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MTE 511 - Technology in Mathematics Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Relevant contemporary mathematics investigated through new innovative technologies in an inquiry-based classroom. Explore topics from algebra, Euclidean and other geometries, and data analysis. Re-conceptualize your understanding and knowledge of mathematical concepts through the latest affordances of dynamic mathematical software and hardware. Create new learning opportunities and examine how to implement these into mainstream curriculum.
Graded
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MTE 512 - Mathematical Challenges Credits variable; 1.00 to 3.00
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Developing understanding of student mathematical learning and needs through the completion of mathematical challenges. Each week a new challenge will be set with hints offered at various times. Each challenge will not have a straightforward solution, and the class is expected to develop personal insights into the nature of their mathematical behavior and relate these reflections to practice. An email discussion list and website will facilitate continued inquiry and sharing of ideas outside of class.
Graded
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MTE 513 - Topics in Middle School Mathematics Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Individual and/or group study under supervision of a faculty member in an area of middle school mathematics for teachers that is not otherwise part of graduate course offerings.
Graded
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MTE 514 - Topics in High School Mathematics Education Credits variable; 1.00 to 3.00
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Individual and/or group study under the supervision of a faculty member in an area of high school mathematics for teachers that is not otherwise part of graduate course offerings.
Graded
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MTE 515 - Interdisciplinary Colloquium Series for Secondary Math Educators Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
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MTE 516 - Topics in Elementary School Mathematics Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
Exploration of an area of elementary school mathematics relevant for teachers. The course is an individualized opportunity for an individual or group of students to engage in inquiry about a mathematics education topic of interest that is not otherwise part of the graduate course offerings. This course is supervised by a faculty member.
Graded
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MTE 519 - Calculus for High School Teachers Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
Focus on deep understanding of the teaching and learning of main calculus concepts. The course focuses on the notions of functions, limits, continuity, derivative, and integral. Particular attention will be given to the connections among and conceptual obstacles related to these notions. The course provides participants opportunities to enhance their content and pedagogical knowledge of the concepts of functional analysis.
Graded
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MTE 520 - Advanced Mathematical Thinking I Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Deepen your understanding of core mathematical ideas that structure modern day school and undergraduate mathematics. Using a historical approach, mathematical topics across the curriculum will be introduced to offer a longitudinal K-16 educational perspective. Common strategies that students use and concepts that are challenging are explicitly presented.
Graded
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MTE 521 - Advanced Mathematical Thinking II Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Deepen your understanding of core mathematical ideas that structure modern day school and undergraduate mathematics. Using a historical approach, mathematical topics across the curriculum will be introduced to offer a longitudinal K-16 educational perspective. Common strategies that students use and concepts that are challenging are explicitly presented.
Graded
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MTE 522 - Number Concepts for Elementary Teachers Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
Focus on development of a rich and coherent understanding of teaching and learning K-5 number sense topics. The course focuses on number concepts including place value, basic operations, number systems, properties, and representations for reasoning about problems. It also provides participants opportunities to develop habits of mathematical thinking, use logical reasoning, and engage in real mathematics. Algebraic concepts included as appropriate.
Graded
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MTE 523 - Geometry and Measurement for Elementary Teachers Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
Focuses on development of a rich and coherent understanding of teaching and learning K-5 geometry and measurement topics. Topics include properties and measurement of 2D and 3D objects, angles, lines, constructions, transformations, and similarity. It also provides participants opportunities to develop habits of mathematical thinking, use logical reasoning, particularly deductive logic and proof, as well as engage in real mathematics.
Graded
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MTE 530 - Proportional Reasoning for Middle Grades Teachers Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Focuses on key elements of proportional reasoning as outlined by national and state standards. Teachers will deepen their understanding of proportional relationships as well as learn to reason proportionally with representations and other approaches. Topics will include ratios, direct proportions, inverse proportions, rates, and similarity. Relationships between ratios and fractions will be considered.
Graded
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MTE 531 - Finding Patterns & Making Use of Structure in Mathematics Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture / 3 hours per week
Supports the development of a rich and coherent understanding of two key elements of mathematical reasoning: looking for and making use of structures and looking for and expressing regularity in repeated reasoning. Students will learn to identify problems in which structure or patterns can be used to generalize mathematics and simplify calculation. Students will examine some of the important structures in mathematics such as properties of numbers and shapes. They will also consider problem-solving strategies and questioning approaches that will promote their students’ attention to these underlying constructs.
Graded
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MTE 595 - Independent Study Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyIndependent Study
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
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MTE 596 - Directed Study Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyIndependent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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MTE 615 - Interdisciplinary Colloquium Series in STEM Education I Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
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MTE 650 - Introduction to Qualitative Methods Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
This course examines qualitative research methods applied to mathematics education research. In particular, students will learn about qualitative research design, including techniques for collecting and analyzing qualitative data. The course will draw on exemplary research, primarily in mathematics education, and will involve students in the process of conducting qualitative research. Student projects will include the development of a researchable topic in mathematics education, selection and implementation of an appropriate qualitative research design, and analysis and interpretation of data. Results of the project will be written in APA format and presented orally in class or in other venues.
Graded
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MTE 651 - Intro to Quantitative Methods Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Integrates research design, data collection, interpretation and analysis and APA format report writing across the main paradigms of education research. Understand how to collect data to answer or address a specific hypothesis, reduce data into usable constructs, and model large data sets. The course includes the use of the SPSS statistical software to explore methods for univariate parametric and some non-parametric models. The course contains a strong experimental component to prepare students for thesis writing. The primary focus is to understand which statistical methods are necessary to model data, how to visualize data easily using modern software, and most importantly how to interpret data to further research.
Graded
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MTE 652 - Introduction to Mathematics Education Research Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
This course will introduce students to fundamental problems pertaining to mathematics education that have been instrumental to constitute and define it as a research field The students will be introduced to important ideas in the field and why these ideas are significant in defining the activity of research in mathematics education. The study of how these theoretical and pragmatic problems have been approached by a community of researchers, will help the students to understand, in broad terms, the nature of research in the field and, at the same time, offer a panorama of new areas of inquiry that are being transformed presently, into research programs.
Graded
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MTE 653 - Theories of Mathematical Learning Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
This course will examine contemporary theories of learning psychologies and their applications to research in mathematics education. It is intended to help students understand ways of knowing and how this drives research and will critically examine the literature regarding the role and plurality of theories in mathematics education. Particular attention will be given to understanding the nature of research paradigms and types of research frameworks, enabling students to situate their research in relevant frameworks, and understanding the implications of theoretical frameworks for research design. Students will apply their learning through the design of a researchable topic, situated in an appropriate theory of learning, and the subsequent development of a sample proposal for research funding.
Graded
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MTE 654 - Research Seminar Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
This is a capstone course designed to synthesize critical research processes, theories of learning, and current research themes in mathematics education to which the student is introduced to in their first year. From this synthesis, students are expected to select and refine a topic for their pilot study to be conducted during the introductory and preparatory phases of the doctoral program (Years 1 and 2).
Graded
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MTE 655 - Developing Research Skills Part I Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
This course will focus on building the skill set necessary to conduct research, including the exploration, analysis, synthesis, and writing skills critical to the research process. It will also address ethics of research, including issues associated with research on human subjects. As part of the course, students will be expected to identify a problem for which they will conduct a pilot study during the Introductory and Preparatory phases of the program (Years 1 and 2). The pilot study will culminate in the qualifying examination at the end of the Preparatory Phase. The design of the pilot study is expected to synthesize other relevant coursework during the Introductory Phase regarding appropriate research methods, theories of learning, and so forth. As part of the course, students will be introduced to funding resources and will write a sample grant proposal for their pilot study.
Graded
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MTE 656 - Interdisciplinary Colloquium Series Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
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MTE 661 - Research on Mathematics Teacher Education Part I Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Introduces students to research on pre-service and in-service teacher learning and teacher education. It includes a critical examination of the research base concerning contemporary learning theories and applications to teacher learning, effective forms of teacher professional development, and assessments of teacher knowledge. Students will critique competitive grants funding teacher education research to develop grant-writing skills.
Graded
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MTE 662 - Research on Mathematics Teacher Education Part 2 Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture / 3 hours per week
Extends MTE 661 in a critical examination of research in mathematics teacher education, including applications of contemporary learning theories to teacher learning and analyses of research-based findings for what constitutes effective teacher education. Develops research skills through design and review of mock research grant proposals in teacher education.
Graded
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MTE 663 - Developing & Implementing STEM Curricula Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
This course focuses on analyzing grades K-16 curriculum, intentions for students’ learning outcomes, associated pedagogical styles and integration. Students will examine existing reform and basal curricula texts, and the development of new activities and activity structures that replace or transform existing texts. Students will also be introduced to issues related to curriculum implementation including fidelity issues and hidden agendas.
Graded
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MTE 664 - Research on Technology in STEM Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
Explore important areas of mathematics through the use of innovative digital technologies. We will examine the design principles of how certain technologies can be used to transform the introduction of a mathematical topic in such ways that the learner can represent, understand, and develop symbolic reasoning in a conceptual and more applicable way transforming communication and representation in mathematics classrooms.
Graded
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MTE 666 - Frameworks for Research Analysis Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Focus on a specific set of research tools relevant to the study of mathematical reasoning in a variety of contexts. Frameworks include the analysis of mathematical discourse, gesture, flow of interaction, through micro-analytic video analysis and learning outcomes such as pre-post tests of content. Attention will be spent connecting research methods to theoretical frameworks and practical outcomes of analysis.
Graded
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MTE 667 - Research in Elementary Grades Mathematics Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture
Critically examines current research in elementary grades mathematics. It includes a study of critical research in the field, research designs framing this work, and relevant theories of learning and their applications in the research base. The course overviews significant areas of research and connections to current educational reforms. Students will conduct original research on teaching or learning elementary grades mathematics.
Graded
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MTE 669 - Research in Undergraduate Mathematics Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture / 3 hours per week
Critically examines research in undergraduate mathematics education, including the nature of advanced mathematical thinking, theories of learning associated with advanced mathematical thinking, and research on issues of teaching unique to advanced mathematical thinking. Reviews relevant reform documents and policy initiatives in undergraduate mathematics education to analyze their alignment with the research base.
Graded
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MTE 670 - Development of Theory Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture / 3 hours per week
Extended examination of fundamental problems and issues in mathematics education research that have been instrumental in constituting and defining the field. Study how theoretical and pragmatic problems in mathematics and science education have been approached by a community of researchers to define the field and new areas of inquiry.
Graded
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MTE 680 - Authentic Learning (Internship) Credits variable; 3.00 to 9.00
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyOther
An internship conducted at a local research institution, the Kaput Center or at an institution out of state or internationally. Students will be mentored by an adjunct research associate at the host institute to develop their research skills in the field including data collection and analysis, and enhancing their awareness of the complexities of educational research.
Graded
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MTE 681 - Research Seminar Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlyLecture / 3 hours per week
Capstone course designed to synthesize critical research processes, theories of learning, and current research themes in mathematics education. From this synthesis, students are expected to select and refine a topic for their pilot study to be conducted during the preparatory phase of the doctoral program. A major product of this course is to generate materials relevant for their qualifying exams.
Graded
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MTE 682 - Developing Research Skills, Part 2 Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar
This course synthesizes prior coursework to focus on methods and research questions in preparation for students’ dissertation. Students will develop essential experience/skills in designing research, reading research critically, writing scholarly work, and developing proposals for research funding. Students will give oral presentations on their research topics and plan of study for peer review.
Graded
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MTE 690 - Special Topics Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Topics not included in the regular offerings of the department. The specific topic is stated when the course is scheduled. May be repeated with change of content. The course satisfies 600-level elective requirements for the Mathematics Education PhD.
Graded
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MTE 715 - Interdisciplinary Colloquium in STEM Education II Credits 3
Requirements: Prerequisite: Permission of InstructorSeminar / 3 hours per week
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
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MTE 750 - Analyzing Participation and Motivation in Classrooms Credits 3
Requirements: Prerequisite: Permission of InstructorSeminar / 3 hours per week
Various models used to analyze how people participate in classrooms and the intersecting role of motivation. We will draw on the field of linguistics in particular linguistic anthropology, gesture and discourse analysis to categorize how students and teachers demonstrate their participation and motivation through speech and physical actions.
Graded
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MTE 751 - Contemporary Issues in K-8 Classrooms Credits 3
Requirements: Prerequisite: Permission of InstructorSeminar / 3 hours per week
Recent advances in the teaching and learning of mathematics relevant in K-8 classrooms. Areas to be covered will typically include: development of children’s mathematical reasoning and algebraic thinking; recent research on key K-8 content; technology use in elementary mathematics; teacher professional development; and school implementation and effecting policy.
Graded
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MTE 752 - Thinking and Learning in Mathematics/Science Credits 3
Requirements: Prerequisite: Permission of InstructorSeminar / 3 hours per week
Advanced doctoral course on deep examination of particular concepts in mathematics/science. The course focuses on mathematics/science content, epistemological obstacles related to learning, and the pedagogical strategies to enhance student thinking about concepts. Students will be deeply engaged in content and situating their thinking through the analysis and synthesis of existing literature on learning. Students will conduct or participate in a project by exploring and synthesizing the epistemological development, the research on student thinking, and effective pedagogical approaches about a given mathematics/science concept.
Graded
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MTE 753 - Research on Proof and Reasoning Credits 3
Requirements: Prerequisite: Permission of InstructorLecture / 3 hours per week
Historical and epistemological examinations of dimensions of proof and research on proof and reasoning across grades K-16, including how proof is conceptualized in research at different grade domains, the nature of students’ proving, how it evolves, and how curriculum and instruction can support this. Includes the development of research skills using novel applications in this research domain.
Graded
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MTE 756 - Social Justice and STEM Education Credits 3
Requirements: Prerequisite: Permission of InstructorSeminar / 3 hours per week
Exploration of social justice oriented research and scholarship in STEM education. Students will examine social justice oriented research that underlines the importance of STEM in/for socially transformative education. Students will engage with a range of perspectives and theorists that can inform their own research from topics as diverse as gender equity, sustainability, social inequality and racisms/colonialisms.
Graded
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MTE 757 - STEM Education Reform in a Political Context Credits 3
Requirements: Prerequisite: Permission of InstructorLecture / 3 hours per week
Advanced doctoral course on the influence of political agendas and the design and implementation of curricula. Areas to be covered will typically include: the development of the content standards; historical perspectives on STEM education; and politically motivated reports that have shaped mathematics and science education.
Graded
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MTE 770 - Advanced Authentic Learning (Internship) Credits variable; 3.00 to 9.00
Requirements: Prerequisite: Permission of InstructorPracticum
An internship conducted at a local research institution, the Kaput Center or at an institution out of state or internationally. Students will be mentored by an adjunct research associate at the host institute to develop their research skills in the field including data collection and analysis, and enhancing their awareness of the complexities of educational research.
Graded
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MTE 772 - Dissertation Research Credits variable; .00 to 24.00
Requirements: Prerequisite: Permission of InstructorResearch
Focuses on developing the dissertation proposal, including conducting a full literature review, identifying the theoretical perspectives and relevant research framing the proposed dissertation research, a clear statement of the research questions and significance of the problem, a description of the research methods and design, and a work plan that identifies how data will be collected and analyzed.
Credit / No Credit
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MTE 790 - Special Topics in Math Education Credits 3
Requirements: Prerequisite: Mathematics Education Doctoral Program OnlySeminar / 3 hours per week
Course focuses on a topic not included in the regular offerings of the department. The specific topic is stated when the course is scheduled. May be repeated with change of content. This course satisfies 700 level elective requirements for the Mathematics Education Ph.D.
Graded
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MTE 795 - Independent Study Credits 3
Requirements: Prerequisite: Permission of InstructorIndependent Study
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
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MTE 796 - Directed Study Credits 3
Requirements: Prerequisite: Permission of InstructorIndependent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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MUS 596 - Directed Study Credits 3
Independent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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NUR 500 - Theoretical Foundations for Advancing Nursing Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Focus on the pivotal role of theory and theoretical thinking in the exploration, development and advancement of knowledge for nursing practice. Broad areas explored include theory evolution within nursing science and the relationship between theory, research and practice. Graduate students engage in elucidating the distinctive perspectives of the nursing discipline in promoting health, guiding persons through health care experience and shaping the health care environment. Opportunities for students to engage directly in theory critique, application and evaluation provide an informed perspective on the meaning and usefulness of theory to practice.
Graded
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NUR 503 - Transitions for Advancing Nursing Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
For Registered Nurses with bachelor degrees in areas other than nursing. The purpose of the course is to provide non-traditional students with a common knowledge base including the community perspective as a foundation for graduate study in nursing. Students examine realities of modern nursing practice; explore the philosophical, professional, and theoretical bases for nursing practice as a framework for graduate study; reflect on professional practice and evaluate it in light of established standards; explore strategies aimed at promoting success in graduate education such as critical thinking and written communication; analyze issues and trends in the health care delivery system; and develop a population focus for nursing interventions that improve health outcomes consistent with Healthy People 2020. In addition, students examine professional values essential to advancing nursing practice.
Graded
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NUR 508 - Healthcare Economics and Managing Healthcare Finances Credits 3
Requirements: Prerequisite: NUR 520; Graduate student standing or permission of the instructor.Lecture
Explore economic theories and their application to health care at the macro (national, state), meso (systems) and micro (individual) level. Develop knowledge and skills in strategic planning, costing out services including analysis of cost-benefit and cost-effectiveness of new and existing clinical programs, and developing operating and capital budgets. Acquire skills in managing health care financial resources at the agency level. HMS 508
Graded
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NUR 511 - Translating Research Evidence for Advancing Nursing Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Focus on a) valuing research as a basis of professional nursing; b) understanding, evaluating and translating scientific evidence for nursing practice; and c) collaborating in the translation of evidence-based research activities. The course will assist students in identifying researchable problems that shape nursing practice. Components of the research process are examined. Both qualitative and quantitative approaches to generating, testing, and translating nursing knowledge and the underlying philosophical assumptions of each approach are examined.
Graded
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NUR 512 - Integrated Physiologic Knowledge in Patient Care Credits 3
Lecture / 3 hours per week
Integrated knowledge from physical assessment, pathophysiology, and pharmacology as a basis for nursing care of those from diverse populations experiencing chronic illness.
Graded
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NUR 515 - Organizational Behavior and Leadership in Healthcare Organizations Credits 3
Requirements: Prereq: NUR 500, 508, 511, 520;Lecture / 3 hours per week
Addresses concepts and theories important to nursing leadership and management in health systems. Students will explore organizational behavior, leadership theories, and complexity science that influences and shapes health organizations at the macro, meso and micro system levels to promote patient centered care. Self-reflection and self-assessment of leadership style and management competencies will guide learners in developing effective working relationships needed to lead change in complex organizational systems.
Graded
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NUR 518 - Standards and Outcomes Advancing Nursing Practice Credits 3
Requirements: Prerequisite: NUR 500, 511, 520, 547Lecture / 3 hours per week
Exploration of the scope, standards, and outcomes associated with graduate-prepared nurses in educator, or management practice in a variety of settings. Students analyze selected role components of expert clinician, educator, collaborator, change agent, and leader. Students shape the health care environment by promulgating standards of practice, use of protocols/practice guidelines and quality improvement initiatives, and standardized outcome measures which promote quality practice in organizations and systems. These processes are examined for their impact for improving performance within systems.
Graded
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NUR 519 - Standards and Outcomes Advancing Nursing Practice: Practicum Credits variable; 1.00 to 3.00
Requirements: Co-req: NUR 518Clinical
Exploration of the scope, standards, outcomes, and roles of DNP prepared nurses. Current realities and future directions in advanced nursing practice are examined in collaboration with a nurse preceptor. Selected role components of expert clinician, educator, collaborator, leader, and change agent are emphasized. Students shape the health care environment through use of {or by promulgating} standards of practice, evidence-based protocols, practice guidelines, quality improvement initiatives and standardized outcome measures which promote the health of adults and communities.
Graded
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NUR 520 - The US Health Care Delivery System Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Examination of the US health care system in relation to government and private sector involvement through comparative analysis. The focus is on the development, financing, and regulation of the health care system. Selected mechanisms such as policy formation, cost effectiveness analysis, accreditation, and quality assurance programs that shape the health care environment are examined.
Graded
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NUR 540 - Epidemiology in Nursing and Public Health Credits 3
Requirements: Pre or Corequisite: NUR 681/682Lecture / 3 hours per week
Introduction to the principles, concepts, and methods of epidemiology. Data sets and strategies that measure the health status populations are explored. Simulated surveillance activities and screening programs and case studies are used to develop critical thinking and decision-making skills.
Graded
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NUR 547 - Population Health Credits 3
Lecture / 3 hours per week
Principles of health promotion and disease prevention are applied to various populations in community healthcare settings. Emphasis is on the role of the nurse in the analysis of community resources, extant literature and application of public health principles to prevent and reduce the burden of disease. National health promotion objectives provide a focus for the course. Public health theories, ecological models, community organization models, community health education strategies and theories of behavior change are addressed. Ethics for population health are applied to case examples.
Graded
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NUR 549 - Com Build&Plan Schl Hlth Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Special elective for off-campus program; not for UMass Dartmouth degree program. Theories of coalition building and methods of program planning to develop health care programs for school populations. The emphasis will be on planning, organizing and obtaining resources for school health programs to promote health. The legislative and regulatory branches of the government will be examined closely to understand their part in defining problems, regulating and evaluating health programs within local and regional school systems.
Graded
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NUR 550 - Path Bases Adv Nur Pract Credits 3
Lecture / 3 hours per week
Interrelationship of human systems and illness effects on the individual as a whole. Students examine prototypic concepts and patterns related to clinical physiology using current texts and research literature. The pathophysiology of various body processes such as oxygenation, perfusion, digestion, elimination, and defense are considered. Prototypic diseases relative to each system are discussed as well as selected physiologic responses to treatment modalities. The dynamics of stress, ischemia, dyspnea, and pain are presented, Students analyze the physiological problems of clients in depth.
Graded
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NUR 552 - Advanced Health/Physical Assessment Credits 3
Lecture / 3 hours per week
Establish a foundation for assessment of adolescents, adults, and older adults in advanced nursing practice through didactic, laboratory modules, and practicum experiences. Students conduct comprehensive and focused histories, and physical and psychological assessments using skilled interviewing and advanced physical examination techniques. Differential diagnosis is based on assessment data. This course emphasizes normal variants based on gender, race, and age.
Graded
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NUR 553 - Pharmacology for Advanced Nursing Practice Credits 3
Requirements: Pre-req: NUR 550Lecture / 3 hours per week
Provides advanced knowledge of pharmacologic agents related to advanced nursing practice across the lifespan. Pharmacodynamics and pharmacokinetics of a wide range of pharmacologic agents are considered. Patient motivation and adherence to regimes, individual responses to therapeutic regimens, and patient teaching will be explored. Clinical pharmacological concerns related to psychological, aging, psychosocial, economic, cultural, ethical, and legal factors will be addressed.
Graded
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NUR 557 - Introduction to Primary Care for the Advanced Practice Nurse Credits 2
Requirements: Prerequisite: NUR 552; Corequisite: NUR 553, 558Lecture
Building on prior knowledge of physical assessment, pathophysiology, pharmacology, and other treatment modalities. Students expand and extend their knowledge of adult-gerontology primary care management of short-term acute illness and acute exacerbation of chronic health problems to maximize health. Current standards of practice and advanced practice nursing interventions are used to promote health, assess and reduce risk, and guide patients who are experiencing acute illness through the health care experience.
Graded
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NUR 558 - Introduction to Primary Care for the Advanced Practice Nurse – Practicum Credits 3
Requirements: Prerequisites: NUR 552, NUR 550. Corequisites: NUR 553, NUR 557.Clinical
Extension of knowledge of primary care management of acute illness in the adult and older adult through precepted clinical experiences. Students assess and manage commonly occurring acute problems and acute exacerbation of chronic illnesses to promote health, assess and reduce risk, and guide adults and older adults who are experiencing acute illness. Student progression to an increasingly independent role as an Advanced Practice Nurse is required. Topics pertaining to clinical issues associated with transition to the nurse practitioner role will also be discussed.
Graded
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NUR 585 - Environmental Health Credits 3
Lecture / 3 hours per week
The interaction of the environment and human health, from the perspective of an ecological framework. Physical, psychological, and psychosocial health responses to environmental toxins and infectious agents will be a central theme. Previous endeavors to maintain and improve the environment through the legislative process, public policy and regulation will be studied by examining case studies. The effects of war on the environment and public health will also be studied. (Only the 485 level carries general Education credit.) NUR 485
Graded
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NUR 595 - Independent Study Credits variable; 1.00 to 6.00
Requirements: Prerequisite: Matriculated Grad StudentsIndependent Study
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
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NUR 596 - Directed Study Credits variable; 1.00 to 6.00
Requirements: Prerequisite: Matriculated Grad StudentsIndependent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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NUR 605 - Statistical Analysis of Data Credits 3
Requirements: Prereq: NUR Graduate StandingLecture
Focus on exploring, organizing, and presenting quantitative data. Emphasis is on practical application of statistical methods for use in nursing practice. Topics include normal distributions, descriptive statistics and t-tests. Specific statistical models presented include analysis of variance (ANOVA), analysis of covariance (ANCOVA), repeated measures ANOVA, simple linear regression, and logistic regression. Students will utilize and interpret statistical computer software outputs and draw statistical conclusions based on the data.
Graded
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NUR 621 - Perspectives on the Illness Experience Credits 3
Requirements: Prerequisite: NUR 500, 511, 520: Corequisite: NUR 622Lecture / 3 hours per week
An in depth examination of the scientific, experiential and existential perspectives of illness. A focus on chronic illness includes the influence of social policy and the nurse-person relationship on the individual’s experience and illness management decisions. Selected chronic illness concepts are analyzed with the goal of applying evidence-based interventions to maximize health in persons.
Graded
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NUR 623 - Advancing Nursing Practice in Complex Health Systems Credits 3
Requirements: Pre-req: NUR 621; Co-req: NUR 624Lecture / 3 hours per week
Focuses on the role of the nurse as change agent in promoting patient quality and safety outcomes and shaping complex health care systems. Explores the influence of historical, sociopolitical, technological and contextual factors that influence the systems in which nurses care for persons with a variety of chronic illnesses. Both interdisciplinary and nurse-centered models of care delivery in complex healthcare systems are examined in depth.
Graded
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NUR 624 - Practicum:Advancing Nursing Practice in Complex Health Care Settings Credits 3
Requirements: Prereqs: NUR 621, 622; Co-Req: NUR 623Practicum
Focuses on the application of theoretical and evidence-based knowledge in the care of persons with selected chronic illnesses in complex healthcare settings. Emphasis is placed on the role of the nurse as leader in nurse-centered and interprofessional models of care delivery. Students collaborating with regional agencies, focus on shaping the healthcare system and advocating for patients through completion of a capstone project in which knowledge is integrated from diverse disciplines to address a practice problem.
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NUR 642 - Curriculum Development in Nursing Credits 3
Requirements: pre req NUR 500, NUR 511Seminar
Explore philosophical perspectives, curriculum theory, and paradigmatic and contextual factors in nursing education. Contextual factors include consideration of diverse populations served, their needs and their influence on health care. The use of a curriculum framework as means of conceptualizing and organizing the sequencing of knowledge, skills, values and beliefs to achieve program outcomes/competencies is examined. Faculty development synchronous with curriculum development is emphasized as an essential component of curricular change.
Graded
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NUR 644 - Teaching, Learning and Evaluation in Nursing Credits 3
Requirements: pre req NUR 500, NUR 511 or PhD student standingSeminar
Overview of selected teaching/learning and evaluation theories and associated research from the disciplines of nursing and education. Students will critically analyze theories and research for application to academic, clinical teaching and healthcare practice settings. Emphasis is placed on assessing learning needs, educational planning, instructional design, teaching methods, technology, utilization of strategies and evaluation based on theoretical knowledge. The role of the nurse as educator in academic and practice settings in analyzed.
Graded
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NUR 656 - Primary Care II for the Advanced Practice Nurse Credits 2
Requirements: Prerequisite: NUR 557, 558; Corequisite: NUR 657Lecture
Build on knowledge of adult and older adult primary care management of short-term acute illness and acute exacerbation of chronic health problems. Students expand and extend their knowledge of increasingly complex diagnostic and patient management issues that the advance practice nurse addresses in clinical practice. Current standards of practice and advanced practice nursing interventions are used to promote health, assess and reduce risk, and guide adults who are experiencing acute illness or acute exacerbation of chronic illness.
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NUR 657 - Primary Care II for the Advanced Practice Nurse/Practicum Credits 3
Requirements: Prerequisite: NUR 557, 558; Corequisite: NUR 656Clinical
Expansion of knowledge of management of acute illness and acute exacerbation of chronic illness in the adult client through a precepted clinical placement. Students assess and manage commonly occurring acute problems and acute exacerbation of chronic illnesses to promote health, assess and reduce risk, and guide adults and older adults who are experiencing acute illness. The continuing development of advanced practice skills in patient assessment, diagnosis and treatment planning is emphasized. Student progression to an increasingly independent role as an Advanced Practice Nurse is required.
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NUR 658 - Chronic Illness Management Credits 2
Requirements: Prerequisite: NUR 656, 557; Corequisite: NUR 658Seminar / 6 hours per week
Expand and extend knowledge of complex diagnostic and patient management issues in caring for people with chronic illness. Emphasis is placed on theoretical foundations, expanded clinical knowledge, complex advanced practice nursing interventions, health promotion, the human response to chronic illness and the analysis of the socio/political/economic impact on chronic illness management. Professional, legal and political dimensions of the adult gerontology nurse practitioner role are addressed.
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NUR 659 - Chronic Illness Management Practicum Credits 3
Requirements: Prerequisite: NUR 656, 557; Corequisite: NUR 658Practicum
Assessment and management of chronic illnesses and acute exacerbation of chronic illnesses to promote health, assess and reduce risk, and guide adults and older adults who are living with chronic illness. Continued development of adult/gerontology nurse practitioner skills in patient assessment, diagnosis, and treatment planning through precepted participatory clinical experiences is emphasized.
Graded
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NUR 681 - Assessment and Planning for Community/Public Health Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Assessment is one of the 10 essential public health functions, and is critical in the development and sustainability of an evidence based health program. This course applies various principles and theories of community assessment and program planning to address health issues in various types of communities. Ethical and cultural considerations are explored in the design of program plans.
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NUR 683 - Implementation and Evaluation for Community/Public Health Credits 3
Requirements: Pre-req: NUR 681; Co-req: NUR 684Lecture / 3 hours per week
Evaluation is one of the ten essential public health functions, and is critical in the development and maintenance of evidence based practice. This course will explore the principles of program implementation and evaluation for health related programs conducted in the community. Ethical and philosophical issues current in evaluation research are explored across all levels of evaluation.
Graded
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NUR 700 - Philosophy of Nursing Science Credits 3
Seminar
Provides a framework for understanding the history and development of nursing science. The origins of scientific questions and methods of scholarly disciplines are explored. Sources of nursing knowledge, modes of inquiry, and models of scholarship are critically analyzed. Emphasis is placed on the relationship between philosophy, theory, research and practice.
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NUR 701 - Knowledge To Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Synthesis, transfer, and application of know-ledge in practice. During this course doctoral students study how practice knowledge is structured and explore metacognitive strate-gies to promote accurate knowledge use. In-depth analysis of theories of knowledge use will be examined. Students will examine structured models, construct new models, and attempt to resolve inconsistencies in existing designs to make practice knowledge explicit. The role of reflective knowledge generation will be scrutinized. Issues of common language, including taxonomy systems recognized by the ANA, emerge as significant features in practice knowledge development. Knowledge assimilation, codification strategies, synthesis, concept mapping, and clustering become important tools for the knowledge developer. Infor-matics and the use of decision support systems as well as issues of soft knowledge such as intuition will be considered.
Graded
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NUR 705 - Theory Construction, Synthesis and Application to Practice Credits 3
Requirements: Prereq: NUR 700Seminar
Analyzes methods of theory construction, synthesis and evaluation to further knowledge development in nursing. Designs theoretical strategies to explore phenomena of interest and expand the scientific body of nursing knowledge. Explores the relationship between theoretical thinking and emerging trends shaping nursing science and practice. Emphasizes detailing the theoretical influences on a substantive area of interest.
Graded
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NUR 710 - Multivariate Analysis in Health Care Research Credits 3
Lecture
Focuses on conceptual and methodological issues employed in health care research. Emphasizes two and three-way analyses of variance (ANOVA); multivariate analysis of variance (MANOVA); repeated measures analysis of variance; linear regression models for continuous and binary outcomes; nonlinear regression models analyzing both epidemiologic and clinical data; path analysis; and factor analysis. Examines violations of model assumptions (multicollinearity, heteroscedasticity, measurement error) with an emphasis on nursing and health care questions and concrete tasks facing an investigator planning and executing a study. Students use the Statistical Package for the Social Sciences (SPSS) for data mining and statistical analyses.
Graded
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NUR 712 - Qualitative Research Methods Credits 3
Requirements: Pre-req: NUR 700 and MS level research courseSeminar
Analyze the philosophical underpinnings and development of qualitative research methods. Critically examine qualitative research designs, data collection and methods for analysis and interpretation of findings from a variety of disciplines. Critically examine evaluation criteria and ethical concerns related to qualitative research with human subjects.
Graded
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NUR 714 - Quantitative Methods in Nursing Research Credits 3
Requirements: Pre-req: NUR 700, 710Lecture
Apply advanced strategies for selecting and evaluating various research designs used to investigate nursing phenomena. Emphasis is on sampling strategies, instrumentation, data collection methods, data analysis techniques and interpretation of findings. Critically examine scientific rigor and ethical concerns related to research with human subjects.
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NUR 720 - Human Responses to Health and Illness Credits 3
Seminar
Critically examines perspectives in nursing and interdisciplinary fields relevant to phenomena associated with human responses to illness events, in particular chronic illness. Emphasis on variations on the conceptualization of these phenomena across health care disciplines and the relationship to assumptions underlying nursing science. Issues pertinent to measurement strategies and construct validity for these concepts as well as respondent burden within this population will be addressed. Practice implications evolving from the synthesis of this knowledge will be explored.
Graded
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NUR 730 - Nursing Intervention in the Care of Chronically Ill Persons:Research, Theory, and Practice Credits 3
Requirements: Prerequisite: NUR 700, 705, 712, 714Seminar
Critically analyze and synthesize various evidence-based strategies and programs of research related to living with chronic illness. Critique the development, theoretical underpinnings, scientific rigor and outcomes of interventions to manage phenomena of concern to persons living with chronic illness. The role of the PhD-prepared nurse as leader and member of the interdisciplinary research team generating and translating evidence-based interventions is highlighted.
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NUR 740 - Promoting Health and Shaping the Healthcare System: Theory and Practice Credits 3
Requirements: Pre-req: NUR 700, 705, 710, 712Lecture
Focus on the social determinants of health and health related behavior which contributes to the development of chronic illness across the lifespan. A focus on vulnerable and at-risk populations and their specific chronic disease outcomes frames the teaching-learning methods of this course. A review of various health promotion theories/conceptual models and health related policy supports the student in generating theoretically driven, evidenced-based health promotion interventions for a selected group/population.
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NUR 750 - Leadership and Scholarship in Nursing Education Credits 3
Requirements: NUR 642, 644Seminar
Explores complex political, institutional, social and economic forces impacting the higher education environment. Examines leadership challenges for nursing in higher education. Students analyze the research and scholarship of teaching exploring ways of integrating research to create innovation and change. Emphasis is on an integrated synthesis of the research on a selected issue in nursing education or area in the scholarship of teaching.
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NUR 770 - DNP Seminar I: Advanced Practice Nurse as Leader in Health System Change Credits 4
Requirements: Prerequisite: NUR 508Seminar / 4 hours per week
Explore contemporary issues and opportunities for shaping health systems’ change to promote patient care quality and safety. Analyze the various roles of the advanced practice nurse in interprofessional efforts. Employ health informatics and data management systems to identify patient care and health systems problems. Design evidence based interventions and measure outcome improvements.
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NUR 771 - DNP Seminar II: Genetics, Ethics and Innovations in Advanced Nursing Practice Credits 4
Requirements: Prerequisite: NUR 508Seminar / 4 hours per week
Explore the implications of genomics/genetics, ethics and technological advances on advanced nursing practice. Examine foundational principles of genetics and the impact of genetics/genomics on individual, family and population health. Apply knowledge of ethical theories and principles related to clinical practice and shared decision-making to support patient-centered care. Analyze ethical, regulatory, and legal factors when selecting and evaluating patient care technology.
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NUR 772 - Translating Research for Evidence Based Practice I: Project Proposal Development Credits 2
Requirements: Prerequisite: NUR 770, 771, 508; Corequisite: 773Lecture / 2 hours per week
First in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the development of an evidence-based translational research project. Students will complete and submit an Institutional Review Board (IRB) application. Emphasis is placed on reviewing the literature and evaluating the evidence using established rating systems.
Graded
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NUR 773 - DNP Residency I Credits 3
Requirements: Prerequisite: NUR 770, 771; Corequisite: 772Practicum / 3 hours per week
First in a series of three mentored practica to facilitate the scholarly capstone project and develop the DNP role. The focus of this residency is to identify and assess a practice problem and develop an evidence-based project proposal. Collaborative assessment and planning strategies are utilized to support the proposal development process. Opportunities are provided to consider the interprofessional perspectives of the problem. This practicum lays the foundation for the development of collaborative and interprofessional knowledge, skills and attitudes.
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NUR 774 - Translating Research for Evidence Based Practice II: Project Implementation and Analysis Credits 1
Requirements: Prerequisite: NUR 772, 773; Corequisite: NUR 775Lecture / 1 hours per week
Second in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the implementation and evaluation of an evidence based translational research project. Emphasis is placed on collecting and evaluating data to assess the impact on health care processes and patient outcomes.
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NUR 775 - DNP Residency II Credits 3
Requirements: Prerequisite: NUR 772, 773; Corequisite: 774Practicum / 3 hours per week
Second in a series of three mentored practica to facilitate the scholarly capstone project and develop the DNP role. The focus of this residency is to implement and evaluate an evidence-based translational research project. Collaborative data collection and management strategies are utilized to support the implementation and evaluating process. The practicum builds on the knowledge, skills and attitudes of the students to enhance collaborative and interprofessional practice.
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NUR 776 - Translating Research for Evidence Based Practice III: Dissemination of Findings Credits 1
Requirements: Prerequisite: NUR 774, 775; Corequisite: 777Lecture / 1 hours per week
Third in a series of three didactic courses to facilitate the scholarly capstone project. This course focuses on the dissemination of findings of an evidence based project for translating evidence into practice. Emphasis is placed on multiple modalities for disseminating project findings. Students will continue to explore the various roles of the DNP.
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NUR 777 - DNP Residency III Credits 3
Requirements: Prerequisite: NUR 774, 775; Corequisite: 776Practicum / 3 hours per week
Third in a series of three mentored practica to facilitate the scholarly capstone project and development of the DNP role competencies. The focus of Residency III is to disseminate results of an evidence-based translational research project. This practicum builds on the knowledge, skills and attitudes of the students to enhance collaborative and interprofessional practice.
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NUR 780 - Doctoral Seminar I Credits 1
Requirements: Prereq: NUR PhD ProgramSeminar
Weekly seminar discussions or presentations based on nursing or interdisciplinary research, theory development or methods alternating with focused dissertation discussions with faculty. Detailed exploration of grant development skills integrated across the four semester sequence supports skill development for dissertation proposal.
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NUR 785 - Doctoral Dissertation Research Credits variable; .00 to 3.00
Requirements: Prerequisite: NUR 700 and 720; Matriculated into PhD programDistertation
The dissertation is the culmination of knowledge development across the program. Over a period of several semesters, students synthesize and integrate knowledge from the program of study in a concentrated investigation of a fundamental or applied issue pertinent to nursing science. StudentsÀ research must make a contribution to nursing science in the area of chronic illness and/or nursing education. Continued registration in the course is based on successful completion of the qualifying requirement and submission of a formal proposal endorsed by the studentsÀ dissertation committee. A written dissertation must be completed in accordance with the rules of the Office of Graduate Studies and the College of Nursing.
Multi-Term Course: Not Graded
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