdeN ’69 M. Andrea Ryan ’66 Sister Kathleen Gallivan, SNDdeN ’69 Marian Ryan ’76 Mary Herlihy-Gearan ’78 Eleanor Mulvaney Seamans ’71 Sheilah Shaw Horton ’81 Richard Syron Megan Shannahan Hovsepian ’83 Thomas J. Hynes, Jr. William F. Kennedy, Jr. Emmanuel College
Directory 331 ADMINISTRATION Michelle Erickson Executive Assistant to the President Sister Janet Eisner, SND B.A., Assumption College President A.B., Emmanuel College; Brenda K. Hawks M.A., Boston College; Director of Counseling Ph.D., University of Michigan B.A., University of Virginia; Ph.D., Virginia Commonwealth University Maureen Ashburn Executive Director of the Career Center Danielle Kellerman B.A., Regis College; Vice President of Development M.B.A., Suffolk University B.F.A. Boston University; M.A. University of College Cork Susan Benzie Director of Residence Life John Kelly Deputy Title IX Coordinator Director of Campus Safety B.A., Holy Cross; B.S., Boston State College; M.S.M., Emmanuel College M.S., Anna Maria College William Boozang Josef M. Kurtz Executive Director of Online Programs and Chief Academic Officer/Vice President of Associate Dean Academic Affairs/Professor of Biology B.A., Saint Anselm College; B.S., Massachusetts Institute of Technology; M.A., Rivier University; Ph.D., Harvard Medical School M.Ed., Eastern Nazarene College; Ph.D, Northeastern University Wendy LaBron Director of the Academic Resource Center Kristen Conroy B.A., Northern Arizona University; Vice President of Alumni Relations and M.A., San Francisco State University Strategic Engagement B.A., Boston College Karen Storin Linitz Associate Dean of Library and Learning Daniel Darcy Resources Associate Dean of Students/ B.A., University of Massachusetts; Director of Student Activities MILS, University of Michigan B.A., M.Ed., Bridgewater State College J.D., Georgetown University Molly DiLorenzo Michael Mullaney Vice President of College Relations/ Associate Vice President of Finance/ Director of Centennial Planning Controller B.A., Boston College; B.S., Providence College; M.S., Emmanuel College M.B.A., Northeastern University Sister Anne Mary Donovan, SND Erin Farmer Noonan Vice President of Finance/Treasurer Director of Human Resources A.B., Emmanuel College; Title IX Coordinator M.A., University of New Hampshire; B.S., Salem State College; M.B.A., Boston College M.A., Emmanuel College 2019-2020 Academic Catalog
332 Directory Cynthia O’Callaghan Sandra M. Robbins Dean of Academic Administration and Dean of Enrollment Graduate and Professional Programs B.S., Bentley College B.S., M.A., Emmanuel College E. Elizabeth Ross Joseph Onofrietti Dean of Institutional Effectiveness/ Vice President of Student Affairs Chief Data Officer Deputy Title IX Coordinator B.S., M.Ed., Suffolk University; B.A., Rutgers University; Ed.D., Regis College M.Ed., University of Vermont; Ph.D., Boston College Reverend John P. Spencer, SJ Vice President of Mission and Ministry/ Sean Philpott College Chaplain Vice President of Information Resources and B.A., Boston College; Planning/Chief Information Officer M.Div., Weston Jesuit School of Theology; B.B.A., University of Wisconsin M.S.W., Boston University Jennifer Porter Jeffrey Smith, Jr. Associate Vice President of Assistant Dean of Diversity and Inclusion/ Student Financial Services Multicultural Programs B.A., Providence College; Deputy Title IX Coordinator M.B.A., University of Massachusetts B.A., Hiram College; Amherst M.B.A., Baldwin-Wallace University Patricia A. Rissmeyer Sister Susan Thornell, SND Associate Vice President of Alumni Associate Dean of Academic Advising Engagement and Development B.A., Emmanuel College; B.S., University of Hartford; M.A., College of New Rochelle M.Ed., University of Massachusetts Amherst; Ph.D., State University of New York, Buffalo Emmanuel College
Directory 333 Full-Time Faculty Eric Camire Lecturer, Chemistry Benjamin Allen B.S., Emmanuel College; Associate Professor of Mathematics M.A., Boston University B.A., Haverford College; M.A., Bryn Mawr College; Vincent Cannataro Ph.D., Boston University Assistant Professor of Biology B.S., State University of New York College - José Alvarez-Fernández Geneseo; Associate Professor of Modern Languages Ph.D., University of Florida M.A., B.A., University of Illinois at Urbana-Champaign; Patricia Clarke Ph.D., Michigan State University Associate Professor of Management B.A., Lawrence University; Lynn Atkinson M.B.A., University of Illinois; Lecturer, Biology Ph.D., University of Massachusetts Amherst B.A., Haverford College; M.A., Bryn Mawr College; Padraig Deighan Ph.D., Boston University Associate Professor of Biology B.A., Ph.D., Trinity College, Dublin Kelly Basile Assistant Professor of Management Yulia Dementieva B.A., Boston College; Professor of Mathematics MSW, Boston University; M.S., St. Petersburg State University; MBA, Babson College; Ph.D., Emory University Ph.D., London School of Economics and Political Science Erich Doubek Associate Professor of Art Aimee Bonneau B.A., University of Connecticut; Assistant Professor of Accounting M.F.A., Massachusetts College of Art and B.S, M.S., Bridgewater State University Design Catherine Simpson Bueker David Earls Professor of Sociology Lecturer, Mathematics B.A., Cornell University; B.A., Brandeis University; M.A., Ph.D., Brown University M.S., Tufts University; Ph.D., University of New Hampshire Janel Cabrera Visiting Assistant Professor, Biology Matthew Elliott B.S., Villanova University; Associate Professor of English Ph.D., Florida State University B.A., The Catholic University of America; M.A., Ph.D., University of Maryland, Monique-Adelle Callahan College Park Associate Professor of English B.A., Wellesley College; Ph.D., Harvard University 2019-2020 Academic Catalog
334 Directory Sylvia Fitzpatrick Kelly Grant Lecturer, Psychology Lecturer, Management B.S., University of Massachusetts, B.S., St. John Fisher College; Dartmouth; M.S., University of Colorado M.S., Ph.D., Massachusetts School of Professional Psychology Kaplan Hasanoglu Lecturer, Philosophy Mark Flynn B.A., M.A., Colorado State University; Assistant Professor of English Ph.D., University of Iowa B.A., Roger Williams University; M.A., University of Rhode Island; Rebecca Hehn Ph.D., Bowling Green State University Lecturer, Mathematics B.A., Boston University; Jeffrey Fortin M.A., University of California - Berkley Associate Professor of History B.A., Boston University; Carley Henderson M.A., Ph.D., University of New Hampshire Lecturer, Chemistry B.A., Connecticut College; Cynthia Fowler Ph.D., University of New Hampshire Professor of Art B.A., University of Massachusetts Boston; Sister Karen Hokanson, SND A.L.M., Harvard University Accociate Dean of Education/ Extension School; Assistant Professor of Education Ph.D., University of Delaware B.S., Salem State College; M.Ed., Boston University; Janese Free Ed.D., University of Massachusetts Lowell Associate Professor of Sociology B.A., Gettysburg College; Brianne Jacobs Ph.D., M.A., Northeastern University Assistant Professor of Theology and Religious Studies Florencia Gabriele B.A., St. John’s College; Lecturer, Business and Economics Ph.D., Fordham University B.A., Emmanuel College; M.A., Brandeis University; Stephan Jacobs M.A., Ph.D., Northeastern University Associate Professor of Art B.F.A., San Francisco Art Institute; Scott Gagnon M.F.A., Massachusetts College of Art and Assistant Professor of Theater Arts/ Director Design of Theatre B.A., Bridgewater State College; Shuyi Jiang M.A., Emerson College Assistant Professor of Economics B.S., Tianjin Polytechnic University; Aren Gerdon Ph.D., Suffolk University Associate Professor of Chemistry B.A., Hanover College; Ph.D., Vanderbilt University Emmanuel College
Directory 335 Laurie Johnston Reverend Thomas L. Leclerc, Th.D., M.S. Associate Professor of Theology and Religious Associate Professor of Theology and Religious Studies Studies B.A., University of Virginia; B.A., Merrimack College; M.Div., Harvard Divinity School; M.A., Washington Theological Union; Th.D., Ph.D., Boston College Harvard University Natalie Karagodsky Christine Leighton Assistant Professor of Biology Associate Professor of Education Sc.B., Brown University B.S., Georgetown University; Ph.D., Harvard University M.Ed., George Washington University; Ed.D., Boston University Katrin Kriz Professor of Sociology William C. Leonard B.A., University of Vienna, Austria; Associate Professor of History M.A., Ph.D., Brandeis University B.S., B.A., University of Massachusetts Lowell; Ivy Krull M.A., Northeastern University; Assistant Professor of Sociology Ph.D., Boston College ALB, Harvard University MPH, MSW, Ph.D., Boston University; Melanie Leussis Associate Professor of Psychology Jason N. Kuehner B.S., Dalhousie University; Associate Professor of Biology B.S., University of Ottawa; B.A., Cornell College; Ph.D., Boston College Ph.D., University of Wisconsin-Madison Meryl Levin Alisa Lando Lecturer, Psychology Lab Instuctor, Chemistry B.A., University of Michigan; B.S., Lafayette College; Ph.D., University of Albany M.S., Boston College Linda Lin Nathanael Lau Professor of Psychology Assistant Professor of Chemistry B.S., New York University; B.S., California Institute of Technology M.S., Ph.D., University of Massachusetts M.A., Alliant International University Amherst Ph.D., University of California - Irvine Brian Littlefield Tsz Cham Lau Assistant Professor of Art Lecturer in Residence, Biology B.F.A., University of Massachusetts B.S., University of Washington; Dartmouth; Ph.D., Harvard University M.F.A., Massachusetts College of Art and Design 2019-2020 Academic Catalog
336 Directory Helen MacDonald Janice Bell Meisenhelder Associate Professor of Psychology Professor of Nursing B.A., Wellesley College; B.S., Wagner College; M.A., Ph.D., Boston University M.A., Ph.D., Boston University Michelle Maiese Rebecca Moryl Professor of Philosophy Associate Professor of Economics B.A., Northwestern University; B.A., Trinity College; M.A., Ph.D., University of Colorado M.S., Suffolk University; Ph.D., University of Massachusetts Boston Paul March Associate Dean of Natural Sciences of Samantha Moshier Professor of Biochemistry Assistant Professor, Psychology B.Sc., Long Island University; B.A., University of Pennsylvania; Ph.D., University of Pennsylvania M.A., Ph.D., Boston University Donna Marchand Ryan Mott Assistant Professor, Accounting Assistant Professor of Philosophy B.S., Potsdam State University; B.A., Wheaton College; M.S., Syracuse University; M.A., University of Massachusetts; M.S. Bridgewater State University M.A., University of Colorado; Ph.D., University of Colorado Javier F. Marion Associate Professor of History Kathleen Mroz B.A., M.A., Ph.D., University of Assistant Professor of Theology and New Mexico Religious Studies B.A., Fordham University; Lenore G. Martin M.S., Harvard Divinity School; Professor of Political Science Ph.D., Boston College B.A., Brooklyn College; M.A., Ph.D., University of Chicago Melanie Murphy Associate Professor of History Andrea McDonnell B.A., Simmons College; Associate Professor of English M.A., Boston College; B.A., Vassar College; Ph.D., Brandeis University Ph.D., University of Michigan Megumi Naitoh Kelly McGuire Professor of Art Associate Professor of English B.F.A., San Diego State University; B.A., University of New Mexico; M.F.A., Massachusetts College of Art and M.A., Ph.D., Brandeis University Design Clare M. Mehta Marie D. Natoli Associate Professor of Psychology Professor of Political Science B.A., Suffolk University; B.A., Hunter College; M.Res., University of Bath; M.A., Ph.D., Tufts University; M.S., Ph.D., West Virginia University M.B.A., J.D., Suffolk University Emmanuel College
Directory 337 Thomas Nolan Alexander Rodriquez Visiting Associate Professor of Sociology Lecturer, Business and Economics B.A., University of Massachusetts - Boston B.A., MBA, Texas Christian University Ed.M., Ed.D., Boston University Patterson Rogers Ana Otero Assistant Professor of Math Education Senior Lecturer, Biology B.S., Rensselaer Polytechnic Institute B.S., M.S., Ph.D., University of Leon, Spain M.S., Virginia Polytechnic Institute M.S., Radford University David Palumbo Ph.D. University of Albany Associate Professor of English B.M., Vanderbilt University; Faina Ryvkin M.A., State University of Professor of Chemistry New York, Buffalo; B.S., M.A., Pedagogical University, Ph.D., Tufts University Moscow; M.A., Ph.D., Clark University Anne Marie Pasquale Assistant Professor of Business and Economics Mustapha Sami A.B., St. Louis University Madrid Spain; Lecturer, Modern Languages A.B., Boston College; B.A., University of Cadi Ayyad, Morocco; J.D., Suffolk University M.A., University of South Florida; Ph.D., University of Florida Heather Pierce Lecturer, Mathematics Christine Sample B.S., Baylor University; Associate Professor of Mathematics M.S., Tufts University; B.A., Boston College; M.S., University of Texas M.S., Ph.D., Northwestern University Mary Elizabeth Pope Anupama Seshan Professor of English Associate Professor of Biology B.S., M.A., Central Michigan University; B.A., Cornell University; Ph.D., University of Iowa Ph.D., Massachusetts Institute of Technology Allen Price Associate Professor of Physics Diane Shea B.S., California Institute of Technology; Associate Dean and Professor of Nursing M.S., Ph.D., University of Washington Practice B.S., Boston College Violetta Ravagnoli MSN, University of California - Los Angeles Assistant Professor of History Ph.D., Boston College B.A., University of Rome; M.S., Georgia Institute of Technology; Mark Sherman Ph.D., SUNY Buffalo Assistant Professor of Computer Science/ Director of Integrated Data and Digital Science Ph.D., M.S., B.S., University of Massachusetts Lowell 2019-2020 Academic Catalog
338 Directory Edwin Shriver Jonathan Paul Sydnor Lecturer, Psychology Associate Professor of Theology and Religious B.A.,Kent State University; Studies M.A., Ph.D., Miami University B.A., University of Virginia; M.Div., Th.M., Princeton Theological Sheila Silva S eminary; Assistant Professor of Nursing Ph.D., Boston College DNP, Regis College; MSM, BSN, University of Lisa Thomas Massachusetts, Boston BSN Chair, Associate Professor of Nursing BSN, University of Massachusetts - Lowell; Adam Silver MSN, Northeastern University; Assistant Professor of Political Science Ph.D., University of Massachusetts - B.A., State University of New York, Oswego; Dartmouth M.A., State University of New York, Albany; Ph.D., Boston University Petros Vamvakas Associate Professor of Political Science Veniamin Slavistskiy B.A., Suffolk University; Lab Instructor, Biology M.A., Northeastern University; B.S., University of Texas at Dallas; Ph.D., Boston University M.S., University of Texas At Dallas; Ph.D., Boston College Jaime Vidaurrázaga Assistant Professor of Theology and Religious Kimberly Eretzian-Schnauber Smirles Studies Associate Professor of Psychology B.A., Universidad Antonio Ruiz de Montoya, B.A., Boston College; Peru; M.A., Ph.D., University of New Hampshire Licencia en filosofia, Pontificia Universidad Catolica del Peru; Kathleen A. Soles S.T.B., Centro de Estudos Superiores da Professor of Art Companhia de Jesus, Brazil; B.A., Emmanuel College; S.T.L., Weston Jesuit School of Theology; M.F.A., American University Ph.D., Boston College Lisa M. Stepanski Thomas F. Wall Associate Dean of Humanities and Professor of Philosophy Social Sciences/Professor of English B.S., College of the Holy Cross; B.A., M.A., Boston College; M.A., Ph.D., Boston College Ph.D., University of New Hampshire Michelle Watt Brendan Sullivan Assistant Professor, Chemistry Assistant Professor of Mathematics B.S., M.S., St. Louis University B.A., Hamilton College; Ph.D., University of Oregon M.S., D.A., Carnegie Mellon University Todd D. Williams Emmanuel College Associate Professor of Biology B.S., Springfield College; M.S., Northeastern University; Ph.D., Florida State University
Directory 339 Valerie Williams Elizabeth Young Assistant Professor of Philosophy Lecturer, English B.A., B.S., Xavier University; B.A., Boston College; Ph.D., Boston University M.F.A., Lesley University Whitney Wilson Xiaowei Zhao Lecturer, English Associate Professor of Psychology B.A., University of Utah; B.S., Nankai University; M.A., Tufts University; Ph.D., Nankai University M.L.I.S., Simmons College Jing Yang Assistant Professor of Management B.Eng., Wuhan University; M.S., National University of Singapore; Ph.D., Isenberg School of Management 2019-2020 Academic Catalog
340 Directory EMERITI Pilar Latorre, M.A. Assistant Professor Emeritus of Spanish Gouri Banerjee, Ph.D. Associate Professor Emeritus of Information F. Donald Logan, M.S.D. Technology Professor Emeritus of History Richard Beauchesne, Ph.D. Rose Irma Lynch, M.A. Professor Emeritus of Religious Studies Assistant Professor Emeritus of Chemistry Jerry Bernhard, Ph.D. Mary G. Mason, Ph.D. Associate Professor Emeritus of English Professor Emeritus of English Louise Gadbois Cash, M.Mus. Patricia S. McNally, Ph.D. Professor Emeritus of Performance Arts Assistant Professor Emeritus of Education G. Douglas Crandall, Ph.D. Sister Elizabeth Michaels, SND, Ph.D. Professor Emeritus of Biology Professor Emeritus of Mathematics Mirtha Crisóstomo, Ed.D. Sister Lillian Morris, SND, Ph.D. Associate Professor Emeritus of Associate Professor Emeritus of German Management Eustace A. Phillip John Cusack, Ph.D. Associate Professor Emeritus of Accounting Associate Professor Emeritus of History Joan Riley, R.N., Ed.D. Raymond Devettere, Ph.D. Professor Emeritus of Nursing Distinguished Professor Emeritus of Philosophy Arlyn Sanchez Silva, Ph.D. Associate Professor Emeritus of Spanish Judith Dwyer, M.A. Assistant Professor Emeritus of Psychology Michael St. Clair, Ph.D. Professor Emeritus of Psychology Britta Fischer, Ph.D. Professor Emeritus of Sociology Rosemary Barton Tobin, Ph.D. Professor Emeritus of Education Sister Ellen Glavin, SND, Ph.D. Professor Emeritus of Art Jeanne Trubek, Ph.D. Associate Professor Emeritus of Patricia Herlihy, Ph.D. Mathematics Honorary Professor Emeritus Ursula B. Van Ryzin, R.N. Mary E. Hines Associate Professor Emeritus of Nursing Professor Emeritus of Theology and Religious Studies Ann K. Wetherilt, Ph.D. Professor Emeritus of Religious Studies Eugene J. Isotti, Ph.D. Associate Professor Emeritus of Psychology Bette Weiss, Ph.D. Distinguished Professor Emeritus of Biology Joel Kowit, Ph.D. Distinguished Professor Emeritus of Biology Emmanuel College
Academic Calendars 341 Academic Calendars ARTS AND SCIENCES SPRING 2020 January FALL 2019 September 20 Martin Luther King, Jr. Day TBD New students arrive 1 New students arrive 22 Classes begin 2 Labor Day 30 Last day to add a class 4 Classes begin 12 Last day to add classes February 16 December 2018 degree 3 Fall 2019 “I” grade deadline applications deadline 6 Last day to drop classes without 19 Last day to drop classes without a “W” grade 17 Presidents’ Day a “W” grade Arts and Sciences class cancelled; October Graduate and Professional Programs classes held 1 Pass/fail, audit declaration deadlines, 18 May 2020 degree application deadline; spring and summer 2019 pass/fail, audit declaration d eadlines “I” grade deadline March 14 Columbus Day 6 Mid-semester grade deadline 9-13 Spring break for Arts and Sciences All classes cancelled students 18 Mid-semester grade deadline November April 11 Veterans Day* 9 Holy Thursday Classes are not held for Arts and Classes after 4:15 p.m. are not held** 10 Good Friday Sciences; make-up required; All classes are cancelled*** Graduate and Professional Programs 13 Easter Monday classes held All classes are cancelled 12 Last day to drop classes with 14 Last day to drop a class with a “W” grade a “W” grade 27-29 Thanksgiving break 20 Patriots Day December All classes are cancelled 10 Last day of classes 30 Senior Distinction Day 11 Reading Day Day classes are not held for Arts and 12-16 Final exams Sciences; Arts and Sciences evening 18 Final grades due at 10:00 a.m. and Graduate and Professional Programs classes held May 5 Last day of classes 6 Reading Day 7-11 Final exams 13 Final grades due at 10:00 a.m. 15 Baccalaureate 16 Commencement ** Make-up for Arts and Sciences evening classes scheduled from 12:00 p.m. to 3:00 p.m. on Veterans Day will take place on Friday, November 15 from 3:30 p.m. to 6:30 p.m. **Make-up for evening classes scheduled from 6:00 p.m. to 9:00 p.m. on Holy Thursday will take place on Friday, April 3 from 3:30 p.m. to 6:30 p.m. ***M ake-up for Good Friday classes scheduled to meet from 12:00 p.m. to 3:00 p.m. will take place on Friday, April 17 from 3:30 p.m. to 6:30 p.m. 2019-2020 Academic Catalog
342 Academic Calendars Graduate Studies SUMMER 2019 SPRING 2020 May Summer 1 classes begin January 13 (face-to-face and online) 6 Spring 1 classes begin (face-to- 27 Memorial Day – face and online) No classes 20 Martin Luther King, Jr. Day – No classes June Registration opens for fall 2019 February 10 Last day of Summer 1 classes 14 May 2020 degree applications 30 due 17 Presidents’ Day – July Graduate and Professional 8 Summer 2 classes begin Programs classes are held (face-to-face and online) 23 Last day of Spring I classes August March Spring 2 classes begin (face-to- 25 Last day of Summer 2 classes 5 face) 9 *Tuesday classes begin March FALL 2019 25 10; Wednesday classes begin September March 11 Spring 2 classes begin (online) 3 Fall 1 classes begin (face-to-face Registration opens for Summer and online) 2018 13 December 2019 degree April applications due 9 Holy Thursday – Graduate Studies and October Professional Programs classes 7 Registration opens for spring are not held 2020 10-13 Easter Weekend – No classes 14 Columbus Day – 20 Patriots Day/No classes Graduate and Professional 26 Last day of Spring I classes Programs classes are held 23 Fall 2 classes begin (face-to-face) May Tuesday classes begin October 28 16 Commencement 28 Fall 2 classes begin (online) November 11 Veterans Day – Graduate and Professional Programs classes are held 27-30 Thanksgiving Break Emmanuel College
343 2019-2020 Academic Catalog
400 The Fenway Boston, Massachusetts 02115 www.emmanuel.edu Arts and Sciences Office of Admissions 617-735-9715 617-735-9801 (fax) [email protected] Graduate and Professional Programs 617-735-9700 617-735-0434 (fax) [email protected]
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