Graduate Course Ca Talog College of Arts and Sciences

SIMMONS COLLEGE Graduate Course Ca t a l o g College of Arts and Sciences 2 0 0 6 – 2 0 0 8

Addendum Available in Spring 2007 Co n t e n t s

ACADEMIC CALENDAR 2006–2007 ...... 6

THE COLLEGE A B O U T S I M M O N S ...... 8 BOSTON AND BEYOND ...... 9 PRINCIPLES AND POLICIES ...... 9 Student Principles ...... 9 Student Policies ...... 1 0 College Principles ...... 1 0 Notice of Non-Discrimination and Grievance Procedures ...... 1 1 Grievance Procedure ...... 1 1 Information for Students with Disabilities ...... 1 2 Religious Observance ...... 1 2 Other Policies ...... 13 A D M I N I S T R AT I O N ...... 1 3 STUDENT SERVICES ...... 1 4 Academic Support Ce n t e r ...... 1 4 Office of Alumnae/i Relations ...... 1 4 Career Education Ce n t e r ...... 1 5 College of Arts and Sciences, Office of the Dean ...... 1 5 J. Garton Needham Counseling Ce n t e r ...... 1 5 Disability Services...... 1 6 Office of Student Financial Services ...... 1 6 Health Ce n t e r ...... 1 6 Health Requirements and Recommendation ...... 1 6 Health Education Program ...... 1 7 The College Library ...... 1 7 Office of the Dean for Student Life ...... 1 8 Physical Education, Intercollegiate Athletics, Recreation, and Intramurals ...... 1 8 Office of Public Safety ...... 1 9 Office of the Registrar ...... 2 0 Office of Residence Life ...... 2 0 Te c h n o l o g y ...... 2 0 COLLEGE OF ARTS AND SCIENCES ...... 2 1 Graduate Programs ...... 2 1 A d m i s s i o n s ...... 2 1

2 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G P a r t n e r s h i p s...... 2 2 Community Service Learning –English Institute of Harvard Universit – Fenway Alliance – Girls Get Connected Collaborative – Graduate Consortium of Women’s Studies – Isabella Stewart Gardner Museum – Museum of Fine Arts – New England Philharmonic Orchestra Centers and Publications...... 2 2 Center for Gender in Organizations – Gustavus Myers Center for the Study of Bigotry and Human Rights in North America – Scott/Ross Center for Community Service – Simmons Institute for Leadership and Change–Summer Institute in Children’s Literature – Zora Neale Hurston Literary Ce n t e r

R E G I S T R ATION AND FINANCIAL INFORMAT I O N ...... 2 3 Fe e s ...... 2 3 Payment Policies ...... 2 4 B i l l i n g ...... 2 4 Refund Policies ...... 2 5 Dropping a Co u r s e ...... 2 6 Non-Degree Registration ...... 2 6 International Students ...... 2 7 FINANCIAL AID...... 2 7 S c h o l a r s h i p s ...... 2 7 Teaching Assistantships ...... 2 8 ACADEMIC POLICIES AND PROCEDURES ...... 2 8 G R A D U ATE STUDENT DEVELOPMENT FUND ...... 3 0

USER’S GUIDE ...... 3 2

COLLEGE OF ARTS AND SCIENCES PROGRAMS ...... 3 3 CHILDREN’S LITERAT U R E ...... 3 3 C O M M U N I C ATIONS MANAGEMENT ...... 3 8 E D U C AT I O N ...... 4 2 G E N E R A L ...... 4 3 Elementary and Secondary Te a c h i n g ...... 4 4 Educational Leadership ...... 4 6 Urban Elementary Education ...... 4 6 Beginning Teacher Ce n t e r ...... 4 7 Teaching English as a Second Language ...... 5 5 S P E C I A L...... 5 8 Urban Teacher Initiative ...... 6 0 Moderate Disabilities ...... 6 0 Severe Disabilities ...... 6 1 Assistive Special Education Te c h n o l o g y...... 6 2 Behavioral Education ...... 6 2

2 0 0 6 – 2 0 0 8 3 Administrator of Special Education ...... 6 3 S u p e r v i s o r / D i r e c t o r ...... 6 3 Non-Licensure Programs ...... 6 3 Special Education Administration ...... 63 Language and Literacy – Language-Based Learning Disabilities ...... 6 4 E N G L I S H ...... 7 4 G E N D E R / C U LTURAL STUDIES ...... 7 8 HISTORY AND ARCHIVES MANAGEMENT ...... 8 6 S P A N I S H ...... 8 8 DOCTORAL PROGRAMS ...... 9 2

SCHOOL FOR HEALTH STUDIES ...... 9 5 Health Care Administration ...... 9 5 N u r s i n g ...... 9 5 N u t r i t i o n ...... 9 7 Physical Therapy ...... 9 7

SCHOOL OF LIBRARY AND INFORMATION SCIENCE ...... 9 8 Doctor of Arts ...... 9 8 Master of Science ...... 9 9 Archives Management ...... 9 9 Preservation Management ...... 9 9 School Library Te a c h e r ...... 9 9

SCHOOL OF M A N A G E M E N T ...... 1 0 1 Master of Business Administration ...... 1 0 1 Executive Education ...... 1 0 1 Center for Gender in Organizations...... 1 0 2

SCHOOL OF SOCIAL WORK ...... 1 0 3 Master of Social Wo r k ...... 1 0 3 Doctor of Philosophy...... 1 0 4

F A C U LTY AND ADMINISTRAT O R S ...... 1 0 5

EMERITI FACULTY ...... 1 1 8

AWARDS AND ENDOWMENTS ...... 1 2 1 School and Program Aw a r d s ...... 1 2 1 Endowed Scholarships ...... 1 2 6 Endowed Chairs ...... 1 2 2

4 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Other Major Endowments ...... 1 2 6

HONORARY DEGREES AW A R D E D ...... 1 2 8

CAMPUS DIRECTORY ...... 1 3 2

MAP AND DIRECTIONS TO SIMMONS ...... 1 4 8

I N D E X ...... 1 5 0

2 0 0 6 – 2 0 0 8 5 ACADEMIC CALENDAR 2006-2007 A U G U S T 1 Undergraduate tuition payment due for fall

S E P T E M B E R 1 Residence halls open for graduate students and Dix Scholars 3 Residence halls open for international students FALL 2006 Residence halls open for new undergraduate students New undergraduate students arrive for Fall Orientation 4 Fall orientation continues; most administrative offices closed for Labor Day h o l i d a y 5 Simmons residence halls open for returning students Registration and check-in for all students Fall Orientation continues 6 Classes begin for the Fall term First faculty meeting, College of Arts and Sciences 1 3 Honors Convocation, 2:30 pm 1 5 Final day to drop a course and receive a full refund Final day to add a course without the instructor's signature 2 9 Final day to add a course with the instructor's signature Final day to drop a course without the instructor's signature Final day for undergraduate students to change a pass/fail grading option Final day to drop a course with no "W" grade

O C T O B E R 4 Senior Faculty To a s t 9 College closed for Columbus Day holiday 1 0 Academic holiday for students; administrative offices open; professional day for faculty 2 0 – 2 2 Family weekend 2 7 Final day to drop a course with the instructor signature. A grade of “W” will be assigned for courses dropped after September 29.

N O V E M B E R 1 0 College closed for Veterans' Day 1 7 Final day to sign up for Thanksgiving break housing 2 1 Thanksgiving academic holiday begins after final class on Tuesday November 21 2 2 Undergraduate residence halls close for Thanksgiving break 2 7 College re-opens after Thanksgiving holiday

D E C E M B E R 1 Final day to withdraw from residence for Spring 2007 8 Research day-classes will be held. 1 1 Final day of classes 1 2 – 1 3 Reading and review 1 4 – 1 9 Final examinations 5 Tuition payment for Spring due Final day to register for Winter Break housing 2 0 Residence halls close at noon 2 2 College closed for Winter Break at noon

6 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G JANUARY 1 New Year’s holiday 2 College opens after Winter Break Grades for all students posted to SOAR Residence halls open 10 a.m. for residents who have pre-registered for Winter Break 1 5 Residence halls open 12 noon for returning students. New undergraduate and transfer resident students arrive. Most offices closed for Martin Luther King Day 1 6 New Student Orientation SPRING 2 0 0 7 Registration continues 1 9 Classes begin for the Spring term 2 8 Final day to drop a course and receive a full refund Final day to add a course without the instructor's signature

F E B R U A R Y 9 Final day to add a course with the instructor's signature Final day to drop a course without the instructor's signature Final day for undergraduate students to change pass/fail grading option Final day to drop a course with no "W" grade 1 9 College closed for Presidents' Day 2 3 – 2 5 Women's Legacy We e k e n d 2 8 Final day to register for Spring Break housing

M A R C H 5 – 9 Spring Break. No classes. Administrative offices open. 1 2 Classes resume after Spring Break 1 6 Final day to drop a course with the instructor’s signature; a grade of “W” will be assigned beginning February 12 3 0 Final day to withdraw from residence for Fall 2007 3 0 – 3 1 Inauguration of President Susan C. Scrimsha A P R I L 1 6 College closed for Patriots’ Day holiday 2 0 Student Leadership Recognition Ceremony 2 5 Senior faculty banquet

M AY 1 May Day celebration 4 Research Day. Classes will be held. 7 Final day of classes 8 - 9 Reading and review 1 0 – 1 4 Final examinations 1 5 Grades for students graduating in May posted to SOAR by 10 a.m. Final signed departmental graduating lists due to Registrar's Office by 4.30 pm Residence halls close for all students, except graduating Seniors, Dix Scholars and graduate students at 12 noon 1 7 CAS faculty meeting for regular business and voting of degrees16 Residence halls close to seniors at 12 noon 1 9 Co m m e n c e m e n t 2 0 Residence halls close for graduating Seniors at 12 noon 2 1 Grades for all students posted to SOAR Summer housing begins Va r y Summer sessions begin. Check SOAR for start and end dates. 3 1 Residence halls close for Dix Scholar and graduate students on Spring 2007 housing contract at 12 noon. 2 0 0 6 – 2 0 0 8 7 THE COLLEGE

values the many dimensions of identity—includ- About Simmons ing race, class, ethnicity, and sexuality—and reflects those dimensions in curricula, Simmons is a small, nationally distinguished community partnerships, and college policy. university in the heart of Boston. The undergraduate women's college provides exceptional Simmons consistently ranks among the liberal arts education integrated with career nation’s top schools in its category in the U.S. preparation. In addition, the College also offers News & World Report annual survey. A comprehen- coeducational graduate programs in health sive college, Simmons is nationally recognized for studies, education, communications manage- its experiential learning programs, its blend of ment, social work, library and information graduate and undergraduate offerings, and its science, and liberal arts, as well as an MBA commitment to liberal and professional education. program specifically designed for women. Placing students first is a priority at Simmons. Decades before women in America gained A number of characteristics central to the the right to vote, Boston businessman John Simmons experience serve as the foundation Simmons had a revolutionary idea—that for student success: women should be able to lead meaningful lives • a small, accessible community that encour- and earn independent livelihoods. This same ages collaboration and challenges students spirit of inclusion and empowerment produced to do their best; the first African American Simmons graduate in • faculty teachers and scholars who focus 1905, and created one of the few private col- on students’ educational objectives and leges that did not impose admissions quotas on career needs; Jews during the First and Second World Wars. • extraordinary professional preparation with Since 1899, Simmons has offered a pioneer- an emphasis on intellectual exploration and ing liberal arts education for undergraduate r i g o r, the integration of theory and practice, women integrated with professional work expe- leadership, and informed citizenship; and rience. To d a y, Simmons is recognized as an • an outstanding location in the heart of innovative college that encompasses many of Boston, a world-class college town with the benefits of a small university–––including unlimited educational, career, and social renowned graduate programs for men and opportunities. women. Simmons continues to empower In this spirit, the College fosters open people through education, professional training, exchange of ideas among students, faculty, and research, and community outreach. Simmons the general Simmons community.

8 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G the New England Conservatory of Music and Boston and Beyond Symphony Hall. Boston’s charming Old Wo r l d atmosphere and diverse ethnic neighborhoods Boston, the largest of New England’s many offer choices from the past and present. cities, is rich in history, tradition, and cultural d i v e r s i t y. A preeminent business center and a Historical landmarks—including the Bunker mecca for research, medicine, and education, Hill Monument, the Old North Church, the USS Boston attracts more than 250,000 undergradu- Constitution (“Old Ironsides”), and the Paul ate and graduate students from around the Revere House—are easily visited by foot along world every year, making it the nation’s largest the Freedom Tr a i l . “college town.” The historic, tree-lined Simmons campus is located on the borders of Principles and Policies Boston’s lively Fenway neighborhood and the Longwood Medical Area, a world-renowned hub Simmons has committed itself to the follow- for research and health care. ing principles and policies: As an urban institution deeply involved in and committed to the city, Simmons offers pro- Student Principles grams that support and encourage partnerships Individual responsibility is the foundation of between the College and the city of Boston. the Simmons community. The student’s enroll- Many of the undergraduate departments and ment at the College carries with it the graduate schools and programs have long expectation that she will abide by the Honor included internships and field-based work at Code of Responsibility: neighborhood institutions as part of their • Each member of the Simmons community regular courses of study and professional is responsible for maintaining a high level p r e p a r a t i o n . of integrity, honesty, and trust within the Boston offers a variety of cultural, historical, c o m m u n i t y ; sporting, and social activities. An excellent • Each student is responsible for presenting public transportation system makes traveling work of her own creation and for not rep- throughout the city convenient and inexpensive. resenting as her own work that which is Local attractions include the Museum of not hers; and Science, with its state-of-the-art Omni Theater; • Conduct in keeping with the policies out- the Museum of Fine Arts; the Isabella Stewart lined in the Student Handbook and all Gardner Museum; and the New England other official College publications is A q u a r i u m . expected of each member of the Simmons Boston boasts several sports teams, includ- c o m m u n i t y. ing the Boston Red Sox, the Boston Celtics, the The College reserves the right to require the New England Patriots, the Boston Bruins, and withdrawal of any student who does not main- the New England Revolution. Each spring, the tain acceptable academic standing or modes of Boston Marathon draws thousands of world- behavior as outlined in the Student Handbook class runners to the city, and in the fall, Boston and other official publications. hosts the nation’s top crew teams at the Head Enrollment in a course implies a reciprocal of the Charles Regatta. agreement entered into by the instructor and Musical events are abundant in Boston. They student. The instructor is obliged to teach, to range from the Boston Pops to rock, blues, and evaluate student work, and to be available for country music to jazz concerts at Berklee conferences during designated office hours; the College of Music to classical performances at student is obliged to complete all work by the

2 0 0 6 – 2 0 0 8 9 assigned deadlines, to attend all classes, and to Student Policies devote sufficient out-of-class time to course The College’s practice in regard to student material. Three hours spent out of class in record-keeping is based on the provisions of the preparation for every hour in class is a reason- Educational Privacy Act of 1974 and is intended able expectation. to be a safeguard against the unauthorized Attendance and punctuality are expected at release of information. Information on the all classes. While there are no established Family Educational Rights and Privacy Act and College-wide penalties for absences, the instruc- students’ rights under the law are available in tor may take attendance into account when the Student Handbook. evaluating the student’s performance in the All students are given equal access to the course. In accordance with Massachusetts state College’s programs and resources. As permitted l a w, no student will be penalized for absence by state and federal law, admission to the due to religious observances. College’s undergraduate baccalaureate program If a student does not attend the first class is reserved for women. The College is commit- meeting of any course in which she is officially ted to admitting qualified students of any race, enrolled, and does not contact the professor c o l o r, age, religion, sexual orientation, national prior to the first class meeting by voicemail, and ethnic origin, regardless of disability, to all e-mail, in writing, or in person, the student may the programs and activities generally made have placed her future enrollment in that class available to students at the College, including in jeopardy. As a result and at the discretion of scholarship and loan programs, athletic pro- the professor, the student’s place on the class grams, and other College-administered social, roster may be given to a student who is in atten- educational, and recreational programs, and dance during the first class meeting, whether or student services. All graduate schools and pro- not she has previously been on a waiting list. grams are open to both men and women. The A student who is experiencing difficulty with School of Management MBA program is a course is encouraged to discuss her progress designed specifically for women. with her instructor as soon as possible. Her An undergraduate student who wishes to faculty advisor may also be able to assist with withdraw from the College must notify the regis- advice or resources. Students who are con- trar in writing in advance of her withdrawal. cerned about the quality of instruction in a Students are urged to consult with their advi- course or the grade that they receive are urged sors, the dean for student life, and their parents to share that concern first with the instructor, or guardians before making a decision to with- then with the chair or director of the depart- draw from the College. For further information, ment or program in which the course is taught. consult the Student Handbook. If no resolution is reached, the student may pursue her grievance to the Office of the Dean College Principles of the College of Arts and Sciences. As an academic community that integrates Simmons students are actively involved in the pursuit of the life of the mind with the lead- and concerned with the affairs of the Co l l e g e . ership and analytical skills needed by our They participate regularly in formal and informal graduates to make their own critical and con- discussions with the president and the faculty, structive contributions as professionals, serve on designated faculty committees, meet scholars, and engaged citizens, Simmons with candidates for faculty positions, and partic- College broadly defines diversity to include race, ipate in the orientation of new students. g e n d e r, national origin, ethnicity, religion, social Academic departments keep in touch with class, age, sexual orientation, and physical and student concerns through liaison meetings. learning ability. The College is committed to embracing diversity, which includes:

10 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G • ensuring that the organization has inclu- religion, disability, national origin, ancestry, age, sive leadership, policies, and practices; sex, sexual orientation, or veteran’s status. • integrating diversity into the curriculum, Simmons College administers its educational co-curricular programming, admissions, programs and activities in accordance with the and other activities; requirements and implementing regulations of • fostering an open, dynamic and critical Title VI of the Civil Rights Act of 1964, Title IX of intellectual environment of respect, civil the Educational Amendments of 1972, the Age engagement, and dialogue about Discrimination Act of 1975, Section 504 of the differences; and Rehabilitation Act of 1973, and Title III of the • increasing representation of traditionally Americans with Disabilities Act of 1990. underrepresented groups of students, Simmons College strives to ensure that all f a c u l t y, and staff . decisions concerning hiring and promotion of Simmons is committed to creating an faculty and staff, or the educational process of atmosphere within which the diversity of its students, are based on considerations appropri- individual members meets with understanding, ate to an academic institution and not on respect, and encouragement and where discrim- factors such as race, color, sex, sexual orienta- ination and harassment by any member of the tion, religion, age, national origin, ancestry, f a c u l t y, staff, or student body against any other d i s a b i l i t y, or veteran’s status. will be condemned and redressed. The Co l l e g e Complaints of discrimination or harassment does not tolerate sexual harassment of employ- should be addressed to the director of Human ees or students. Resources when brought by employees or to the SIMMONS COLLEGE NOTICE OF NON-DIS- applicable dean for appropriate action when C R I M I N ATION and GRIEVANCE PROCEDURES brought by students. Complaints or inquiries concerning the College’s policies and compli- Chartered in 1899 and opened in 1902, ance with applicable laws, statutes and Simmons College is first and foremost an regulations may also be directed to the College academic community whose primary goals are president’s office, Room C202, 617.521.2073. A to prepare women and men to be well complaint should contain your name and informed, open-minded, and sensitive to values. address and a brief description of the action you To attain these goals, the College seeks to create believe is in violation of state or federal law. A an atmosphere within which students may learn complaint should be filed with the appropriate to become actively engaged members of society office within 60 days after you the grievant and to develop the resources to lead rich become aware of the alleged violation. The pres- personal lives. Active and continuing exchange ident or appropriate college officer will conduct of ideas among students, faculty, and the an investigation and issue a written decision on general college community is central to achiev- the complaint, ordinarily within 45 days. ing these goals. To ensure that these goals are attained, Grievance Procedure Simmons has committed itself to the following A written complaint alleging violation of the p r i n c i p l e s : federal sex and handicap discrimination regula- Simmons College supports the principle and tions (34 C.F.R. Part 106 and 45 C.F.R. Part 86, spirit of equal employment opportunity for all implementing Title IX; 34 C.F.R. Part 104 and 45 persons, based on each individual’s qualifica- C.F.R. Part 84, implementing Section 504 of the tions and fitness. In accordance with applicable Rehabilitation Act; and 45 C.F.R. Part 83, imple- l a w, the College administers its employment and menting Section 855 of the Public Health Service personnel policies without regard to race, color, Act) may be filed with the College by any student,

2 0 0 6 – 2 0 0 8 11 e mploye e , or ot her aggrie ve d p erson. Co m p l a i n t s Requests for accommodations and supporting under this procedure will not be processed from documentation should be directed to the ADA applicants for employment or admission. A Compliance Officer / Coordinator for Disability College employee’s allegation that he or she has Services, located in the Academic Support Ce n t e r. been subjected to discrimination prohibited by the The College’s Section 504 Compliance Officer is regulations will be processed under the relevant responsible for assisting Simmons students who employee grievance procedure. have identified themselves as having a disability Inquiries concerning the application of and who are seeking an accommodation as a nondiscrimination policies may also be directed result of their disabilities. to the Assistant Secretary for Civil Rights at the Timeliness is an integral part of the accom- U.S. Department of Education, Office for Civil modation process. Students should initiate the Rights, 330 C Street, Washington, DC 20202. process for obtaining accommodations as soon as possible, preferably no later than the start of Information for Students with the course in which they are seeking the accom- D i s a b i l i t i e s modation. Academic accommodations for a Simmons College is committed to the full disability are not granted retroactively. participation of all students in its programs and activities. Although Simmons has no academic Religious Observance program specifically designed for students with Students who are unable, because of their disabilities who are otherwise qualified for religious beliefs, to attend classes or to partici- admission, Simmons is committed to providing pate in an examination, class, or work support services and reasonable accommoda- requirement on a particular day shall be excused tions when requested by students who qualify from the class, study, or work requirement and for them. shall be provided with an opportunity to make Section 504 of the Rehabilitation Act of 1973 up the examination, study, or work they may (Section 504) and the Americans with have missed consistent with Massachusetts Disabilities Act of 1990 (the ADA) protect other- General Law Chapter 151C, Section 2B. That law wise qualified individuals with disabilities from s t a t e s : discrimination on the basis of their disabilities. Any student in an educational or vocational Both Section 504 and the ADA protect the fol- training institution, other than a religious or a lowing persons: those who have a physical or denominational educational or vocational training mental impairment that substantially limits a institution, who is unable, because of his/her reli- major life activity, those who have a record of gious beliefs, to attend classes or to participate in impairment, or anyone who is regarded as any examination, study, or work requirement on a having an impairment. particular day shall be excused from any such The process for obtaining a reasonable examination or study or work requirement, and accommodation for a documented disability is shall be provided with an opportunity to make up an interactive one that begins with the student’s such examination, study, or work missed because of disclosure of her/his disability along with the such absence on any particular day; provided, request for a reasonable accommodation. Ev e r y h o w e v e r, that such makeup examination or work Simmons student who is seeking an accommo- shall not create an unreasonable burden upon such dation for a disability must provide Simmons school. No fees of any kind shall be charged by the with sufficient current medical documentation institution for making available to the said student from a qualified clinician or health care provider such opportunity. No adverse or prejudicial effects that supports the request for an accommodation shall result to any student because of his/her avail- and sets forth suggestions for accommodations. ing himself of the provisions of the sections.

12 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Questions about absences for religious The President is appointed by the board of observance should be directed to the Office of trustees and is the chief academic and executive Student Life or the registrar. officer of the College, responsible for the academic and financial administration of the Other Policies College in accordance with policies established Simmons College subscribes without excep- by the board. The vice presidents and academic tion to the Campus Security Act of 1990. It is deans report to the president. The president College policy to provide members of the acts as a liaison between the board of trustees College community with information, reports, and the faculties; works with members of the and statistics as required by P.L. 101-502; to board and the Simmons community to plan and maintain working relationships with other law budget for College needs; and fosters an open, enforcement agencies to ensure cooperation collegial environment for faculty, staff, and stu- between different law enforcement jurisdictions; dents. In addition, the president works closely and to provide educational programs designed with alumnae/i, business, government, founda- to increase crime and safety awareness among tions, educational associations, and other students, faculty, and staff. For information external constituencies and ensures that the regarding the Campus Security Act, contact the College plays an active role in Boston-area director of public safety at 617.521.2289. community relations and higher education on a In addition, data regarding retention at national level. Susan C. Scrimshaw is the Simmons is available from the registrar of the c u r r e n t p r e s i d e n t . College, in compliance with P.L. 94-482. Fo r Th e Ge n eral Co u n s e l is responsible for provid- information regarding graduation statistics, ing a wide variety of legal services to members of contact the Office of the Registrar at the Simmons community, including its board of 6 1 7 . 5 2 1 . 2 1 1 1 . trustees, administrators, faculty, and staff. The general counsel advises on regulatory compliance, internal governance, risk management, and commercial transactions, and she engages the A d m i n i s t r a t i o n services of outside law firms for matters requiring specialized expertise. The general counsel serves The Corporation of Simmons Co l l e g e w a s as clerk of the College, assistant clerk to the chartered in 1899 in accordance with the will of board of trustees, and oversees the Office of John Simmons. It is the overall governing body of Employee Services and Resources, which is the College and consists of the board of trustees responsible for human resource administration, and non-trustee members (called corporators). payroll, and benefits. Kathleen B. Rogers is the The corporation annually elects members to the current general counsel. board of trustees and the corporation. The Deans of each of the five schools are the The Board of Tr u s t e e s is entrusted with the academic leaders of their units. They are management of the business, property, and responsible for long-term planning, staffing affairs of the College, including setting overall decisions, curriculum support, and resource policy for the College, appointing the president allocation. They work closely with the adminis- and officers of the College, approving the grant- trative units, oversee admission in their schools, ing of degrees and other academic functions, and serve on president’s council, along with the and ensuring the responsible use of its assets vice presidents. for the long-term health of the institution.

2 0 0 6 – 2 0 0 8 13 Student Services The Office of Alumnae/i Relations Executive Director: Lorita B. Williams In keeping with its philosophy of individual Website: http://alumnet.simmons.edu s t u d y, personal development, and career prepa- The Office of Alumnae/i Relations serves ration, the College offers a variety of programs approximately 40,500 addressable alumnae/i and services for its students. across the nation and abroad. The office develops and administers programs and services to Academic Support Ce n t e r benefit all alumnae/i while supporting the Director: Lesola Morgan mission of the College. We are relationship Website: http://my. s i m m o n s . e d u / s e r v i c e s / a s c / agents who foster and enhance connections The Academic Support Center (ASC) sup- between alumnae/i, students, and Simmons. ports the educational progress of Simmons Our purpose is to establish, maintain, and students by providing academic support, assis- nurture these relationships so as to encourage tance, and access to success. The ASC supports volunteerism and philanthropic giving. We col- Simmons faculty in advising students and pro- laborate with internal partners and we create viding them with excellent education. Students lifelong educational, social, and professional receive assistance in a variety of different opportunities through which our constituents courses in many of the major concentrations, play an active role in carrying out the mission of including the sciences, languages, and social the College. Partnerships have been established sciences. The study skills advisor helps students with all Alumnae/i Associations, the with development of learning strategies, time Development Office, faculty, staff, administra- management, test preparation, and academic tors, area colleges and universities, non-profit motivation. organizations, and businesses. Writing tutors work with students in courses Alumnae/i involvement and support are vital from all disciplines. Writing tutors help students to the College. They provide important support to develop ideas, revise drafts, and improve the College through their leadership and volun- editing and proofreading strategies. Tutors are teerism and with generous contributions to trained to coach students to better organize and annual, capital, and planned gifts. There are more structure their writing, to refine generalities, and than 1,150 alumnae/i volunteer leaders, creating a to learn new self-editing habits. An English-as-a- worldwide network to recruit and assist students second-language specialist helps non-native in their educational pursuits and in their leader- speakers improve their language skills and ship and career development through adjust to the American academic environment. scholarships, mentoring, and internship pro- ASC staff members meet with students to grams. The alumnae/i network includes more assist them with assessing their academic than 25 alumnae/i clubs and designated contacts strengths and weaknesses through individual in the United States and in Europe. Graduate counseling on issues that influence their aca- alumnae/i represent half of the College’s gradu- demic performance. As a special service to a t e s . first-year students and faculty advisors, the ASC Graduates of the College are invited to join distributes First Year Mid-Semester Progress more than 6,300 registered alumnae/i worldwide Reports issued by the course instructor. The through Alumnet, the comprehensive online progress report gives the student and the aca- community for Simmons alumnae/i. The com- demic advisor positive and constructive munity allows alumnae/i to maintain close ties criticism of the student’s performance and with the College or College friends in the U.S. and guides them in their intellectual pursuits. abroad. Simmons graduates can easily register to

14 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G participate in the online community. To register, through the Federal Work-Study Program. log on to alumnet.simmons.edu and click on Descriptions of on- and off-campus job oppor- “Join To d a y.” For more information, please tunities are listed on the CA$H system, an contact [email protected] or call the Office online database. of Alumnae/i Relations at 800.246.0573. College of Arts and Sciences, The Office The Career Education Ce n t e r of the Dean Director: TBA Dean: Diane Raymond Website: http://my. s i m m o n s . e d u / s e r v i c e s / c e c / The Office of the Dean of the College of Arts The Career Education Center (CEC) assists and Sciences (CAS) provides leadership in the students and alumni at all stages of their career areas of graduate and undergraduate curricu- development. Students who need assistance lum, admission, faculty development, and with identifying their interests, skills, personali- student academic progress and awards. The ties, and values in order to make effective career dean is responsible for CAS’s academic depart- decisions and major selections, and alumni who ments, graduate studies programs, full and wish to evaluate and prepare for possible career adjunct faculty, budgets, strategic planning, and transitions, are encouraged to use the services curriculum development. The dean also over- of the CEC. In workshops or in one-on-one sees the Office of Undergraduate Admission, meetings with career counselors, students and the Office of Graduate Studies Admission, the alumni receive help in preparing for a job Simmons Institute for Leadership and Change, search, identifying compatible employment, and the Academic Support Ce n t e r, and the Ca r e e r focusing on long-term career goals. A variety of Education Ce n t e r, Study Abroad, and Disabilities resource guides, regular e-mails to students, Services. For further information, contact and electronic communications provide valu- [email protected] or 617.521.2091. able information. The J. Garton Needham A n n u a l l y, the CEC lists more than 2,500 positions in business, industry, health, education, Counseling Ce n t e r government, public affairs, and human services. Director: Dr. Jonathan Ehrenworth Each year, recruiters visit the College to interview Website: http://www. s i m m o n s . e d u / s t u d e n t s / seniors and graduate students for full-time c o u n s e l i n g _ c e n t e r employment. An online employment system The J. Garton Needham Counseling Ce n t e r ’ s called Sharklink facilitates the on-campus recruit- staff offers personal counseling services to stu- ing program and maintains all employment and dents who wish to discuss confidentially their internship listings. Students can access the concerns and questions with a staff psycholo- system through the CEC’s website or by going to gist or intern in psychology, social work, or sharklink.simmons.edu. In addition, recommen- counseling. Following an initial evaluation, the dations from Simmons faculty members and counselor will recommend appropriate ways of former employers may be put on file in the CEC helping the student cope with these concerns. and made available when needed to support new Consultation services are available to any job or graduate school applications. member of the Simmons community who is The CEC also has student employment concerned about a colleague, fellow student, or resources. Staff members help students seeking friend. These services are available at no cost jobs or internships during the academic year and are confidential, as provided by state law. and during vacation periods. The CEC maintains listings for both on- and off-campus employment, funded either by the employer(s) or

2 0 0 6 – 2 0 0 8 15 Disability Services The Simmons College Health Ce n t e r Director: Todd K. Herriott Administrative Director: Susan Glazer Website: http://my. s i m m o n s . e d u / s e r v i c e s / a s c / Website: http://my. s i m m o n s . e d u / Simmons is committed to providing access s e r v i c e s / h e a l t h / to education for all students. Students with a The Simmons College Health Center is documented physical, health, sensory, learning, located on the residence campus. The staff or mental health disability may be eligible for includes the medical director, administrative reasonable academic accommodations through d i r e c t o r, several staff physicians, registered Disability Services. Students who wish to receive nurses, and nurse practitioners. The walk-in academic accommodations must first provide clinic is open daily, including evenings and documentation of their disability to the weekends, and is staffed by registered nurses. A Disability Services office located in the staff member is on call for consultation when Academic Support Center for review and evalua- the health center is closed. Physicians and tion. Once the submitted documentation has nurse practitioners also have daily office hours been approved, students should make an during the school year. Limited services are appointment to discuss reasonable accommo- available during the summer and school vaca- dations and to register with Disability Services. tions at Simmons and at the We n t w o r t h Reasonable accommodations are determined Institute of Technology Health Ce n t e r, which is on a case-by-case basis in consultation with the operated by Simmons. c o o r d i n a t o r, the student, and, if appropriate, with the faculty. Services such as extra time on Health Requirements and exams, note takers, readers, use of adaptive R e c o m m e n d a t i o n s t e c h n o l o g y, and academic coaching are some of Every undergraduate and graduate student the possible accommodations available. must complete and return to the medical direc- Disability Services also sponsors workshops for tor prior to registration a health certificate, which students on specific themes and works closely includes immigration records. The College pro- with faculty to promote education relating to vides these forms through the undergraduate those issues. and graduate admission offices. A compulsory health center fee payment, currently $598 annu- The Office of Student Financial ally ($294/semester), is required of all full-time S e r v i c e s registered undergraduates and those graduate Director: Diane Hallisey students living on the residence campus. Other Web s it e : htt p: // my. s i m m o n s . e d u / s e r v i c e s / s f s / graduate students not living on the residence The Office of Student Financial Services con- campus may elect to use the health center by sists of the financial aid, student accounts, and paying the health fee or on a fee-for-service cashiering functions. The office administers a basis. The health fee covers most services comprehensive financial aid program, which offered at the health center during the under- includes institutional, federal, and state grants graduate calendar year, but does not cover and loans. This funding may make a Simmons immunizations, prescription medications, con- education available to students who are unable to sultations with physicians outside the health finance costs entirely on their own. This office is c e n t e r, emergency room visits, X-rays, and labo- also responsible for the collection of student ratory tests. State law requires all students to account charges, processing of student loan carry health insurance to cover these costs. If not funds, and servicing students on financial issues. covered by a family plan, students may purchase health insurance through the College. For details, consult the Student Handbook or call the health center at 617.521.1002 with any questions.

16 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G The Health Education Program renovation and expansion of the Library will be Director: Elise Tofias Phillips, MEd complete in the summer of 2007, offering more comfortable and usable seating for students, as Website: http://www. m y. s i m m o n s . e d u / s e r v i c e s / well as 15 technology-equipped group study h e a l t h - e d u c a t i o n rooms. The health education program at Simmons The Beatley Library, the main College library, College is part of the Office of the Dean for provides access to a book and journal collection Student Life and is located in the health center. of more than 240,000 volumes and more than The department specializes in health education 1,700 periodical subscriptions, an extensive ref- programs, health awareness campaigns, erence collection, and collections that support college-wide events, interactive workshops, the curricula of CAS, SSW, SHS, and GSLIS. health-related lectures, peer education, and indi- Materials not available in the libraries or online vidual and group health, wellness, and nutrition can be ordered electronically free of charge counseling. The department assesses students’ through the interlibrary loan service. awareness, knowledge, behaviors, and perceptions of preventive health strategies and works The Library offers many services and to create programming for positive lifelong resources electronically. Over 30,000 books, l e a r n i n g . 20,000 full-text journals, and 130 databases are available online from on or off campus. The Health education includes peer education online catalog allows users to locate resources program’s in the areas of time and stress man- owned by the Library, access course readings agement, smoking cessation, nutrition, healthy through an e-reserves service, check their own eating, disordered eating, body image, drug and borrowing records, and renew books online. alcohol use, safe sex, HIV and AIDS, self- Many computers, including wireless laptops, are esteem, healthy relationships, and the available for use in the Library. prevention of relationship violence and sexual assault. Health education programs are facili- Reference librarians are available to assist tated by professional health educators, patrons in most effectively utilizing the libraries’ nutritionists, student health educators, and services and collections. Training and instruc- health and counseling staff. For more information are offered in the Library and in many tion, please contact classes, and are also provided over the phone or [email protected] or call Elise electronically through e-mail, chat, and digital Tofias Phillips, Director of Health Education, at reference. Help with technology is also available 617-521-1001. For Nutrition Counseling contact at a Technology desk in the Library. [email protected] or The College’s Colonel Miriam E. Perry Goll 6 1 7 . 5 2 1 . 1 2 9 8 . Archives houses a collection of historical materials relating to Simmons and to the history of The College Library professional education for women. Director: Daphne Harrington The Miller/Knopf Career Resource Library, Website: http://my. s i m m o n s . e d u / l i b r a r y located at One Palace Road, is a reference center The Library’s mission is to support and where students can explore and research various enhance the academic, instructional, and intel- academic programs and career opportunities. lectual programs of Simmons College. The The School of Management Library supports Library achieves this goal by acquiring and the specialized needs of graduate management making readily accessible a wide variety of print, students. The facility is at 411 Co m m o n w e a l t h media, and electronic materials and by offering Av e n u e . a full range of information services. A major

2 0 0 6 – 2 0 0 8 17 The Simmons College Library belongs to the venience of students who may be unavailable Fenway Library Consortium, which is composed during business hours. of 15 nearby libraries. Current members of the Simmons College community have library privi- Physical Education, Intercollegiate leges at the other 14 libraries: the Brookline Athletics, Recreation, and Intramurals Public Library; libraries at Emerson, Emmanuel, Director: Alice Kantor Hebrew and Wheelock Colleges; Roxbury Website: http://my. s i m m o n s . e d u / c a m p u s l i f e / Community College; Massachusetts College of a t h l e t i c s / Art; Massachusetts College of Pharmacy and At Simmons, opportunities for intercolle- Health Sciences; Suffolk and Lesley Universities; giate, intramural, and recreation participation University of Massachusetts at Boston; are offered to all students of the Co l l e g e . Wentworth Institute of Technology; the New Students of many athletic backgrounds and skill England Conservatory of Music; and the levels can find a way to enjoy exercise at Museum of Fine Arts, including the School of Simmons, whether they are on their way to a the Museum of Fine Arts. conference championship with their varsity The Office of the Dean for Student Life team or unwinding after a difficult exam. Opportunities are available to compete as a Dean: Sheila Murphy varsity athlete against other athletes from Website: http://www. s i m m o n s . e d u / s t u d e n t - l i f e / around New England; to play on an intramural The Office of the Dean for Student Life coor- team against residence hall friends, faculty, and dinates a comprehensive set of programs and staff; to learn new skills or further develop exist- services designed to enhance Simmons Co l l e g e ing ones through fitness instructional courses; undergraduate and graduate students’ educa- and to enjoy the outdoors on a recreational tional experience. It includes the following o u t i n g . departments: athletics, the counseling center, The intercollegiate athletic program empha- the health center, health education, residence sizes the pursuit of athletic excellence and life, leadership and first-year programs, student enjoyment of competition against New England activities, the Upward Bound program, and reli- colleges. As a NCAA Division III institution, gious life. Staff members in the student life Simmons houses sports teams with a tradition office provide specialized services for ALANA of high-caliber student athlete participation and (African American, Latina, Asian, and Native is a competitive member of the Great Northeast American) students, Dix Scholars, international Athletic Conference. Over the past three years, students, and commuting students. Simmons’s varsity teams have finished third or Information on Simmons College policies, higher during regular season and tournament procedures, and academic and social programs competitions, and have captured many champi- is available through the Office of the Dean for onship titles. For example: Simmons’s soccer Student Life. The staff in the dean’s office team won the 1996, 1998, and 2004 Co n f e r e n c e administer the following programs: undergradu- Soccer Championships. Furthermore, many ath- ate orientations, international student advising letes have achieved All-American, All-New domestic exchange, ALANA, retention pro- England, All Conference, and All-To u r n a m e n t grams, assessment programs, advice on leaves h o n o r s . of absence and change of status, and other Being a member of a varsity athletic team is issues of interest and concern to students. a serious commitment. Most student athletes Students are welcome to schedule appoint- manage a rigorous academic schedule along ments to discuss specific issues of interest. with ten to twelve hours per week at a job. Evening appointments are available for the con- Teams are invited back to campus early for

18 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G preseason training, and once the athletic deck spa and sauna; a gymnasium consisting of seasons are under way, most teams practice one regulation wood-floor basketball court, two and compete late on weekday afternoons and regulation volleyball courts, and three regulation early on Saturday mornings. Nine sports teams badminton courts; one racquetball and two are sponsored: basketball, crew, field hockey, squash courts; an indoor suspended running novice crew, soccer, softball, swimming and area; a maple-floor dance studio; two rowing diving, tennis, and volleyball. tanks; and three fitness rooms including Eagle The Lifelong Exercise and Activities Program weight equipment, free weights, spinning room (LEAP) is designed to provide non-credit instruc- and cardiovascular training equipment such as tional classes, workshops, field trips, professional treadmills, rowing ergometers, stationary bicy- development training, recreational activities, and cles, and Stairmasters. intramurals. The intramural program is for those students who want to participate in recreation Office of Public Safety that can be either competitive or social. Students Director: Gerald Chaulk may form teams with their student organizations, Website: http://my. s i m m o n s . e d u / s e r v i c e s / residence halls, or academic departments, or par- b u s i n e s s / p u b l i c - s a f e t y / i n d e x . s h t m l ticipate as individuals. Members of the Co l l e g e s All members of the Simmons community of the Fenway have joined Simmons to compete should take an active role in their own safety in selected intramural leagues ending with a and security both on and off campus. On championship tournament. Leagues and champi- campus, the College’s Office of Public Safety onships offered from time to time include coordinates security and safety measures for the basketball, co-ed volleyball, co-ed flag football, College, and uniformed public safety officers are inner tube water polo, indoor soccer, softball, on duty at various locations on the campus. tennis, and co-ed ultimate Frisbee. LEAP also Supervisors in the Office of Public Safety are offers instructional classes, workshops, and licensed by the Commonwealth of clinics to those individuals eager to learn or Massachusetts as special police officers and develop physical skills and fitness. Taught by have authority to make arrests and enforce the trained professionals recognized regionally and laws of the Commonwealth on College property. n a t i o n a l l y, instructional offerings include aero- The administrative offices of the Office of bics, aquatics, cardio-boxing, dance, fitness and Public Safety are located on the ground floor of conditioning, outdoor adventure, professional the east wing of the Main College Building, leadership development, safety, and wellness. Room E008. The dispatch center is located in Opportunities for recreation activities Simmons Hall on the Residence campus. They throughout New England are available through can be contacted any time day or night at ext. LEAP. Sponsored by the Department of Athletics, 1111 in an emergency and at ext. 1112 for non- these outings are mostly day trips, but several emergency situations. weekend events are planned as well. Whether it’s Members of the Simmons community hiking in the White Mountains of New should always be prepared to show their Co l l e g e Hampshire, skiing at Sunday River in Maine, or ID cards to College public safety personnel. The rollerblading on the Esplanade, recreation trips Office of Public Safety distributes the Annual provide, along with guided instruction, outdoor Report of Safety and Security, which contains enjoyment of physical activity. useful and important information for all Athle tic Fa c i l i t i e s members of the Simmons community and can be obtained from the Public Safety Department The William J. Holmes Sports Center features at any time. a competitive eight-lane swimming pool; an on-

2 0 0 6 – 2 0 0 8 19 The Office of the Registrar rooms. First-year students typically reside in Registrar: Donna Dolan designated first-year spaces with programs tar- geted to their needs as first-year students. Website: http://my.simmons.edu/services/ Single and suite-style living is generally available r e g i s t r a r / for seniors. Graduate students and Dix Scholars The general functions of the Office of the are housed in single and double rooms. Special Registrar are to maintain student records and to interest housing options, including wellness and report data based on this information to the extended quiet-hour areas, are available to Simmons community and to specific outside undergraduate students. Assignments are based agencies. Services to students include registra- on availability and students’ preferences as tion, reporting of grades and transcripts, stated in the application for housing. evaluating transfer credit and fulfillment of all- College degree requirements, and coordination Te c h n o l o g y of information for planned educational leaves of Executive Director: Robert Kuhn absence. In addition, the Office of the Registrar Website: http://my. s i m m o n s . e d u / t e c h n o l o g y / is responsible for coordinating cross- s t u d e n t s registration within the Colleges of the Fe n w a y and other consortium institutions. The Office of Technology at Simmons College is dedicated the Registrar staff works with the academic to making your technological experience at deans to schedule class times and room assign- Simmons go smoothly. Simmons provides you ments and distributes class lists, grade rosters, with an e-mail account and other network and records for student advising purposes. The resources. Many students choose to buy a com- Office of the Registrar also provides supportive puter before coming to school. For technical services to many of the College’s administrative recommendations and access to substantial c o m m i t t e e s . savings through Simmons online stores, visit h t t p : / / m y.simmons.edu/purchasing. Be sure to The Office of Residence Life protect your computer with free anti-virus and Director: Jeanais Brodie other software Technology makes available for free at http://my.simmons.edu/disinfect-protect. Website: http://my. s i m m o n s . e d u / s e r v i c e s / r e s i d e n c e - l i f e / Conveniently located throughout campus you will find computers with software you need to The Office of Residence Life coordinates all complete your coursework. For more information aspects of the residential living experience, con- about general access and lab locations, including tributing to co-curricular education by providing hours of op e ra ti on , se e ht t p: // m y. s i m m o n s . e d u / a wide variety of services, leadership opportuni- technology/labs. There are two technology ties, and educational activities for all residential support desks. At the Information Co m m o n s students. Special housing options create a Technology Desk, on the first floor of the library, living/learning environment that foster personal you can get technical assistance with software on growth and development. The residential halls the computers in the area, and borrow wireless are staffed by a combination of full- and part- laptops. And the Help Desk is your email and time professionals and paraprofessionals. phone technology support resource; call Residence Life staff members work with stu- 617.521.2222 or e-mail [email protected]. dents to create an environment that encourages The Help Desk also offers self-help clinics where mutual respect and supports the diversity and you can learn how to troubleshoot problems with individuality of community members. your own computer. Most undergraduate residence halls are cor- Technology Media Services, located in P108, ridor-style with double, triple, and quadruple lends videotapes, DVDs, and audio-video

20 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G equipment (e.g. digital, SLR, and mini-DV Gender/Cultural Studies cameras). For information about borrowing and S p a n i s h for locations of viewing stations on campus, Writing for Children please see http://my. s i m m o n s . e d u / t e c h n o l- o g y / m e d i a / . Dual-Degree Programs Through the Pottruck Technology Resource History and Archives Management Ce n t e r, current students can enroll, free of Master of Arts in Teaching in conjunction charge, in workshops on such topics as with Children’s Literature, English, Microsoft Excel, PowerPoint, and Word, web Gender/Cultural Studies, or Spanish design tools, and video editing: h t t p : / / m y. s i m m o n s . e d u / t e c h n o l o g y / p t r c . MA in Children’s Literature and MFA in Writing for Children For information, applications, and publications for the programs listed above, contact: College of Arts and Sciences Graduate Studies Admission Diane C. Raymond, Dean and Professor Simmons Col l e g e Cathryn M. Mercier, Associate Dean and 300 The Fe n w a y P r o f e s s o r Boston, MA 02115-5898 Telephone: 617.521.2915 Graduate Programs Offered Fax: 617.521.3058 Communications Management E-mail: [email protected] Communications Management A d m i s s i o n s General Education The following conditions for the master’s Educational Leadership degree, CAGS, or Ed.S apply: E l e m e n t a r y, Middle, and Secondary Te a c h i n g 1. A baccalaureate degree from an accredited Teaching English as a Second Language i n s t i t u t i o n Urban Elementary Education 2. Evidence of satisfactory completion of courses required for entry into a program Non-Licensure Programs 3. A satisfactory grade point average, as Special Education stipulated by individual graduate-level Applied Behavior Analysis (PhD) p r o g r a m s Moderate Disabilities Once admitted, the school or program advisor Severe Disabilities must approve all courses selected by the student. Part-time study is possible in all CAS graduate Assistive/Special Education Te c h n o l o g y programs. Please consult individual program Behavioral Education descriptions in this catalog for additional infor- Language and Literacy mation about specific admission requirements. Administrator of Special Education (PhD) All students are expected to meet high aca- S u p e r v i s o r / D i r e c t o r demic standards as defined by individual Non-Licensure Programs programs. A student’s connection with the College can be terminated whenever, in the Liberal Arts judgment of the faculty, he/she has failed to Children’s Literature show sufficient i n d u s t r y, scholarship, or profes- E n g l i s h sional aptitude.

2 0 0 6 – 2 0 0 8 21 P a r t n e r s h i p s Management. For more information, visit the Community Service Learning – Offers stu- website (see above). dents opportunities to participate in diverse Gustavus Myers Center for the Study of Bigotry projects and programs throughout the Boston and Human Rights in North America c o m m u n i t y, such as Mission Safe, the Fa r r a g u t Director: Loretta J. Williams School, the Timilty School, Hale House, and Website: http://www. m y e r s c e n t e r. o r g Best Buddies. The Gustavus Myers Center for the Study of The English Institute of Harvard University, Bigotry and Human Rights in North America Cambridge, MA – Offers graduate students and seeks to discover, assess, promote, and distrib- faculty teaching in graduate programs the ute information that increases understanding of opportunity to attend an annual conference intolerance and bigotry and strategies that can including renowned literary scholars. lead to greater equity in a diverse society. The The Fenway Alliance – Provides members of center also awards the Myers Outstanding Book the Simmons community access to the many Awards to U.S. and Canadian authors whose programs and events offered through this focus is bigotry and anti-bigotry. For more infor- Fenway-area consortium of academic, cultural, mation, visit the website (see above). and arts organizations. The Scott/Ross Center for Community Service The Girls Get Connected Co l l a b o r a t i v e – Director: Stephen London Provides Simmons students the opportunity Director of Service Learning: TBA to work with middle-school girls on technology Director of Graduate Community Service: p r o j e c t s . Carolyn Grimes Graduate Consortium of Women’s Studies – Website: http://www. s i m m o n s . e d u / Offers gender/cultural studies students interdisciplinary graduate seminars at the Radcliffe c o m m u n i t y s e r v i c e Institute for Advanced Study. The mission of the Scott/Ross Center for The Isabella Stewart Gardner Museum, Community Service is to support and encourage B o s t o n – Enables members of the Simmons community service and service learning among community to visit the museum at no charge. all members of the Simmons community. Community service at Simmons offers opportu- The Museum of Fine Arts, Boston– Enables nities for academic and personal growth Simmons students to visit the museum, exclud- through classroom experience, Simmons ing special exhibits, at no charge. Community Outreach (a student-run commu- The New England Philharmonic Orchestra, nity service organization), alternative spring B o s t o n – Allows members of the Simmons break, and resources for a wide range of com- community free concert tickets and open admis- munity involvement. Service learning is a sion to all rehearsals. Also offers internship teaching method that involves students in opportunities and class lectures. organized community service that addresses Centers and Publications local needs while developing their academic skills, sense of civic responsibility, and commit- Center for Gender in Organizations ment to the community. For more information, Director: Patricia Deyton visit the website (see above). Website: http://www. s i m m o n s . e d u / s o m / c g o Simmons Institute for Leadership and Change The Center for Gender in Organizations Director: Diane Hammer (CGO), an international resource for innovative Website: http://www. s i m m o n s . e d u / s i l c ideas and practice in the field of gender, work, and organizations, is part of the School of Fulfilling John Simmons’s original mission for the College to improve the status of women

22 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G in the Boston community, the Simmons Institute for Leadership and Change (SILC) is Registration and Financial committed to projects that initiate social change I n f o r m a t i o n for women, raise women’s issues to the state and national political levels, and ultimately New Students transform the lives of women and girls for the An officially registered student is one who b e t t e r. SILC is one of the few Massachusetts has completed the registration form per instruc- based organizations that offer public events tions, has obtained any necessary approvals, addressing women’s issues from both local and and has settled all charges with the Office of global perspectives. It is committed to helping Student Financial Services. people act individually and collectively to transform their personal, work, and community lives Returning Students by creating partnerships between academic, No student may register for any course after business, and community organizations. These the fourth week of either semester. See aca- partnerships create innovative strategies, demic calendar found on pages 6–7. promote activism, and work towards social j u s t i c e . 2006–2007 Fees for Graduate Division Summer Institute in Children’s Literature Note: All tuition and fees are subject to revision by Program Director: Cathryn Mercier the Board of Trustees. For 2007–2008 figures, consult Website: http://www. s i m m o n s . e d u / g r a d u a t e / the catalog addendum, available in spring 2007. c h i l d r e n s _ l i t e r a t u r e Application Fe e Offered every other year through the gradu- Master’s program $ 35 ate program in children’s literature, the Summer Tuition Fees, per semester hour Institute brings together authors, illustrators, editors, and critics for discussion of a literary Liberal arts, MCM, and dual- theme. For further information, see the degree programs $ 825 Graduate Course Catalog or contact the chil- Special education programs $ 700 dren’s literature program at 617.521.2540. General education programs $ 700 The Zora Neale Hurston Literary Ce n t e r Student Activity Fees, per semester Director: Afaa M. We a v e r and summer session The mission of the Zora Neale Hurston Graduate studies programs $ 20 Literary Center is to help cultivate literary aware- Graduate Residence (room and board, ness and cultural diversity on the campus. two semesters – fall/spring) $ 11,970 Taking as its inspiration the work of the African Health Center Fe e (two semesters) $ 588 American novelist, playwright, and folklorist Zora Neale Hurston, the center seeks to present an Massachusetts Medical Insurance inclusive forum for contemporary poets, play- Massachusetts state law mandates that all wrights, and fiction and prose writers issuing students taking at least 75 percent of full-time from a foundation in the experience of the credit hours must be covered by medical African diaspora. It further seeks to strengthen insurance providing for a specified minimum the College’s relationships with the various com- coverage. Simmons College offers students the munities in the Boston area. For more option of either participating in a plan offered information, contact the Zora Neale Hurston through the College or submitting a waiver Literary Center at [email protected] or Rachel form. The waiver form must include specific Ruggles, the ZNH administrator, at 617.521.2220.

2 0 0 6 – 2 0 0 8 23 insurance information on the comparable insur- The College reserves the right to withhold all ance plan covering the student. Waivers are of its services to students who have not met completed online at the website of our insur- their financial obligations to the College. Such ance provider, UniversityHealthPlans.com. The services include mailing transcripts, grades, ref- waivers must be completed by August 1 for the erences, and placement materials and use of fall semester and by December 15 for the spring various offices and facilities. It should be noted s e m e s t e r. Full-time students who do not submit that Simmons has no deferred-payment plans a waiver form by the due dates above will auto- and that all College charges are payable by the matically be enrolled and billed for the required applicable due dates, or the late payment fees Massachusetts medical insurance. International will be applied. students may not waive the medical insurance If the College refers a delinquent account to r e q u i r e m e n t . a collection agent or attorney, these costs, plus all expenses associated with the collection Payment Policies effort, will be due and payable. College charges for tuition, fees, residence, American Express, Mastercard, and VISA are and any prior balance must be paid in full each accepted for the payment of tuition, fees, and semester before a student may attend classes. A residence charges. student’s registration is complete and official Many graduate students prefer to pay tuition when the student has settled all charges with and other fees in monthly installments and have the Office of Student Financial Services. found satisfaction with programs offered by a Students are urged to complete payment in number of banks and other reputable financial full by the due dates of August 1 for the first institutions offering services along these lines. semester and December 15 for the second Newly accepted students will often receive s e m e s t e r. The Colle ge c an no t assure t ha t pay - direct mail advertisements from these firms. ments received after the due date will be Arrangements should be made well in advance processed in time to clear the student’s official of the start of the academic year. The College is registration. Students who do not settle their not able to control such offerings, cannot rec- accounts prior to the first day of classes may ommend any particular plan, and suggests that have to select courses on a space-available basis. any tuition proposal be studied carefully before Students whose payments are received after its terms are accepted. the due dates will be charged a $100 late payment fee ($50 is assessed at the due date; an additional Billing: New Students $50 is assessed on the first day of the term). Invoices (statements of student accounts) O v e r due accounts will be charged a delin- are mailed prior to July 10 for the first semester quent fee of $10 plus one percent (12 percent and November 22 for the second semester. annual rate) of the outstanding balance each They are sent to new students’ permanent month until paid in full. A fee of $20, in addi- addresses as maintained by the registrar’s tion to the above late payment fees, will be office. Any student who does not receive a bill charged for any dishonored check. by these dates should request one from the Checks should be made payable to Office of Student Financial Services. For new Simmons College and sent to the statement students who are accepted to the College after remittance address or to Simmons College, 300 the respective billing dates noted above, all The Fe n w a y, Boston, MA, 02115-5898; charges are payable when billed. Attention: Student Financial Services, or Tuition charges are based on the full-time presented at the Office of Student Financial student rate. Students planning a course load of Servic es at the Co l l e g e . fewer than 12 credit hours should notify the

24 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G registrar in writing prior to June 8 for the fall Weekend Co u r s e s R e f u n d semester and November 14 for the spring Prior to the first day of class 100 percent semester so a correct bill can be issued. By the end of the first day of class 60 percent Billing: Returning Students After the first day of class No refund Invoices (statements of student accounts) O n e - Week Co u r s e s R e f u n d are mailed prior to July 10 for the fall semester Prior to the first day of class 100 percent and November 22 for the spring semester. They are sent to returning students’ permanent Once class begins No refund addresses as maintained by the registrar’s M u l t i - Wee k Co u r s e s R e f u n d office. Any student who does not receive a bill by these dates should request one from the Prior to the first day of class 100 percent Office of Student Financial Services. By the end of the second meeting of class 70 percent Refund Policies: Tuition General By the end of the fourth Refund Policy meeting of class 50 percent Tuition refunds will be granted only through After the fourth meeting of class No refund the first four weeks of a semester. The date that appears on the official add/drop form filed with Refund Policy: Residence Fees and the registrar is used to determine the refund D e p o s i t s amounts. Only official add/drop forms will be A resident student is required to prepay all accepted as evidence that a student has with- residence charges. If a student withdraws drawn from a class or program. (Non-attend- during the first four weeks of a semester, she ance in a class does not constitute withdrawal will be refunded a pro-rated amount for food from that class.) costs, starting from the date she officially with- This refund policy applies when the student’s draws from residence. No refund will be made course load falls below 12 credit hours per after the Friday of the fourth week of the semes- s e m e s t e r. t e r. Federal financial aid recipients may be subject to different rules, and students are Courses Dropped Percentage of Tu i t i o n encouraged to meet with a financial aid coun- On or Before Charges Ca n c e l l e d selor for an explanation of an individual case. Fall Semester 2006 The residence deposit reserves a residence hall September 15 100 percent room for the entire academic year. The deposit September 22 80 percent is refundable in full upon graduation or upon September 29 60 percent notification by December 1 and March 30 that the student will not be returning to Simmons October 8 40 percent College the following semester. A student who October 13 20 percent withdraws from residence in midsemester but Courses Dropped Percentage of Tu i t i o n who has paid his/her bills may receive his/her On or Before Charges Ca n c e l l e d deposit in full upon written notification to the Spring Semester 2007 director of residence life. Students should be January 26 100 percent aware that the room and board license agree- February 2 80 percent ment is binding from the date of occupancy to the end of the academic year. (A first-year February 9 60 percent student who notifies the College on or before February 16 40 percent July 5 that she does not wish a room will receive February 23 20 percent

2 0 0 6 – 2 0 0 8 25 a full deposit refund. Students accepted for the attempt to collect any unpaid charges, as well spring semester must notify the director of resi- as late fees and interest charges. If the account dence life by December 1 to receive a full is referred for collection, any associated refund.) In addition, charges for damage or loss expenses will be added to the balance due. of College property attributed to the resident Many privileges are suspended for students student may be assessed. who are not in good standing with the Co l l e g e , including the release of academic transcripts. The Tuition Refund Plan, A.W. G . Questions regarding refunds should be directed D e w a r, Inc. to the Office of Student Financial Services. Many graduate students have requested an option to protect their educational investment Dropping a Co u r s e at the College from an accident, illness, injury, Registration reserves a student’s place in a or mental health disorder. Simmons is pleased class. This registration is binding, both finan- to offer such a program through A.W.G. Dewar, cially and academically. Should a student decide Inc. For information about this plan, please not to attend class, written notification to the write directly to A.W.G. Dewar, Inc., 50 Braintree registrar (using the add/drop form, available in Hill Office Park, Braintree, MA, 02184. Please the registrar’s office) is required. Notification note that applications must be made prior to received after the payment due date of a opening day at the Co l l e g e . student’s bill may result in the assessment of a late payment fee. Courses dropped are subject Special Rules Affecting Financial Aid to the above refund policy. Recipients Refund Policy and Return of Title IV Fu n d s Non-Degree Registration If a student should completely withdraw from All graduate programs allow enrollment as a all coursework once classes begin in the fall or non-matriculating or non-degree student. spring semesters, he/she may still be account- A non-degree student can earn a maximum able for a portion of tuition, fees, room, and of eight semester hours. A student must apply board. Simmons College is responsible for for admission to the program if he/she wishes adhering to rules established by the federal gov- to continue taking courses beyond eight semes- ernment that determine the amounts of federal ter hours. Non-degree students must earn a financial aid (Stafford, Pell, Perkins, SEOG) a grade of B (3.00) or better in each course in student is allowed to keep toward college order to be subsequently considered for admis- charges. The federal rules assume that a sion. Courses taken as a non-degree student student earns his/her aid based on the period of may be counted toward a degree if the student time he/she remained enrolled. If a student is is admitted to a degree program. Satisfactory considering withdrawal, he/she should meet performance as a special student is a prerequi- with a financial aid counselor to discuss the site to admission to a degree program; however, financial implications. it does not guarantee admission. All non–financial aid students who withdraw As non-degree students, special students are from some or all classes are subject to the not eligible for Simmons College or federal Simmons general refund policy, which provides financial aid. Simmons College is not able to partial refunds of tuition only for the first four provide an I-20 or IAP-66 for study in the non- weeks of classes. degree student status because these students When a student withdraws, any adjusted are not fully admitted and matriculated. Simmons charges that have not yet been paid are still owed to the College. The College will

26 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G International Students Financial Aid The College of Arts and Sciences welcomes student’s from all countries. International stu- Limited merit aid based on academic excel- dents complete the standard application lence is available depending upon funding levels requirements required by the specific academic for the graduate program. The primary responsi- program, with a few additions: bility for educational financing belongs with the Officially translated and evaluated transcripts student. Simmons College and/or the federal are required if not originally written in English. government may award funds to supplement Only transcripts translated and evaluated by the student’s ability to pay. authorized organizations are accepted. The pre- In order to be considered for federal and ferred provider of transcript evaluations at other types of financial aid. students must file Simmons is the Center for Education the Free Application for Federal Student Aid Documentation, PO Box 231126, Boston, MA (FAFSA), and a Simmons College Graduate 02123-1126, telephone 617.338.7171, fax Supplemental Information Form. Students must 6 1 7 . 3 3 8 . 7 1 0 1 . reapply for financial aid each year, and meet the International students must demonstrate published priority application receipt dates in that they have sufficient funds available to meet order to be considered for all the various types all the travel, living, and educational expenses of financial aid available. Calculated need, avail- for graduate study in the U.S. This financial doc- able funding, and meeting all eligibility criteria umentation must be provided only if you are will determine the financial aid package each admitted to a graduate program at Simmons y e a r. For additional information, students Co l l e g e . should contact the Office of Student Financial The Test of English as a Foreign Language S e r v i c e s . (TOEFL) is required of all applicants whose first Information about the following scholar- language is not English. The exam will be ship’s can be obtained for the Office of waived if the applicant has earned a bachelor’s Graduate Studies Admissions. degree or higher from a U.S. institution. Virginia Haviland Scholarship Minimum scores for consideration – by p r o g r a m : The Center for the Study of Children’s Literature annually names as a Virginia Haviland 550 Paper Test (213 Computer Te s t ) Scholar a student who demonstrates academic M AT and general education programs and professional excellence and promise. Children’s literature E n g l i s h Kennedy Scholarship S p a n i s h The programs in special education annually award the Senator Edward Kennedy scholarship 600 Paper Test (250 Co m p u t e r ) to a graduate student in special education. Communications management Opportunity Scholarship M AT E S L The Office of the Dean annually awards Special education programs opportunity scholarships to students who have Gender/cultural studies demonstrated outstanding academic performance and personal achievement and who show a commitment to contributing to Simmons’s increasingly diverse population.

2 0 0 6 – 2 0 0 8 27 Teaching Assistantships semester in which the incomplete grade was A limited number of teaching assistantships granted; grades must be submitted by Fe b r u a r y ( TAs) are granted to qualified graduate stu- 1 for fall semester, July 1 for spring semester, dents. Students must apply for such awards and and September 1 for summer semesters. Fa i l u r e are selected by that graduate program director, to submit a petition for extension of time or in consultation with the dean and the director of submit work by the deadline will result in a graduate studies admission. Students with TA s grade of F. Students requesting an incomplete are assigned to a specific course and work grade must complete the Petition for Extension under the close supervision of a graduate of Time to Complete Co u r s e w o r k . faculty member. Normally, TAs cover approxi- Leave of Absence/Readmission to mately half the cost of a graduate course. Active Status Students may choose not to enroll for a fall or spring semester during their graduate study. Academic Policies and It is important for students to discuss the impli- P r o c e d u r e s cations of taking a leave of absence with their program director as they make this decision. Note: In addition to the policies listed below, some Students must complete a Petition for Leave of programs may have further restrictions. Please consult Absence prior to the semester in which they do individual programs for complete information. not enroll. Financial Aid recipients must also notify the Office of Student Financial Services. Transfer of Cr e d i t s Students who take a leave of absence must Under special circumstances, students may complete the degree within the established receive credit for graduate work completed at length of time for completion of degrees (see another accredited institution. Between four and below), regardless of the length of time away eight semester hours are granted. Tr a n s f e r from the program or changes in the program. courses must be graduate level. The lowest Students may be held to new program require- grade accepted for transfer is a B. Tr a n s f e r ments upon return. To register after returning courses may not have been credited or used from a leave of absence, students must com- towards another degree. Courses for transfer plete a Request for Readmission to Active may not have been taken more than five years Status. prior to date of petition. No credit is granted for more than the value assigned by the host insti- Length of Time to Complete Degree tution. Students who transfer courses valued at Students must complete the degree within three credits may have one credit waived the established time allotted, beginning from towards the Simmons degree. Quarter hours date of first enrollment and regardless of transfer at two thirds of a credit per semester semester(s) away from the College. The specific h o u r. amount of time for degree completion varies by Students interested in transferring a course p r o g r a m . must complete the Petition to Transfer Cr e d i t Four years: M AT, special education f o r m . Five years: children’s literature, communications management, gender/cultural studies, Extension of Time to Co m p l e t e Spanish, MAT E S L Co u r s e w o r k Seven years: English, archives and history Incomplete coursework must be completed management, dual degree (MAT/liberal arts) early in the semester immediately following the

28 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Undergraduate/Graduate Dual Programs: Grading Policy Same time allotment as corresponding The grading system is based upon categories graduate programs. Time allotment begins and numerical values as follows: after the completion of the 128 undergradu- A = 4.00 ate credit requirements. A- = 3.67 Withdrawal from the Co l l e g e B + = 3.33 A student who withdraws from all courses B=3.00 and does not plan to return to Simmons should B- = 2.67 complete a Notice of Withdrawal from the C+ = 2.33 College form. At such time, a student will be C = 2.00 considered withdrawn. C- = 1.67 Any student who withdrew from Simmons and wishes to reenroll must complete the D+ = 1.33 Request for Readmission to Active Status form. D = 1.00 Such students will be required to meet new D- = 0.67 program requirements and expectations. F, RW = 0 Satisfactory Progress Toward the W = Approved Withdrawal D e g r e e Students enrolled in CAS graduate programs may not take courses on a pass/fail basis. The overall grade point average required for the degree is B (3.00) or better. Graduate stu- Grievance Procedure dents are expected to maintain an average at or A student with a grievance regarding a grade above a B each semester. Program directors should first discuss the grievance with the have the responsibility to monitor graduate stu- i n s t r u c t o r. If i ssue s are not reso lved , t he st u de nt dents’ academic standing. Academic warning, should talk to the program director. In the event academic probation, or exclusion from the that the issue is not settled within the program, program may be recommended by the program the student may bring the matter to the Associate d i r e c t o r. Students on warning or probation are Dean of the College as a formal grade appeal. extended all the rights and privileges of regularly enrolled students but are placed in this category as notification that they must improve their grades in order to receive their degrees. Students may, upon recommendation of their program director, be relieved of probationary status with improvement of their grades. Students on probation should consult the director of the Office of Student Financial Services concerning effects of probation on their financial aid status.

2 0 0 6 – 2 0 0 8 29 Graduate Student Development Fu n d

CAS has established the Graduate Student Development Fund to support activities that contribute to the overall professional development of its graduate students. These activities include, but are not limited to, presenting papers at professional meetings, workshop participation, research, and other activities related to enhancing professional development. The Office of the Dean will review applications, which will be considered from September through May. Applications must be submitted so that the award activity commences after the decision process takes place. No awards are made after the activity has been completed. Criteria applied as part of the review process include relevance of the activity to the graduate student’s professional development or research plans and level of contribution and/or involvement in the activity. The graduate student development fund will help to support travel costs and registration fees. The awards may be granted as follows: • Up to $200 for attendance at professional development activities, such as a conference, workshop; or • Up to $400 for presentation at profes sional development activities, such as a conference, workshop, or professional m e e t i n g • Up to $600 for exceptional cases or for international travel Each graduate student may receive only one award during the academic year. Graduate student development funds are available only to students who have been admitted to a graduate degree program in CAS. Awards will be given out until funds are depleted for that academic y e a r. For further information, please contact the Office of the Dean of the College of Arts and Sciences at 617.521.2091 or [email protected].

30 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G N o t e s

2 0 0 6 – 2 0 0 8 31 READING A 2006–2008 CATALOG COURSE DESCRIPTION

Each department uses one or more prefixes to identify its courses. “GCS” indicates that this is a Gender/Cultural Studies course, offered by the Graduate Program in Gender/Cultural Studies. C o u r s e s in the 400 and 500 series are graduate level. TC: If a course number is followed by TC, that course is a short-term travel course (for example, MCM 488 on page 41). Short-term travel courses Course Ti t l e usually run for two to four weeks, beginning at the The course title indicates the major area(s) of focus for the course. end of final exams in the spring term. They are Some titles are more descriptive and self-explanatory than others. counted as part of a student’s spring semester course Therefore, students should rely on the course description for informa- load. For more examples of short-term travel courses, tion about the content and format of the course. see the Undergraduate Course Catalog. Course Prefix and Number Semester Offered This code indicates which semester(s) the course will be offered in 2006–2008: F = Fa l l GCS 430 Cultural Theory (S-1,2) S = Spring 4 sem. hrs. Prereq.: GCS 403 or consent of the U = Summer i n s t r u c t o r. 1 = Academic Year 2006–2007 An intensive reading seminar, intended to provide 2 = Academic Year 2007–2008 an introduction to the theoretical debates regarding Thus GCS 430, designated (S-1,2), will be offered in the the study of culture that have taken place in the last spring of both academic years. twenty years. Explores theories of nations, publics, A course designated (F-1,2; S-1,2) will be offered in the and identities. Considers a number of theorists fall and spring semesters of both years, etc. including Bourdieu, Haberman, Foucault, Hall, and Butler. Bergland, Puri. Course Instructor The instructor of the course is listed at the end of the Semester Hours course description. Information about the educational Like GCS 430, most background of the faculty can be found on pages courses count as four 105–118. Note that some courses list “Staff” as the semester hours, although Prerequisites and Course i n s t r u c t o r, meaning that the course is taught by an there are some for two or L i m i t a t i o n s instructor who is not a member of the full-time faculty or eight semester hours. has not yet been determined. This course has a prerequisite of GCS Requirements vary by 403, meaning that students must program, so check the indi- have completed that course before Course Description vidual graduate program for enrolling in GCS 430. Note that the the number of semester The description provides a brief prerequisite also says “or consent of hours or credits needed to overview of the content and approach the instructor,” indicating that the satisfy the degree. of the course. It might also offer an instructor may grant permission to idea of the kinds of work that will be enroll without having taken the pre- required, such as writing, research, requisite course. In such cases, creative work, or laboratory work. students should contact the i n s t r u c t o r or department for more information. USER’S GUIDE

32 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G COLLEGE OF ARTS AND SCIENCES G R A D U ATE PROGRAMS usually begin in the fall semester, they may be Graduate Programs in accepted for spring or summer semester. Children’s Literature Students may elect to complete their degree on a full- or part-time basis. Part-time students Cathryn M. Mercier,D i r e c t o r, Associate Dean , must complete the degree requirements within and Associate Professor five years of registration as degree candidates. Kelly Hager, Associate Professor A maximum of four semester hours of transfer Susan P. Bloom, Associate Professor Emerita credit will be allowed toward the degree. Jacqueline Horne, Assistant Professor Transfer credit must be applied for at the time of admission and before matriculation. All DEGREES IN CHILDREN’S inquiries should be addressed to the Office of L I T E R AT U R E Graduate Studies Admission, Simmons Co l l e g e , 300 The Fe n w a y, Boston, MA, 02115-5898. Master of Arts (MA) in Children’s Literature 617.521.2915 or emailed to [email protected]. Master of Fine Arts (MFA) in Writing for C h i l d r e n Degree Requirements for the Master of Arts in Children’s Literature: Thirty-six credits (nine MA/MFA joint degree c0urses) are required for the degree. The M A / M AT dual degree (see 47) following five courses are mandatory:

Master of Arts in Children’s Literature CHL 401 Criticism of Literature for Children The graduate degree programs in children’s CHL 403 The Picturebook literature offer specialized study of books for CHL 413 Contemporary Realistic Fiction children and young adults to students who are, F = Fa l l CHL 414 Fantasy and Science Fiction or who intend to be, involved in teaching, S = S p r i n g One literary history course U = S u m m e r library work, editing, publishing, writing, or affil- S TC = S h o r t -Te r m iated fields. C o u r s e A candidate for the degree may elect to write 1 = Academic A d m i s s i o n : Admission requires a baccalau- a thesis or an independent project as a part of a Year 2004-2005 2 = Academic reate degree preferably with a major in English, tutorial during the final semester. The thesis Year 2005-2006 American, and/or comparative literature from may be a monograph, an essay, or a biblio- M = M o d e an accredited institution. However, the program graphic compilation and will have a scholarly is also open to students with majors in elemen- orientation. The independent project may take a tary or secondary education, fine arts, or social variety of shapes; it should have practical appli- sciences who have done substantial work in cation to the candidate’s professional work and English. The application requires a statement of should represent a model for use by others. purpose in seeking the MA degree, official tran- Possible independent projects include chil- scripts of degree work, two letters of dren’s literature and curriculum development, recommendation and, for international literature education, a creative writing project, a students, the Test of English as a Fo r e i g n sponsored internship. Students interested in Language results. An interview, though not pursuing a thesis or an independent project required, is strongly recommended. should consult with the program director early Admissions are rolling; therefore, early appli- in their program and obtain guidelines for cation is recommended. Although students proposal submission for thesis and independent study work.

2 0 0 6 – 2 0 0 8 33 The administrative committee assumes that of four semester hours of transfer credit will be students, upon completion of the degree allowed toward the degree. Transfer credit must program, will be able to demonstrate the confi- be applied for at the time of admission and dence that comes with a general acquaintance before matriculation. All inquiries should be with literature, as well as experience in chil- addressed to the Office of Graduate Studies dren’s literature. With this in mind, the graduate Admission, Simmons College, 300 The Fe n w a y, program director may advise students to Boston, MA, 02115-5898. 617.521.2915. complete additional coursework in literature. g s a @ s i m m o n s . e d u . The specific courses will be determined Degree Requirements for the Master of Fine following discussion between the student and Arts in Writing for Children: This eight-course the program director. (32 credits) program of study has a strong theo- Master of Fine Arts in Writing for retical underpinning. Each student completes C h i l d r e n four academic course and four writing courses: A d m i s s i o n : Admission requires a baccalau- CHL 401 Criticism of Literature for reate degree, preferably with a major in English, C h i l d r e n American, and/or comparative literature and/or CHL 403 The Picturebook creative writing, from an accredited institution. One genre-based course H o w e v e r, the program is also open to students One literary history course with majors in elementary or secondary education, fine arts, or social sciences who have done CHL 430 Writing for Children I substantial work in English. The application CHL 431 Writing for Children II requires a statement of purpose in seeking the CHL 441 Mentorship I degree, official transcripts of degree work, two CHL 442 Mentorship II letters of recommendation and, for international students, the Test of English as a Fo r e i g n BA/MA in Children’s Literature and Language results. Additionally, MFA degree BA/MFA in Writing for Children candidates must submit a portfolio of creative Simmons offers an accelerated program that writing not to exceed 20 pages, a statement that allows Simmons undergraduate students to reflects on the writing process, addresses the acquire a Master of Arts in Children’s Literature applicant’s goals as a writer, tracks his/her or a Master of Fine Arts in Writing for Children publishing history, and/or identifies any works- within one year of completing their undergrad- in-progress. An interview, though not required, uate studies at the College. Applications should is strongly recommended. be filed before the beginning of the student’s Admissions are rolling; therefore, early appli- senior year. Undergraduate students applying cation is recommended. Although students for graduate study in children’s literature are usually begin in the fall semester, they may be expected to have the following qualifications: accepted for spring or summer semester. 1. A grade of B or above in ENGL 313 Survey of Students should review carefully when courses Children’s and Young Adult Literature. are offered and the sequence of courses in the MFA program in order to progress through the 2. Additional 300-level work that incorporates or program in a satisfactory manner. Students may addresses children’s or young adult literature in elect to complete their degree on a full- or part- some way. For example, an English major could time basis. Part-time students must complete choose to take ENGL 311 Victorian Children’s the degree requirements within five years of Literature as part of her major or to begin registration as degree candidates. A maximum working on a manuscript for children in a writing

34 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G course. Or, an education major could provide d i r e c t o r. Non-matriculating students must apply evidence that her student teaching required after completing their second course. Graduate extensive work in children’s literature. Similarly, students in other fields may enroll with the a nursing major might find herself heavily permission of their school or department and involved in bibliotherapy (or other literature consent from the Children’s Literature graduate activities) in a hospital. A communications program director. Undergraduate students may major could apply her internship in the chil- enroll under the regulations prescribed by the dren’s trade division at a publishing company. College. All courses carry four semester hours. Any individual student may also complete an independent study on some aspect of children’s literature, either in her major and/or under the C O U R S E S supervision of the children’s literature graduate f a c u l t y. The children’s literature faculty will eval- CHL 401 Criticism of Literature for Children uate, at the time of application, the specific ( F - 1 , 2 ) nature of this work. Students accepted into the 4 sem. hrs. accelerated BA/MA program must complete 32 Develops the individual critical voices of students credits beyond the Simmons baccalaureate and acquaints them with the literary canon and a degree for the MA; the BA/MFA student must variety of literacy perspectives through exposure to complete 28 credits beyond the Simmons many influential schools of literacy criticism. Applies critical skills in the examination of a range baccalaureate degree. of novels (realism and fantasy), short stories, Degree Requirements for the MA/MFA Joint biographies, nonfiction, and translated works Degree Program published for children. Mercier. It would be possible to complete a joint CHL 403 The Picturebook (S-1,2) degree program that earns the MA and MFA in 4 sem. hrs. Children’s Literature. Applicants to the joint degree program follow the application require- Explores picturebooks and their histories in detail. Considers medium, technique, and technology to F = Fa l l ments for the MFA in Children’s Literature and investigate the development of the picturebook as S = S p r i n g indicate that they wish to be considered for the U = S u m m e r a distinct artistic form. Develops a discerning eye S TC = S h o r t -Te r m joint degree program. The joint degree is and critical vocabulary essential for appraising text C o u r s e comprised of 14 courses (64 credits) that and illustration. Hearn, Bloom. 1 = Academic Year 2006-2007 include the five MA core courses (criticism, 2 = Academic picturebook, realism, fantasy, and one historical CHL 404 Poetry for Young Readers* Year 2007-2008 M = M o d e course), an additional four elective courses 4 sem. hrs. * = Schedule t.b.a. studying children’s literature, the course in chil- Analyzes contemporary poetry accessible to children’s book publishing, two courses in writing dren and young adults, following a brief historical and two courses of independent work with a overview of children’s poetry. Studies influential m e n t o r. individual poets as well as respected anthologies as a means of developing a critical sense of poetry Course Requirements and identifying poetry that sings for young readers. Staff. Courses in children’s literature are open to graduate students who have been admitted to CHL 411 Victorian Children’s Literature the children’s literature program administered ( F - 1 , 2 ) by the Center for the Study of Children’s 4 sem. hrs. Literature. Non-matriculating graduate students may also enroll on a single-course or institute Examines the wide variety of Victorian literature written for children, from fairy tales and nonsense basis with the permission of the program verse to didactic fiction and classic examples of

2 0 0 6 – 2 0 0 8 35 the Victorian bildungsroman. Authors may CHL 418 Australian Children’s Literature* include Lewis Carroll, Charles Kingsley, Fr a n c e s 4 sem. hrs. Hodgson Burnett, Dinah Mulock Craik, Christina Examines the growth of an indigenous literature Rossetti, Robert Louis Stevenson, Charlotte Mary for children and its contemporary flowering in Yonge, and Rudyard Kipling. Hager. both writing and illustrating. Emphasizes work published since 1970, except for some major CHL 413 Contemporary Realistic Fiction for writers such as Ivan Southall, Patricia Wr i g h t s o n , Young Adults (S-1,2) Joan Phipson, and Eleanor Spense. Includes all 4 sem. hrs. genres. Staff. Studies the adolescent’s quest for a sense of self as she or he must struggle to affirm identity in CHL 420 Project-Thesis Tutorial (F-1,2; S-1,2; ever-expanding Joycian circles of influence. U - 1 , 2 ) Focuses on fiction published for both young 4 sem. hrs. adults and adults, drawing from the work of Brock Requires preparation of a monograph, essay, or Cole, Robert Co r m i e r, M.E. Kerr, Chris Ly n c h , bibliographic compilation with a scholarly orienta- Kyoko Mori, Walter Dean Myers, and Virginia tion. Consult with the program director regarding Euwer Wolff, among others. Mercier. guidelines and deadlines for submitting thesis proposal. Staff. CHL 414 Fantasy and Science Fiction (F-1,2) 4 sem. hrs. CHL 421 History of Children’s Book Provides a historical study and critical analysis of Publishing (S-1,2) the development of fantasy and science fiction for 4 sem. hrs. children. Traces the growth of themes and genres in works studied and examines underlying themes Surveys the history of children’s book publishing as serious expressions of human hopes and fears in the U.S. and then focuses on the various stages in the past and for the future. Horne. of the contemporary children’s book publishing process – editing, art direction and design, and marketing. Practitioners from each of these areas CHL 416 Modern British Fiction for Yo u n g will share their expertise and involvement in the People* evolution of a book’s creation. The final assign- 4 sem. hrs. ment requires that each student develop a Involves lectures, workshops on books and publishing project and show how such a book extracts, discussions, and student input in various would be published. Silvey. form to survey contemporary British authors and illustrators and trends. Uses specific authors and [CHL 423/ENGL 423 19th Century American genres to direct a critical discussion of how to talk Children’s Literature about British children's and young adult books. 4 sem. hrs. Not offered in 2006-2008.] S t a f f . Reading writers including Hawthorne, Alcott, Twain, Susan Wa r n e r, Thomas Bailey, Aldrich, and CHL 417 Canadian Children’s Literature* Margaret Sidney, this class will consider the role 4 sem. hrs. of religion, the classed and gendered nature of Examines Canadian children’s books in English as writing for children, and the way the family is they reflect the evolution from a colonial to a depicted and disciplined. We’ll also take up the pluralistic society, including a study of domestic question of slavery, women’s suffrage, and indus- and historical fiction, fantasy and science fiction, trialization in the children’s literature of the the realistic animal story, picturebooks, and folk- period. Hager. lore. Uses examples of children’s books from other Commonwealth nations, especially Australia and New Zealand, for comparison and contrast. S t a f f .

36 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G CHL 425 Folk and Fairy Tales (U-1) CHL 435 Contemporary Considerations: The 4 sem. hrs. Writer’s Achievement (F-1) Examines fairy tales and folktales from classical 4 sem hrs. origins to modern anthologies, orality to literacy, Provides a rare opportunity to examine the entire focusing on the Grimms and the phenomenon body of a writer’s work. Develops critical skills they canonized. Considers the cultural and through study of the completed works of three psychological messages encoded in the tales, the important writers of children’s literature. Requires various frames placed around them by their tellers corollary readings of literary criticism pertaining to (old women, male philologists, jongleurs, and each author. A book-by-book exploration of the modern anthologizers), and the various historical writer’s evolution, style, themes, ideology, and ulti- and social functions tales have filled at different mately achievement with an eye to the times. Also surveys the major 19th- and 20th- connections between books and to the author’s century schools of tale interpretation. Develops work as a whole. Bloom. skills in close reading and analysis of tales. Co a t e s . CHL 436 Nonfiction: The New Frontier in Children’s Books (F-2) CHL 426 The Child in Fiction (S-1) 4 sem. hrs. 4 sem. hrs. Studies the vital and diverse genre of children’s Examines art, literature, history, and critical theory nonfiction. Considers the history of the genre as well as education, psychology, and media while focusing on contemporary nonfiction titles studies to consider the multiple ways literature and authors. Discusses varied issues that the field about and for children constructs notions of child- generates, including its intersections with fiction. hood. Addresses portrayals of race, class, and Substantially considers biographies from gender in children’s books that take childhood picturebooks through young adult fiction. Bloom. itself as subject. Includes readings crossing age (from picturebooks to young adult novels) and CHL 441 MFA Mentorship I (F-1,2; S-1,2; genre (folklore, poetry, fantasy, and realism). U - 1 , 2 ) M e r c i e r, Horne. 4 sem. hrs. Prereq.: CHL 430. CHL 430 Writing for Children I (F-1,2) Provides MFA students individual mentoring from F = Fa l l a children’s book author, editor, or critic to S = S p r i n g 4 sem. hrs. U develop a single project from its initial conception = S u m m e r Investigates the process of writing fiction for chil- S TC = S h o r t -Te r m to submission in manuscript form to a publishing C o u r s e dren through written assignments and class house. Consult with the program director 1 = Academic discussion of both assignments and published regarding guidelines and deadlines for submitting Year 2006-2007 books. Examines different narrative forms and 2 = Academic mentorship proposal. Staff Year 2007-2008 techniques and the elements and development of M = M o d e * = Schedule t.b.a. a story. Includes individual conference work on CHL 442 MFA Mentorship II (F-1,2; S-1,2; individual projects. Requires a willingness to U - 1 , 2 ) participate and experiment, but previous creative writing experience is not necessary. Staff. 4 sem. hrs. Prereq.: CHL 441. Provides MFA students individual mentoring from CHL 431 Writing for Children II (S-1,2) a children’s book author, editor, or critic to 4 sem. hrs. Prereq.: CHL 430. develop a single project from its initial conception to submission in manuscript form to a publishing Investigates the process of writing fiction for chil- house. Consult with the program director dren through written assignments and class regarding guidelines and deadlines for submitting discussion of assignments, published books, and mentorship proposal. Staff. theoretical applications. Examines different narrative forms and techniques and the elements and development of a story. Includes individual conferences. Staff.

2 0 0 6 – 2 0 0 8 37 CHL 450 Independent Study (F-1,2; S-1,2; U - 1 , 2 ) The Master’s in 4 sem. hrs. Communications Management Provides students an opportunity to study a topic of their choosing in the area of curriculum devel- Joan Abrams, Director and Assistant Professor opment or literature education. Project should Marlene Fine, P r o f e s s o r have practical application to the candidate’s Vonda Powell, Assistant Professor professional work and represent a model for use by others. Consult with the program director Edward Vieira, Assistant Professor regarding guidelines and deadlines for submitting William Earle, L e c t u r e r independent study proposal. Staff. Gayle Gifford, L e c t u r e r CHL 500 Summer Symposium in Children’s Mark Kennedy, L e c t u r e r Literature (U-2) Kenneth Kerber, L e c t u r e r Examines all genres of children’s literature, from Peter Masucci, Lecturer picturebook through young adult novel, nonfic- Naomi Wilsey, L e c t u r e r tion, and poetry, through a thematic lens. Culminates in a long weekend in which authors, Alison Whitehead, Administrative Assistant illustrators, editors, and critics of children’s literature bring their unique vision to the theme. Past The Mast er’s in Co m m u n i c a t i o n s summer symposia have been “Let’s Dance” Management (MCM) is designed primarily for (2005), “Midnight Gardens” (2003), “Brave New people who have had either a professional Worlds” (2001), “Halos and Hooligans” (1999), communications experience and want to and “As Time Goes By”(1997). Staff. assume increased responsibilities, duties, and *Schedule to be announced. British, Canadian, and functions; or a managerial experience and want Australian Children’s Literature typically are offered to deepen their understanding of organizational only in even-numbered summers. and managerial communication. The curriculum has an applied focus that emphasizes organizational processes and the intersection of theory and professional practice. A d m i s s i o n : Applicants must submit: an official transcript from the institution granting their baccalaureate degrees and any other schools attended since high school graduation; scores from the Graduate Record Exam (GRE), Graduate Management Admission Te s t ( G M AT), or the Miller Analogies Test (MAT ) ; and two letters of recommendation. GRE, G M AT, or MAT scores may be waived for applicants with five years of significant full-time work experience in communications management or a related field. Up to eight semester hours of transfer credit for graduate study elsewhere may be applied toward the degree when that work is judged to be appropriate to the candidate’s program. Transfer credit must be presented upon application. Individuals may take up to two courses in this program before formally applying for degree candidacy. Non-degree student guidelines and the program brochure are available by contacting Graduate Studies

38 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Admission, Simmons College, 300 The Fe n w a y, MCM 421 Speechwriting and Oral Boston, MA, 02115-5898; telephone: P r e s e n t a t i o n * 617.521.2915; fax: 617.521.3058; or e-mail: 4 sem. hrs. [email protected]. The website for MCM includes more specific and detailed information: Focuses on creating and presenting speeches and h t t : / / w w w. s i m m o n s . e d u / g r a d s t u d i e s / other oral presentations in a variety of business c o m m u n i c a t i o n s _ m a n a g e m e n t / . and professional settings; uses an audience- centered approach to communication. Beltz, Fine. Degree Requirements: Candidates for the degree must satisfactorily complete a minimum MCM 422 Writing for Co m m u n i c a t i o n s of 36 semester hours within five calendar years. P r o f e s s i o n a l s * This requirement comprises four required core 4 sem. hrs. courses, four elective courses, and an applied Focuses on using writing as a strategic managerial learning project, which includes a written tool. Helps develop writing skills across a range of academic component and an oral presentation. managerial writing tasks, including routine memo- All courses and the applied learning project are randa, reports, proposals, and performance four credit hours. reviews. Staff.

Required courses include: MCM 423 The Business Press* MCM 442 Emerging Communications 4 sem. hrs. Te c h n o l o g i e s Focuses on the knowledge and skills needed to MCM 462 Financial Aspects of Business understand, analyze, and write about business, MCM 481 Strategic Communication and economics, productivity, consumerism, investment, and other business-related topics. Powell. Organizational Change MCM 485 Communicating Across Cultures MCM 424 Negotiations* MCM 500 Applied Learning Project 4 sem. hrs. Electives are chosen from courses that Emphasizes negotiation skills within organizations and with customers, clients, and stakeholders address new applications of communications F = Fa l l across organizations. Provides a structured means t e c h n o l o g y, marketing communications, public S = S p r i n g to analyze negotiation and a set of tools to U = S u m m e r relations, the management of communications improve negotiation skills. Vieira. S TC = S h o r t -Te r m functions within organizations, and managerial C o u r s e 1 = Academic c o m m u n i c a t i o n . MCM 425 Leadership Through Year 2006-2007 2 = Academic Co m m u n i c a t i o n * Year 2007-2008 4 sem. hrs. M = M o d e * = Schedule t.b.a. Explores different theoretical approaches to under- C O U R S E S standing leadership and examining how leadership is constructed and enacted through MCM 420 Effective Managerial communication in each approach. Fine. Communication* 4 sem. hrs. MCM 426 The Art of Conversation for Provides a foundation in the strategic use of M a n a g e r s * communication to inform, motivate, persuade, 4 sem. hrs. build consensus, and implement change in organ- Focuses on developing speaking, listening, and izations. Helps improve written, oral, and inquiring skills, essential for productive conversa- interpersonal communication skills in managerial tions, along with encouraging the development of settings. Staff. key “metaskills” or attitudes that moderate the effectiveness of our speaking, listening, and inquiring. Examines differences between women

2 0 0 6 – 2 0 0 8 39 and men in conversation, cross-cultural communi- and corporate image, qualitative and quantitative cation, and explores the importance of past, measures of image and reputation, and strategic future, and present conversations for effective and ethical issues in managing corporate image. management and leadership. Kerber. A b r a m s .

MCM 442 Emerging Co m m u n i c a t i o n s MCM 458 Online Communications* Technologies (F-1,2) 4 sem. hrs. 4 sem. hrs. Focuses on integrating an online marketing Provides a foundation in understanding how new component into a broad-based marketing commu- communications technologies transform organiza- nications plan and extending marketing strategies tions, including what constitutes technology in the to take advantage of the benefits of online and workplace; the impact new technologies have on web-based marketing. Masucci. the organizational, cultural, and technical components of businesses; and strategies for the MCM 460 Financial and Investor Relations* effective implementation of new technologies. 4 sem. hrs. M a s u c c i . Prepares students to communicate company business and financial information to investors, MCM 451 Integrated Marketing analysts, shareholders, and the financial media. Co m m u n i c a t i o n s * S t a f f . 4 sem. hrs. Focuses on the marketing concepts and methods MCM 461 Public Relations for the 21st needed to capture fragmented customer-centric Ce n t u r y * markets. Emphasizes the need to integrate all 4 sem. hrs. marketing communications, including public rela- Provides a foundation in the strategic use of tions and advertising. Masucci. public relations. Focuses on the changing nature of public relations, the increasing use of new tech- MCM 452 Consumer Co m m u n i c a t i o n s * nologies, and the inclusion of public relations in 4 sem. hrs. the total marketing communications mix. Powell. Examines the role and function of direct and database marketing in the marketing mix. To p i c s MCM 462 Financial Aspects of Business include analysis and measurement of direct ( S - 1 , 2 ) marketing, evaluation of direct marketing pack- 4 sem. hrs. ages, the role of the Internet, and privacy and ethics. Staff. Provides an introduction to economics, accounting, and finance. Enables students to read, analyze, and interpret company financial state- MCM 453 Strategic Marketing ments, understanding how external factors affect Co m m u n i c a t i o n s * the financial health of organizations, and making 4 sem. hrs. decisions based on financial information. Earle. Focuses on strategic planning issues central to marketing communications, including identifying MCM 464 Corporate Community Relations* and selecting key strategic options and methods 4 sem. hrs. of evaluating results. Masucci. Explores the theory and practice of corporate community relations, tracing its roots through key MCM 454 Communicating Corporate Image* social movements of the 20th century to the post- 4 sem. hrs. 9/11 corporate environment in the U.S. Provides Focuses on how organizations create and commu- practical techniques for community relations nicate a coherent organizational identity through professionals from both the corporate and non- visual and verbal images. Topics include culture profit sectors. Gifford.

40 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G MCM 465 Issues Management* MCM 488 (TC) Organizational 4 sem. hrs. Communication and Culture (U-1,2) Focuses on identifying the issues and environ- 4 sem. hrs. ments that affect the communications functions Examines several types of organizational commu- of organizations. Topics include strategies for nication, including marketing communications, minimizing negative effects, creating opportuni- public relations, crisis communications, and ties, and managing crises. Staff. managerial communication, as they are practiced in Italy and the U.S. Focuses specifically on how MCM 481 Strategic Communication and culture shapes the practice of organizational Organizational Change (S-1,2) communication. Includes lecture, discussion, 4 sem. hrs. guest speakers, and field trips. Offered in Rome during a two-week period in summer session. Focuses on assessing the organizational environ- F i n e . ment, long-range planning, and implementing change. Emphasizes the role of communication in MCM 497 Special Topics in Co m m u n i c a t i o n s managing the process of change in organizations. W i l s e y. Management* 4 sem. hrs. MCM 485 Communicating Across Cultures Explores issues of current interest in communica- (F-1, 2) tions management. Topics change with each 4 sem. hrs. offering. Staff. Provides a cross-cultural perspective for managing MCM 498 Independent Study (F-1,2; S-1,2; both organizational and personal communication in international and multicultural contexts. U - 1 , 2 ) K e n n e d y. 4 sem. hrs. For students who wish to pursue subjects not MCM 486 Cultural Diversity in the covered in existing courses—topics may be Wo r k p l a c e * academic or applied. Abrams, Fine. 4 sem. hrs. MCM 500 Applied Learning Project F = Fa l l Explores the organizational challenges and oppor- (F-1,2; S-1,2) S = S p r i n g tunities created by the increasing cultural diversity U = S u m m e r of the U.S. workforce. Provides a theoretical 4 sem. hrs. S TC = S h o r t -Te r m C o u r s e perspective and practical strategies for creating Prepares and supports students in completing an 1 = Academic organizational environments that encourage applied project that demonstrates an under- Year 2006-2007 workers of diverse cultural backgrounds to work 2 = Academic standing of the strategic use of communication in Year 2007-2008 together productively. Fine. organizations. Final project includes a written and M = M o d e an oral component. Abrams. * = Schedule t.b.a. MCM 487 Internal Co r p o r a t e Co m m u n i c a t i o n s * 4 sem. hrs. Examines how organizations use internal communications (oral, written, and electronic) to convey company strategy, build employee motivation, and create readiness for organizational change. Vieira.

2 0 0 6 – 2 0 0 8 41 Graduate Programs in The Practicum Many graduate education programs at E d u c a t i o n Simmons include a practicum component. All practica will take place within 50 miles of the The Department of General Education and College. Students are responsible for arranging the Department of Special Education prepare and paying for transportation to and from teachers to become educational leaders able to s c h o o l s . address the challenges of 21st century classrooms. Students will gain the knowledge to In those courses required to meet state stan- communicate effectively, orally and in writing; to dards, the department expects a level of understand and appreciate the linguistic, ethnic, academic distinction, including a cumulative racial, and socioeconomic differences in schools grade point average of 3.00, in order to be today; and to facilitate the learning of all chil- recommended for a teaching practicum. All dren and adults, no matter what diverse or students must document at least 75 hours of special needs they might have. prepracticum fieldwork and have passing scores on the Communications and Literacy portion of Graduate Teacher Preparation the Massachusetts Test for Educator Licensure P r o g r a m s (MTEL) prior to advancing to the practicum. In Simmons College offers master’s, non- some cases, students may also be required to degree, and advanced teacher preparation pass their MTEL subject matter tests before programs in the following areas: advancing to the practicum. • General Education All students in a practicum must document a minimum of 135 hours of direct instruction of – Master of Arts in Teaching (page 44) learners. See program directors for specific – Master of Science in details. Practicum descriptions follow course E d u c a t i o n / Certificate of Advanced listings in each program area. Graduate Study for General Purposes (pages 46) Admission to MSEd, MAT, MAT E S L , – Educational Leadership (pages 46) Dual-Degree Program, or Non-Degree – Urban Elementary Education P r o g r a m s (page 46-47) The applicant must have a baccalaureate – English as a Second Language (page 55) degree from an accredited college with a major, • Special Education (pages 58-73) or its equivalent, in one of the liberal arts or sciences. The undergraduate record must show The following dual-degree programs are strong academic achievement. a v a i l a b l e : Recommendations, an interview, and other • Master of Arts in Teaching/Master of Arts documentation are required. Students must in Children’s Literature, English, History, maintain a 3.00 grade point average and, pass Gender/Cultural Studies, or Spanish appropriate sections of the MTEL, as well as (page 47) receive departmental approval for admission to In addition, the Department of Education the practicum experience. Individual programs offers the Kathleen Dunn Scholars Program, a may have additional requirements. Inquiries five-year integrated bachelor’s/master’s degree should be addressed to Graduate Studies program for Simmons students majoring in Admission, Simmons College, 300 The Fe n w a y, education. See the Undergraduate Course Ca t a l o g Boston, MA, 02115-5898, 617.521.2915, or for more information. g s a @ s i m m o n s . e d u .

42 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G GENERAL EDUCAT I O N Carl Gersten, L e c t u r e r Lynda Johnson, Assistant Dean for Graduate Diana Gondek, L e c t u r e r Programs in General Education, Kellie Jones,L e c t u r e r Assistant Professor and Chair Beth Kennedy, L e c t u r e r Kathleen Dunn, Professor Emerita Nancy Levy-Konesky, L e c t u r e r Theresa Perry, P r o f e s s o r Douglas Lyons, L e c t u r e r Paul Abraham, Associate Professor, Director of Joan McKenna, L e c t u r e r M ATESL Program Rena Mirkin, L e c t u r e r Maryellen Cunnion, Associate Professor, Sally Nelson,L e c t u r e r Alfred Rocci, Associate Professor Katherine Norris,L e c t u r e r Jill Ta y l o r, Associate Professor Susan Plati,L e c t u r e r James Walsh, Associate Professor Thomas Plati, L e c t u r e r Janie Ward, Associate Professor William Ribas,L e c t u r e r Joy Bettencourt, Assistant Professor Thomas Rooney, L e c t u r e r Ellen Davidson, Assistant Professor Peter Rowe, L e c t u r e r Helen Guttentag, Assistant Professor, Director Barbara Scotto, L e c t u r e r of Clinical Programs and Mary Sheffield, L e c t u r e r Undergraduate General Education Michael Sherman, L e c t u r e r Gary Oakes, Assistant Professor Allan Shwedel,L e c t u r e r Nina Senatore, Assistant Professor Anne Steele, L e c t u r e r Jay Sugarman, Assistant Professor Jay Sugarman, L e c t u r e r Janet Chumley,I n s t r u c t o r Roseli Weiss,L e c t u r e r Stephanie Hamel,I n s t r u c t o r Anne Whittredge,L e c t u r e r Roberta Kelly, Senior Lecturer and Director of Urban Masters Program Tatiana With, L e c t u r e r Renee Rubin, Senior Lecturer and Director of Rachel Finer, Program Manager, Graduate Educational Leadership Program General Education and Clinical P r o g r a m s Robert Abbey,L e c t u r e r Denise Oberdan, Academic Program Manager Mary Anton, L e c t u r e r Suzanne Mullarkey, Administrative Assistant, Arthur Bettencourt, L e c t u r e r M ATESL, Undergraduate General Janelle Bradshaw, L e c t u r e r E d u c a t i o n JoAnn Campbell, L e c t u r e r Barbara Cauchon, L e c t u r e r Kim Cave,L e c t u r e r Mary Colvario, L e c t u r e r Charl es Co r m i e r, L e c t u r e r Eileen Cronin,L e c t u r e r Peony Fhagen-Smith, L e c t u r e r Suzanne Fo l e y, L e c t u r e r Caitlin Gaffney,L e c t u r e r

2 0 0 6 – 2 0 0 8 43 Master of Arts in Teaching (MAT ) Subjects: English, history, mathematics, P r o g r a m political science/philosophy, biology, Lynda Johnson, Assistant Dean and Chair of c h e m i s t r y, physics the Department of General Education • French and Spanish (grades 5–12) The MAT program is specifically designed for At the elementary level, candidates must candidates with strong backgrounds in the present evidence of general familiarity with the liberal arts and sciences but no prior teaching subjects taught in the elementary schools, i.e., experience. It is dedicated to the proposition reading, writing, literature, science, mathe- that all children can learn and have a right to be matics, art, music, health, physical education, taught in ways that enable them to learn. MAT and social studies. They must also have a major candidates receive preparation for teaching by in the liberal arts and sciences or equivalent studying the cultural and historical foundations coursework. In addition to the Massachusetts of the school in American society as well as Tests for Educator Licensure Co m m u n i c a t i o n s developmental psychology as it applies to and Literacy tests, elementary candidates must learning and teaching situations. Students also pass the General Curriculum test and the study the curriculum, materials, and methods of Foundations of Reading test. teaching necessary for the grade levels and At the middle or high school levels, candi- subject(s) they will teach. Extensive fieldwork dates must have an undergraduate major in the and supervised student teaching are an integral subject they plan to teach or provide documen- part of the program. tation of sufficient courses, knowledge or other The MAT program prepares teachers for the experiences. All candidates must pass the MTEL following levels and subject areas: test in their subject area. Faculty will advise candidates regarding their compliance with the • Elementary (grades 1–6) regulations at the time of their application to • Middle/high school (grades 5–8 or 8–12)

In accordance with Section 207 of Title II of the Federal Higher Education Act, all programs of teacher education need to report the pass rates of their students on statewide testing for teacher certification. For further information for past cohorts please see our website, http://www. s i m m o n s . e d u .

Massachusetts Tests for Educator Licensure Annual Institution Report 2 0 0 3 – 2 0 0 4

Test category Simmons pass rate Statewide pass rate

Communication and Literacy 1 0 0 % 9 9 %

Academic Content Areas 9 7 % 9 6 %

Teaching to Special Populations - - * 9 9 %

Summary pass rates 9 7 % 9 5 %

*"--" indicates "Number Passed" and "Pass Rate" not shown because "Number Tested" is less than 10.

44 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G the program. In addition to the Co m m u n i - Secondary Initial License: cations and Literacy tests, all middle and high GEDUC 460 Teaching Strategies for the school candidates must pass a subject test in Inclusive Classroom the field of licensure. GEDUC 445 Educational Psychology Degree Requirements: Students who wish to GEDUC 420 Reading and Writing Across the obtain initial licensure have two program Curriculum in the Secondary options. The first is a 40 credit master’s S c h o o l program that includes a year-long internship in GEDUC 457 Cultural Foundations of Education a classroom. The second option is a 36-credit master’s program that includes a 14-week GEDUC 455 Issues in Teaching and Learning practicum in the fall or spring semester. for Middle and High School Practicum and internship sites include Te a c h e r s Brookline, Boston, Needham, Dover, Arlington, GEDUC 4xx (Methods of Teaching in subject Norwood, Reading, and many other cities and a r e a ) towns in the greater Boston area. The following GEDUC 402 Seminar in Teaching and Learning is a recommended program of study: at the Middle and High School L e v e l s Elementary Initial License (36 credits): GEDUC 481 Practicum: Middle School GEDUC 460 Teaching Strategies for the (Grades 5–8) Inclusive Classroom or GECUC 482 Practicum: High School GEDUC 445 Educational Psychology (Grades 8–12) GEDUC 457 Cultural Foundations of Education GEDUC elective or GEDUC 422Multiculturalism in the Classroom: Research, Resources, and Secondary Initial License with Internship R e a d i n g s See Secondary Initial License and GEDUC 461 Social Studies, Science, and the add GEDUC 400 Prepracticum Seminar Arts in the Elementary Classroom and GEDUC 488 Prepracticum GEDUC 464 Reading and Language Arts for the and delete GEDUC 457 Cultural Foundations of Early Childhood and Elementary E d u c a t i o n C l a s s r o o m Candidates for licensure must also pass all GEDUC 467 Math for the Early Childhood and sections of the Massachusetts Tests for Elementary Classroom Educator Licensure (MTEL) Test. Ca n d i d a t e s GEDUC 401 Seminar in Teaching and Learning must pass the communication and literacy at the Elementary Level section before beginning practicum placements. GEDUC 480 Practicum: Elementary Education The maximum length of time allowed for (Grades 1–6) completion of the degree requirements is five GEDUC elective years. Part-time candidates should work closely with the faculty to plan their programs. Elementary Initial License with Internship (40 credits): See Elementary Initial License and add GEDUC 400 Prepracticum Seminar and GEDUC 488 Prepracticum and delete GEDUC 457 Cultural Foundations of E d u c a t i o n

2 0 0 6 – 2 0 0 8 45 Master of Science in Degree Requirements: The course sequence E d u c a t i o n / Certificate of Advanced for this program is as follows: Graduate Study (MSEd/CAGS) for GEDUC 500 Leadership Development General Purposes GEDUC 501 Models of Te a c h i n g These 32-credit programs are designed for GEDUC 502 The Law and Education Policy experienced classroom teachers who wish to GEDUC 503 Principal as Manager: Fiscal, take additional advanced courses at the grad- Facilities and Politics uate level. Candidates select a core of four courses from one of three graduate education GEDUC 505 Curriculum Methods and D e v e l o p m e n t programs: special education, general education, or English language learners. Additionally, GEDUC 506 Classroom Supervision in Theory candidates may select four education courses or and Practice courses from the following Simmons graduate GEDUC 507 Technology and the Administrator programs: children’s literature, English, GEDUC 508 Organizational Management gender/cultural studies, history/archives GEDUC 509 Foundations of Educational management, and Spanish. Candidates will L e a d e r s h i p work with a program director who will serve as GEDUC 510 Leadership Seminar an advisor. A study plan will be designed to meet students’ individual professional goals. GEDUC 511 Leadership Field Experience Practicum Master of Science in The above courses are open only to educational lead- E d u c a t i o n / Certificate of Advanced ership participants or those receiving permission from Graduate Study (MSEd/CAGS) in the program director. Educational Leadership Urban Elementary Education Program This 36-credit program enables the candi- The Urban Elementary Education Program date to become licensed as a supervisor/ offers a Master of Science degree or certificate d i r e c t o r, principal, or assistant principal of an of advanced graduate study in education to e l e m e n t a r y, middle, or high school. Students elementary level teachers. The program is take a core group of courses based on proficien- designed to provide 32 credit hours of course- cies specifically outlined for aspiring educational work, a practicum and seminar, and mentoring administrative leaders. Carefully designed clin- and support. All coursework is designed so that ical fieldwork is part of a well-supervised the skills and understanding can be applied to administrative experience. The program uses a work in urban schools. Students will be cohort model, offering collegial support, reflec- provided with a mentor/supervisor to confer- tion, and ongoing networking. ence with weekly minimum of 12 classroom A d m i s s i o n : In addition to the requirements visits. described on page 42, MSEd candidates seeking Degree Requirements: The course sequence license must submit a copy of a Massachusetts for this program is as follows: teaching license and have a record of successful teaching experience at a public, independent, GEDUC 409 Achieving Mathematical Power c h a r t e r, or parochial school. CAGS candidates GEDUC 415 Building Fair and Effective must have a master’s degree in addition to the Classroom Co m m u n i t i e s above requirements. A passing score on the GEDUC 497 Teaching Reading in the Urban MTEL communication and literacy section is Elementary Classroom part of the licensing requirement. GEDUC 418 Understanding Curriculum

46 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G GEDUC 417 English Language Learners in the Department at 617-521-2566. General Education Classroom GEDUC 493 Topics in Urban Education I Beginning Teacher Center (BTC) In 1999, Simmons College, in collaboration GEDUC 494 Topics in Urban Education II with Teachers 21, formed the Beginning Te a c h e r GEDUC 495 Practicum for Development Center (BTC) to professionalize teacher educa- This program meets Department of Education course tion. The BTC’s goals are to increase retention requirements for Professional License for elementary, of new teachers; to improve the skills and confi- early childhood and moderate special needs. dence of beginning teachers with relevant pre-service curriculum and in-service support; to Dual Degree: Master of Arts in build dialogue among school systems, state Teaching/Master of Arts agencies, and colleges to ensure responsive training techniques; and to serve as a model to The dual degree program is a full-time two-year, other colleges and school systems seeking sixty (60) credit graduate program leading to an quality curricula. M AT degree and an MA degree in an academic discipline. At present, the MAT may be combined with an individual MA degree in chil- COURSES IN GENERAL dren’s literature, English, history, gender/ E D U C AT I O N cultural studies, or Spanish. The student works simultaneously toward both degrees. The dual GEDUC 400 Prepracticum Seminar (F-1,2) degree is awarded only after the candidate has 4 sem. hrs. completed 28 credits in the MA program and 32 Prereq.: All required education courses. credits in the MAT program. Accompanies GEDUC 488. Successful completion of the MAT degree Addresses topics and issues that align with students’ classroom experiences. Covers topics along with passing scores on the appropriate including the Massachusetts curriculum frame- F Massachusetts Tests for Educator Licensure works; development of lesson plans; development = Fa l l S = S p r i n g (MTEL) allow the student to receive initial of curriculum and curriculum units, classroom U = S u m m e r teaching licensure from Massachusetts at the organization, routines, and procedures; classroom S TC = S h o r t -Te r m management, behavior and discipline; formal and C o u r s e e l e m e n t a r y, middle or high school level. The MA 1 = Academic degree will provide the necessary content area informal assessment; issues around grading, Year 2006-2007 2 = Academic study for the student to apply for professional record-keeping, communication, and conferences with parents; developing professional portfolios, Year 2007-2008 teaching licensure after three years of successful M = M o d e school culture, and teaching strategies; modifying * = Schedule t.b.a. teaching in the state. and adapting curriculum; and techniques for chil- The student must apply and be admitted to dren with special needs. Requires a pre-practicum both programs. Each student will have two advi- placement. Staff. sors, one in the MAT program and one in the MA program. GEDUC 401 Seminar in Teaching and Learning at the Elementary Level (F-1,2; S-1,2) In the MAT program, the student has the 4 sem. hrs. option of completing a one-semester teaching practicum or a full-year teaching internship in a Develops integrated curriculum units and explores different models of curriculum design, lesson public school. The internship option requires plans, and interdisciplinary teaching; teaches enrolling in an additional four credits. Fo r strategies to modify curriculum to accommodate further information, please contact the Graduate different developmental levels and learning styles; Admissions Department at 617-521-2915 or and addresses issues of classroom management Maryellen Cunnion in the Education and parent communication. Develops appropriate

2 0 0 6 – 2 0 0 8 47 assessment and evaluation procedures, meas- GEDUC 416 Dimensions of Learning* uring student progress. Requires a practicum 4 sem. hrs. placement. Cunnion, Davidson, Hamel, Explores one model of student learning based on Guttentag, Johnson. cognitive psychology as applied to classroom situations. Considers five dimensions of learning GEDUC 402 Seminar in Teaching and through this model: attitudes and perceptions, Learning at the Middle and High School acquiring and integrating knowledge, extending Levels (F-1,2; S-1,2) and refining knowledge, engaging in complex 4 sem. hrs. tasks, and developing the habits of mind of an Analyzes the structure and organization of middle expert learner. Staff. and high schools and considers models of effective classroom management. Discusses methods GEDUC 417 English Language Learners in of individualizing pedagogy; planning and imple- the General Education Classroom* menting curricula; assessing student performance; 4 sem. hrs. and making best use of parents, colleagues, Provides an overview of cognitive, linguistic, and community organizations, and administrators. cultural influences in language acquisition. Assists Uses case studies and role-play exercises, many in the development of a repertoire of teaching from internship experiences. Requires a practicum strategies to reach the specific needs of English placement. Rocci, Rooney. language learners,k–12. Jones. GEDUC 409 Achieving Mathematical Power GEDUC 418 Understanding Curriculum ( S - 1 ) (S-1; U-1) 4 sem. hrs. 4 sem. hrs. Reviews, strengthens, and extends students’ Develops a philosophy of curriculum that builds understanding of mathematics content and topics, on personal beliefs and current research; explores focusing on the methods of instruction of mathe- teaching and learning theory; utilizes Gardner’s matics to elementary school children. Utilizes multiple intelligences theory; reviews curriculum manipulatives that will assist in the growth and documents and materials as well as instructional development of students’ understanding and strategies; utilizes authentic assessment practices; confidence as mathematical problem-solvers. develops a multidisciplinary, thematic curriculum Aligned with the Principles and Standards for document for one’s own classroom; and involves School Mathematics. Hamel. evaluation and implementation of what is studied and discussed in class. Cave, Dunn. GEDUC 415 Building Fair and Effective Classroom Communities (F-1,2) GEDUC 420 Reading and Writing Across the 4 sem. hrs. Curriculum in the Secondary School Explores two major themes in education today: 1) (F-1,2; S-1,2; U-1,2) the teacher’s role as a builder of effective relation- 4 sem. hrs. Prereq.: Graduate student status or ships––the cornerstone of professional growth consent of the department. and development with colleagues, students, prin- Focuses on understanding the issues in reading cipals, and parents—within the school comprehension and on learning a wide range of community; and 2) the teacher as a creator of a strategies for understanding text in the content gender-fair classroom. Examines group theory, the areas. Emphasizes readings used in social studies, research on group dynamics, team building, and science, and English. Examines instructional prac- the work of Jean Baker Miller. Emphasizes the in- tices that demonstrate the value of writing as a depth examination of instructional practices. tool for learning. Presents assessment techniques B r a d s h a w, Kel ly, Whittredge. that contribute to planning effective instruction and monitoring progress. Johnson, Steele.

48 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G GEDUC 421 Integrating Multiple use digital cameras and scanners, and explore Intelligences (S-2) programs such as Hyperstudio and Inspiration. 4 sem. hrs. Involves a major curriculum project integrating a range of technologies. Kennedy, Plati. Explores current research in multiple intelligences and practical applications for the classroom, using GEDUC 426 Integrating the Arts in Middle Gardner’s theory in depth and focusing on creating a multiple-intelligences classroom. and Secondary School Classes (U-1,2) Applies the insight that educators must recognize 4 sem. hrs. and nurture all the varied human intelligences in Helps teachers integrate the arts and the creative their students in order to foster the development process in the teaching of their own disciplines of a more competent, cooperative world commu- and develop interdisciplinary curricula and n i t y. Staff. methods. Examines various roles of the arts in society and in the learning process, focusing on GEDUC 422 Multiculturalism in the the integration of the arts and artistic ways of Classroom: Research, Resources, and thinking and teaching rather than just exposing Readings* students to the arts. Rooney. 4 sem. hrs. GEDUC 429 Literacy, Schools, and Involves a range of experiences designed to help Co m m u n i t i e s * develop a greater understanding of our own ethnic/racial/cultural and greater understanding of 4 sem. hrs. our similarities differences with those whose Open to MS/CAGS candidates only. Investigates culture is different from our own. Explores issues literacy changes over time and place and in rela- related to gender, achievement and success, multi- tion to community. Explores the roots of students’ cultural education, and parent-student literacy and that of other people and other times involvement. Davidson. as a foundation for teaching literacy. Includes an a u t o b i o g r a p h y, travel on the Black Heritage Tr a i l , GEDUC 423 Facing History and Ourselves and guest speakers. Staff. ( U - 1 , 2 ) GEDUC 430 Cultural Theory and 4 sem. hrs. F Multicultural Practice (S-1,2) = Fa l l Through a rigorous examination of the events that S = S p r i n g 4 sem. hrs. U = S u m m e r led to the Holocaust, promotes the understanding S TC = S h o r t -Te r m that few events in history are inevitable but rather An intensive reading seminar, intended to provide C o u r s e result from choices made by countless individuals an introduction to the theoretical debates 1 = Academic Year 2006-2007 and groups. Uses inquiry, analysis, and interpreta- regarding the study of culture that have taken 2 = Academic tion in an interdisciplinary approach to provide the place in the last twenty years. Explores theories of Year 2007-2008 skills and information today’s teachers need to nations, publics, and identities. Considers a M = M o d e * = Schedule t.b.a. confront the moral questions raised by students number of theorists including Bourdieu, and embedded in history and literature. Haberman, Foucault, Hall, and Butler. Bergland, Bettencourt, Facing History Staff. Puri. (Also listed as GCS 430 and SPAN 430.)

GEDUC 424 Integrating Educational GEDUC 434 Institutional Evaluation and Technology in the Classroom (F-1,2; S-1,2; A c c o u n t a b i l i t y * U - 1 , 2 ) 4 sem. hrs. 4 sem. hrs. Explores the fundamental issues and complexities Emphasizes understanding the role of technology confronting the range of accountability systems as a teaching tool within the broader concept of that public schools use to assess effectiveness curriculum development. Explores how computer and to plan school improvement efforts. Includes technology can provide new avenues of learning in case studies, debates, a mock accreditation heterogeneous classrooms. Provides tools to eval- hearing, and field-based study. Staff. uate software, develop lessons using the Internet,

2 0 0 6 – 2 0 0 8 49 GEDUC 444 Research and Evaluation in GEDUC 450 Independent Study (F-1,2; S-1,2; Schools (F-1,2; S-1,2) U - 1 , 2 ) 4 sem. hrs. 2–4 sem. hrs. Introduces students to basic quantitative research For graduate students only. Johnson. for their own use and for the interpretation of published research. Includes both diagnostic GEDUC 455 Issues in Teaching and Learning assessment and formal and informal classroom for Middle and High School Teachers (F-1,2; evaluation. Studies qualitative/ethnographic S-1,2; U-1,2) research and the skills necessary for accurate 4 sem. hrs. Prereq.: Graduate student status or classroom observation. Involves framing a consent of the department. research question and proposing a classroom- based investigation. Abraham. Considers professional issues for middle and high school teachers and students, including current GEDUC 445 Educational Psychology (F-1,2; school reform efforts; the multicultural debate; S-1,2; U-1,2) and other issues of race, gender, and sexual orientation. Examines the effect of school culture and 4 sem. hrs. the influence of television. Requires fieldwork if Examines the implications of psychology for not taken concurrently with subject area methods teaching children and adolescents, emphasizing course. Campbell, Davidson, Rocci. cognitive, social, and emotional development. Also covers learning styles, motivation, assess- GEDUC 457 Cultural Foundations of ment, and evaluation. Requires individual Education (F-1,2; S-1,2; U-1,2) presentations and papers that emphasize integra- 4 sem. hrs. tion of students’ educational experiences, theory, and practice. Cunnion, Shwedel. Studies the purposes and effects of education in U.S. public schools by means of analyzing histor- GEDUC 446 Differentiated Wr i t i n g ical and contemporary sources. Reviews Instruction to Close the Achievement Gap contributions to the Western educational tradition of Plato, Locke, Wollstonecraft, Dewey, DuBois, (F-1; S-1; U-2) and Hutchins. Questions what is to be taught, 4 sem. hrs. who is to teach, and to whom is the material to be Examines the achievement gap in writing between taught as they developed in our tradition. white students and their Latino and African Campbell, Rooney, Wa l s h . American classmates. The Writers Express m e t h o d o l o g y, shown to be effective in many urban GEDUC 460 Teaching Strategies for the and suburban classrooms, will be studied and Inclusive Classroom (F-1,2; S-1,2; U-1,2) practiced. Participants are expected to spend a 4 sem. hrs. significant amount of time in a classroom setting experimenting with and implementing the Examines a variety of teaching strategies appli- methods they have learned. This course is highly cable to students in heterogeneous classrooms: practical in nature and is relevant to a wide range techniques to individualize instruction and of teachers of writing. Meyers, Reck. promote mastery learning, development of cooperative learning strategies, and consideration of GEDUC 449 Directed Study (F-1,2; S-1,2; specific classroom and behavior management procedures. Requires fieldwork. Bettencourt, U - 1 , 2 ) Jones, Johnson, Senatore. 2–4 sem. hrs. For graduate students only. Staff. GEDUC 461 Social Studies, Science, and the Arts in the Elementary Classroom (F-1; S-1; U - 1 , 2 ) 4 sem. hrs. Considers methods and materials for elementary

50 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G curriculum in social studies, science, music, and GEDUC 471 English Curriculum at the art, emphasizing the unit approach to curriculum Middle or High School Level (F-1,2) organization. Incorporates audiovisual materials. 4 sem. hrs. Examines experimental models and techniques of observation. Requires field experience in an inclu- Considers issues in the teaching of high school sive classroom or a museum setting. Co r m i e r, and middle school English, including selection S u g a r m a n . and justification of content, models of curriculum design, lesson and unit planning, history and structure of English language, and language acqui- GEDUC 462 Curriculum for the Early sition theories. Includes observation and aiding Childhood Classroom (S-1,2) experiences in inclusive English classrooms. 4 sem. hrs. Colvario, Rooney. Explores early childhood programming (birth through age eight), focusing on the importance of GEDUC 472 World Language Curriculum at physical, emotional, and cognitive development. the High School or Middle School Level Emphasizes adapting materials and methods to ( F - 1 , 2 ) the needs of each child, including those with 4 sem. hrs. special needs. Discusses room arrangement and adaptations, equipment uses, sensory and creative Considers major pedagogical issues in modern experiences, dramatic play, and curriculum. language instruction with specific attention to Requires participation in workshops and field theories of language acquisition; the development placement. Staff. of listening, speaking, reading, and writing skills; selection and justification of content; models of GEDUC 464 Reading and Language Arts for curricular design; and construction of lesson plans and units. Includes observation and aiding experi- the Early Childhood and Elementary ences in inclusive language classrooms. Staff. Classroom (F-1,2; S-1,2; U1,2) 4 sem. hrs. GEDUC 474 History and Political Science Considers methods of assessment and instruction Curriculum at the High School or Middle in creating balanced literacy programs with refer- School Level (F-1,2) ence to the ELA Frameworks throughout: 4 sem. hrs. F decoding strategies including phonemic aware- = Fa l l Considers major pedagogical issues in teaching S = S p r i n g ness and phonics skills; comprehension U = S u m m e r strategies; guided reading; literature circles; the history and the social sciences, emphasizing selec- S TC = S h o r t -Te r m writing process; the integration of children’s litera- tion and justification of content, models of C o u r s e curriculum design, modes of inquiry, and 1 = Academic ture and poetry. Requires two mornings a week of Year 2006-2007 fieldwork if taken concurrently with GEDUC 467. construction of lesson plans and units. Includes 2 = Academic Guttentag, Scotto. observation and aiding experiences in inclusive Year 2007-2008 M = M o d e social studies classrooms. Bettencourt. * = Schedule t.b.a. GEDUC 467 Math for the Early Childhood and Elementary Classroom (F-1,2; S-1,2; GEDUC 476 Science Curriculum at the High U - 1 , 2 ) School or Middle School Level (F-1,2) 4 sem. hrs. 4 sem. hrs. Considers basic topics of elementary mathematics Introduces middle and high school science from contemporary viewpoints to reinforce mathe- teaching: specific problems, instructional mate- matics learning. Examines varying pupil responses rials, and teaching techniques. Emphasizes and techniques of instruction and construction of observing and aiding inclusive science classes. curriculum units. Requires field experience in an Cauchon, Plati. inclusive classroom. Includes two mornings a week of fieldwork if taken concurrently with GEDUC 464. Davidson, Hamel.

2 0 0 6 – 2 0 0 8 51 GEDUC 478 Mathematics Curriculum at the GEDUC 497 Teaching Reading in the Urban High School or Middle School Level (F-1,2) Elementary Classroom* 4 sem. hrs. 4 sem. hrs. Explores contemporary issues and problems in Develops the student’s understanding of the middle- and high school-level mathematics progression of reading skills and models of teaching, including curriculum projects and mate- instructions that are recommended for an urban rials and their origins, rationales, and uses. elementary school. Presents an overview of the Emphasizes the teacher’s role as a generator of basic skills young children must have to begin to knowledge and curriculum and the formulator of read. The latest theories and methodologies of instruction. Includes appropriate field experience. teaching reading will be researched and explored. Norris, Sherman. S t a f f .

GEDUC 490 Advanced Seminar in Te a c h i n g GEDUC 500 Leadership Development (U-1,2) and Learning at the Middle School and High 4 sem. hrs. School Level As a first course in the educational leadership 4 sem. hrs. Open to MS/CAGS candidates only. program, builds the cohort group and widens the Explores selected topics as they apply to lens on school leadership. Prepares aspiring prin- curriculum development and classroom practice, cipals to lead in changing and challenging school including assessment, the needs of limited- environments where they have to deal with diverse English-proficient students, brain-based learning, cultures and multiple demands and needs. and multiple intelligences. Provides tools to Provides opportunities to examine a wide variety develop a curriculum unit to pilot in the class- of perspectives on leadership and to develop a room. Staff. personal leadership philosophy and identify the skills to be successful. Kelly. GEDUC 491 Cultures and Expectations in the C l a s s r o o m * GEDUC 501 Models of Teaching (U-1,2) 4 sem. hrs. 2 sem. hrs. Focuses on building an awareness of the ways that Examines alternative models of teaching and the cultural and economic diversity within a school identification and evaluation of teaching tactics community impact expectations in classroom and strategies. Helps prospective administrators interactions and instruction. Explores one’s own view teaching from a reflective stance. Uses culture, the cultures of one’s students, and educa- teaching videotapes to study and apply skills. A tional research to better understand the dynamics prerequisite for the classroom supervision course. that affect classroom practice and strategies to D u n n . communicate positive expectations to students. A n t o n . GEDUC 502 The Law and Education Policy ( F - 1 , 2 ) GEDUC 493 Topics in Urban Education I* 4 sem. hrs. GEDUC 494 Topics in Urban Education II* Studies topics including administrative authority, 4 sem. hrs. each. Open to MS/CAGS candidates censorship, academic freedom and the o n l y. curriculum, students’ rights, discipline, sexual Supports practicum development for all urban harassment, freedom of expression, religious education candidates. Develops a repertoire of freedom, special education, equity negotiations strategies to integrate science and social studies dismissal for cause, unions, and recent legislation. into the curriculum, addresses issues of multicul- Examines and discusses social, legal, and ethical turalism in daily classroom life, and revisits aspects of these topics in light of how they impact special education and the changing regulations. personnel and all-level students in public and K e l l y. private schools. Gondek.

52 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G GEDUC 503 Principal as Manager: Fiscal, GEDUC 507 Technology and the Facilities, and Politics–Fiscal Management Administrator (U-1,2) ( S - 1 , 2 ) 2 sem. hrs. 4 sem. hrs. Covers topics of current concern, including use of Examines how public education is funded at the technology for handicapped, gifted, and bilingual federal, state, and local levels. Analyzes contempo- children; the impact of technology on the rary issues relating to such funding, including teaching/learning process; establishing/main- fiscal equity and the operation of state and federal taining and/or updating a school technology financial aid programs. Evaluates school district program; interfacing with experimental equip- and school site budgeting processes and relates ment; telecommunications; networking; and office them to education planning. Considers the design needs. Develops strategies to utilize various and equipping of a new facility; the planning, computer applications to access information, analysis of resources, and development of a organize data, present information, reach deci- budget; and the legal issues involved from the sions, and solve problems. Abbey. planning through the completion of the construction phase. Examines the dynamics of local, state GEDUC 508 Organizational Management and national political decision-making. Wa l s h , ( F - 1 , 2 ) S t a f f . 2 sem. hrs. Teaches what is involved in implementing a GEDUC 505 Curriculum Methods and school’s mission, goals, and objectives: recruiting, Development (U-1) selecting, and assigning staff; recruiting, training, 4 sem. hrs. and using volunteers; providing a safe, orderly Examines theories of the curriculum change climate for learning; facilitating coordination of process and develops specific competencies for community service agencies to accommodate at designing curriculum in basic elementary, middle, risk children; developing and implementing equi- and/or secondary level subject matter that reflects table and effective schedules; using the latest the diversity of the classroom, community, nation, technologies; and managing the operation and and world. Evaluates computers and other tech- maintenance of the physical plant. Mirkin, Ly o n s . nologies as they pertain to curriculum design. Enables students to plan curriculum change incor- GEDUC 509 Foundations of Educational F = Fa l l S = S p r i n g porating the requirements of the Massachusetts Administration (F-1,2) U = S u m m e r Curriculum Frameworks. Staff. 2 sem. hrs. S TC = S h o r t -Te r m C o u r s e Provides an overview of school leadership 1 = Academic GEDUC 506 Classroom Supervision in Year 2006-2007 focusing on the philosophical foundations of Theory and Practice* 2 = Academic education; the psychological traditions of learning Year 2007-2008 4 sem. hrs. processes; legal parameters of the school as a M = M o d e * = Schedule t.b.a. Provides a theoretical framework for clinical super- social institution; cultural environments of urban, vision, including an exploration of strategies for suburban, and rural educational settings; and observation, analysis, and evaluation. Applies educational trends indicated by current research knowledge of human resource management to and pertinent literature. Wa l s h . plan initiatives, address personnel problems, and meet individual needs. Examines practices of GEDUC 510 Leadership Seminar (F-1,2; S-1,2) supervising teachers and support personnel in 4 sem. hrs. light of fiscal constraints, unions and collective Applies theoretical knowledge of educational lead- bargaining issues, legal rights, and other factors ership skills and competencies, focusing on significant in the supervisory process. Uses developing a leadership portfolio, creating a lectures, discussions, in-class exercises including learning environment, and building a manage- role-play in supervisory situations, and videotape ment toolbox. Revisits self-assessment of one’s critiques. Johnson, Ribas. leadership skills and style. Discusses the distinc-

2 0 0 6 – 2 0 0 8 53 tions between leadership and management. GEDUC 482 Practicum: High School (Grades Shares learning from internships and leadership 8-12) (F-1,2; S-1,2) portfolios. Kelly. 4 sem. hrs. Prereq.: Consent of the department. Practical in General Education and Assigns supervised teaching responsibilities in an inclusive classroom at the eighth-grade to twelfth- C A G S grade level. Involves demonstrating effective classroom management procedures, imple- GEDUC 479 Practicum: Modern Fo r e i g n menting daily class lessons, developing long-range Languages (Grades 5-12) (F-1,2; S-1,2) curriculum materials, and demonstrating effective- 4 sem. hrs. Prereq.: Consent of the department. ness in serving students who are below the Assigns supervised teaching responsibilities in a expected classroom instructional level. Requires world language classroom. Involves planning and documentation of a minimum of 135 hours of implementing daily class lessons for at least 150 direct instructional time. Rocci. hours of direct teaching, as well as development of curriculum materials and demonstrated service GEDUC 488 Prepracticum (F-1,2) to a student who falls short of classroom instruc- 4 sem. hrs. Prereq.: All required education tional objectives. Requires papers, attendance at c o u r s e s . seminars, and documentation of a minimum of Accompanies GEDUC 400. Requires students to 135 hours of direct instruction. Chumley, observe, assist, and teach in a 1–12 classroom Guttentag, Rocci. under the supervision of a professionally licensed supervising practitioner at the field and level of GEDUC 480 Practicum: Elementary the license sought. Offers an opportunity to Education (Grades 1-6) (F-1,2; S-1,2) develop and teach lesson plans and a mini- 4 sem. hrs. Prereq.: Consent of the department. curriculum unit, provide service to one student requiring modification in his/her educational Assigns supervised teaching responsibilities in an program, and demonstrate effective classroom inclusive classroom at the first-grade to sixth- management skills. Staff. grade level. Involves demonstrating effective classroom management procedures, implementing daily class lessons, developing long-range GEDUC 492 Seminar and Practicum for curriculum materials, and demonstrating effective- Development (F-1,2; S-1,2) ness in serving students who are below the 8 sem. hrs. Open to MS/CAGS candidates only. expected classroom instructional level. Requires Involves design and implementation of a project documentation of a minimum of 135 hours of for change in students’ schools. Investigates ideas direct instructional time. Guttentag. about leadership, presents three day-long workshops related to leadership skills, and offers GEDUC 481 Practicum: Middle School support and guidance in developing long-term (Grades 5-8) (F-1,2; S-1,2) projects. Requires presentation of work to an audi- 4 sem. hrs. Prereq.: Consent of the department. ence of educators and completion of a portfolio by the end of the year. Kelly. Assigns supervised teaching responsibilities in an inclusive classroom at the fifth-grade to eighth- grade level. Involves demonstrating effective GEDUC 495 Practicum for Development* classroom management procedures, imple- 4 sem. hrs. Open to MS/CAGS candidates only. menting daily class lessons, developing long-range Provides a 300-hour practicum experience (the curriculum materials, and demonstrating effective- final segment of study) for candidates for the ness in serving students who are below the Master’s in Urban Education program. Requires expected classroom instructional level. Requires meeting with the program director to develop a documentation of a minimum of 135 hours of proposal for the student’s growth based on self- direct instructional time. Rocci. assessment. Specific outcomes will be developed as well as a rubric for assessment. A. Bettencourt, K e l l y.

54 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G GEDUC 511 Leadership Field Experience – and, if not native speakers of English, a Practicum (F-1,2; S-1,2) minimum TOEFL (Test of English as a Fo r e i g n 4 sem. hrs. Language) score of 600 Paper Based Te s t Leads to initial license as assistant principal or (PBT); 250 Computer Based Test (CBT); or 100 principal at the elementary, middle, or secondary Internet Based Test (iBT). Part-time candidates level. Provides a 150-hour supervised clinical expe- may plan a program of study individually with rience in a school under the guidance of both the the program director. All students must school administrator and a college faculty complete the degree program within five years. m e m b e r. Gives responsibility for a range of activities of the school principal through shadowing Non-Licensure Program and taking responsibility for individual projects. Facilitates professional reflection, the application For those seeking to teach adults or to teach of theory to practice, and the real-life challenge of in independent language or secondary schools policy implementation through writing assign- in the United States or abroad, there is a 36- ments. Rubin. s e m e s t e r - h o u r, non-licensure program. Certificate of Advanced Graduate Study Program in Teaching English as a (CAGS) for General Purposes Second Language See description on page 46. Paul Abraham,D i r e c t o r COURSES IN TEACHING ENGLISH Master of Arts in Teaching English as a AS A SECOND LANGUAGE Second Language (MAT E S L ) Degree Requirements: The MATESL program ML 408 Second Language Acquisition (U-1,2) is designed for candidates who wish to teach 4 sem. hrs. English as a Second Language (ESL) to school- Presents research underlying major theories of aged children in public schools or to adults in second language acquisition, considering such factors as age, role of first language, language community or college-level ESL programs. Fo r environment, learning style, and motivation. Also F = Fa l l those wishing to teach ESL in grades 5–12, the includes acquisition order, error analysis, interlan- S = S p r i n g program requires 40 semester hours of course U = S u m m e r guage, and discourse analysis, as well as S TC = S h o r t -Te r m work; for PreK–6, the program consists of 48 implications for classroom practice. Involves C o u r s e semester hours. Both of these programs include tutoring a non-native English speaker to reflect on 1 = Academic Year 2006-2007 all the coursework necessary for initial teaching the process of language acquisition. Fieldwork 2 = Academic licensure in Massachusetts. Those who already required. Reed. Year 2007-2008 M = M o d e have state certification in another field should * = Schedule t.b.a. contact the MATESL program director. ML 410 Introduction to Linguistics and English Grammar (S-1,2) A d m i s s i o n : Beyond the requirements 4 sem. hrs. described on page 42, MATESL candidates must Examines phonological, morphological, lexical, hold a BA in a liberal arts field or have a major syntactic, and historical issues for TESL or anyone of at least 24 semester hours beyond the intro- interested in English language. Involves tutoring a ductory level in a liberal arts area and also non-native speaker for a view of English grammar provide evidence of competence in a second from the learner’s perspective, and synthesizing language at or above the intermediate level. teaching points and strategies. Fieldwork required. Admitted students must also have completed or C h u m l e y. take concurrently a course in educational, developmental, or adolescent psychology. A d d i t i o n a l l y, candidates must have general knowledge of the culture of the United States

2 0 0 6 – 2 0 0 8 55 GEDUC 444 Research and Evaluation in multilingual populations. Investigates the effects Schools (F-1,2) of gender, race, and culture on language use 4 sem. hrs. within our society and examines theoretical and practical guidelines for teaching in a multicultural Introduces students to basic quantitative research context. Chumley. for their own use and for the interpretation of published research. Includes both diagnostic TESL 452 Advanced Seminar in TESL assessment and formal and informal classroom evaluation. Studies qualitative/ethnographic Curriculum (S-1,2) research and the skills necessary for accurate 4 sem. hrs. classroom observation. Involves framing a Considers teaching practice in light of students’ research question and proposing a classroom- beliefs about language and learning; the compo- based investigation. Abraham. nents of macro-level planning; the evaluation and development of teaching materials; formal and TESL 445 Fundamentals of Reading and informal assessment; and the use of technology. Writing in a Second Language (F-1,2) Includes other class-generated topics in student 4 sem. hrs. led discussions. Requires that students create, teach, and evaluate a content-based unit. Provides an introduction to reading and writing in A b r a h a m . a second language. Examines theories of reading both first and second language; relevant differ- GEDUC 460 Teaching Strategies for the ences in first and second reading processes and instruction, particularly with beginning readers; Inclusive Classroom (F-1,2; S-1,2; U-1,2) and formal and informal reading assessment. 4 sem. hrs. Involves tutoring. Writing theory and practice will See page 50. be examined and instructional approaches to writing, the writing process, and writing assess- GEDUC 464 Reading and Language Arts for ment will also be considered. Fieldwork required. the Early Childhood and Elementary A b r a h a m . Classroom (F-1,2; S-1,2; U-1,2) 4 sem. hrs. TESL 449 Directed Study (F-1,2; S-1,2; U-1,2) See page 51. 2–4 sem. hrs. For graduate students only. GEDUC 467 Math for the Early Childhood Directed study addresses coursework required for and Elementary Classroom (F-1,2; S-1,2; the major or degree not being offered formally U - 1 , 2 ) that semester. Students work under the close 4 sem. hrs. supervision of a faculty member. Consent is required for a directed study, which does not See page 51. count toward the independent learning requirement. Staff. TESL 479 Teaching English as a Second Language Methodology and Curriculum TESL 450 Independent Study (F-1,2; S-1,2; Development (S-1,2) U - 1 , 2 ) 4 sem. hrs. 2-4 sem. hrs. Introduces students to teaching English as a For graduate students only. Staff. second language. Offers an overview of the history of second language teaching, methodologies, TESL 451 Bilingualism and Language approaches, and techniques and their underlying Variation in Multicultural Settings (F-1,2) theories and assumptions. Examines specific classroom techniques–reading and writing 4 sem. hrs. processes, instruction, assessment, and Examines language policy, minority language testing–and their application to curriculum devel- rights, and linguistic and political issues affecting opment with special attention to sheltered content

56 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G m e t h o d o l o g y. Requires fieldwork. Abraham. rials, and demonstrating service to a student who falls short of classroom instructional objectives. TESL 500 Special Topics in TESL* Requires papers, attendance at seminars, and a 4 sem. hrs. Prereq.: Advanced standing in minimum of 135 documented hours of direct M ATESL or extensive teaching experience in the instruction. Chumley. f i e l d . Intended for MATESL students and non-degree teachers who need specialized TESL knowledge and applications. Topics vary from year to year and may be drawn from student interest, new state requirements for teacher preparation, and needs of various newcomer populations for special instruction. Abraham, Staff.

Practicum for Teaching English as a Second Language

TESL 471 ESL Adult Teaching Practicum (F-1,2; S-1,2) 4–8 sem. hrs. Prereq.: Consent of the department. Assigns supervised teaching responsibilities in an ESL classroom at either a university-based or a community-based ESL program. Involves observing and assisting the classroom teacher and developing curricula. Requires 96 documented hours of direct instruction and attendance at a student teaching seminar. Chumley.

TESL 480 Practicum: English as a Second F = Fa l l Language (Grades 5-–12) (F-1,2; S-1,2) S = S p r i n g 4–12 sem. hrs. Prereq.: Consent of the depart- U = S u m m e r S TC = S h o r t -Te r m m e n t . C o u r s e 1 = Academic Assigns supervised teaching responsibilities in an Year 2006-2007 ESL classroom. Involves planning and imple- 2 = Academic menting daily class lessons for at least 150 hours Year 2007-2008 M = M o d e of direct teaching, developing curriculum mate- * = Schedule t.b.a. rials, and demonstrating service to a student who falls short of classroom instructional objectives. Requires papers, attendance at seminars, and a minimum of 135 documented hours of direct instruction. Chumley.

TESL 487 Practicum: English as a Second Language (PreK-6) (F-1,2; S-1,2) 4–12 sem. hrs. Prereq.: Consent of the depart- m e n t . Assigns supervised teaching responsibilities in an ESL classroom. Involves planning and implementing daily class lessons for at least 150 hours of direct teaching, developing curriculum mate-

2 0 0 6 – 2 0 0 8 57 Dale Gardner-Fox, Graduate Programs in L e c t u r e r Burt Goodrich, L e c t u r e r Special Education Jan Goodrich, L e c t u r e r Allan Blume, Chair of the Department Dan Gould, L e c t u r e r and Assistant Professor, Acting Director David Heimbecker, L e c t u r e r of Language and Literacy Program Robert James, L e c t u r e r Richard Lavoie, Visiting Professor Karen Janowski, L e c t u r e r Theresa Perry, P r o f e s s o r Katherine Johnson, L e c t u r e r Michael Cameron, Associate Professor and Lorna Kaufman,L e c t u r e r Director of the Program in Behavioral Pamela Kaufmann,L e c t u r e r E d u c a t i o n Joseph Keefe, L e c t u r e r Michael Dorsey, Assistant Professor Susan Langer, L e c t u r e r Christine Ev a n s , Assistant Professor, Licensure Kevin Lenane, L e c t u r e r Coordinator and Program Director of New England Center for Children Abby Machamer, Lecturer P r o g r a m Louisa Moats, L e c t u r e r Elizabeth Fleming, Assistant Professor Michael Novick, L e c t u r e r Jane Hardin, Assistant Professor, Licensure Jill Pompi, L e c t u r e r Coordinator and Program Director of Kimberly Quade, L e c t u r e r South Coast and Accept - Metrowest Nancy Raskind, L e c t u r e r Collaborative Programs Jennifer Sauriol, L e c t u r e r Susan Ainsleigh, Assistant Professor and Robert Tu c k e r, L e c t u r e r Mentoring Co o r d i n a t o r Patricia Wa l s h - Ca s s i d y, L e c t u r e r Madalaine Pugliese, Instructor and Director of Linda Waters,L e c t u r e r the Program in Assistive Special Education Te c h n o l o g y Elizabeth Williams, L e c t u r e r Bruce Rosow,I n s t r u c t o r Barbara Wilson, L e c t u r e r John Abramson, L e c t u r e r Janice Blackland, S u p e r v i s o r Marilyn Adams, L e c t u r e r Ruth Glazerman, S u p e r v i s o r William Arnold, L e c t u r e r Eileen Harvey, S u p e r v i s o r Herb Baker,L e c t u r e r Daryl Rynning,S u p e r v i s o r Anthony Bashir,L e c t u r e r Wahib Saliba, S u p e r v i s o r Barbara Berberian, L e c t u r e r Dawn Waddell, S u p e r v i s o r Raleigh Buchanan, L e c t u r e r Linda Zalk, S u p e r v i s o r Francis Co n n o r, L e c t u r e r Ruth Zaniboni, S u p e r v i s o r Ther esa Cr a i g , L e c t u r e r Michael Zifcak, S u p e r v i s o r Jennifer Edge-Savage, L e c t u r e r Lorraine Zimmerman, S u p e r v i s o r Marilyn Engleman,L e c t u r e r Lucie Dufresne, M e n t o r Rebecca Felton,L e c t u r e r Elizabeth Hallsworth, M e n t o r Stephen Flanagan,L e c t u r e r Jennifer Jones, M e n t o r Stephen Furtado, L e c t u r e r Barbara Kyle, M e n t o r

58 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Susan O’Shea, M e n t o r systems so that communities are able and Robert Shapiro, M e n t o r willing to teach learners with special needs in Robyn Stewart, M e n t o r local public schools and 603 CMR 28.00 approved schools. John Stokes, M e n t o r Students may pursue the Master of Science Amy Ts i r o s - D o m o w, M e n t o r in Education (MSEd) degree, the Education Roxanne Aurisma, On Campus Program Specialist (EdS) degree or a PhD in Special M a n a g e r Education Administration or Behavioral Denise Oberdan, Academic Program Manager Education. The MSEd degree meets the educa- Marie Brown, Administrative Assistant tional needs of those seeking a master’s degree Jane Wilmot, Administrative Assistant with licensure or for those wishing to gain more knowledge in an area of special needs but not interested in licensure. The EdS degree program The Simmons graduate programs in the offers an advanced graduate degree designed to Department of Special Education are among the provide an area of specialization to a student largest programs of their kind in the country. who currently holds a master’s degree. The The philosophy of the programs is grounded in primary areas of study are in the field of special the principles of inclusion and meaningful education with a concentration in a specific access to curriculum by highly qualified discipline such as: teaching in an area of special teachers, and that all students can learn and education, Language and Literacy, Assistive have the right to do so in a classroom of Special Education Te c h n o l o g y, Behavioral students their own age in their own community. Education, or Special Education Administration. The graduate programs in special education Each student is individually advised in consulta- offer a graduate degree with Massachusetts tion with the department chair, program licensure options in moderate disabilities coordinator or faculty advisor, and the programs (PreK–8), moderate disabilities (5–12)and severe can be completed on a part-time or full-time disabilities (Levels: All). basis. The PhD programs offer the opportunity F = Fa l l In addition, following in the Simmons tradi- for advanced study and research in the areas of S = S p r i n g U tion of innovation and professionally-based = S u m m e r Special Education Administration or Behavioral S TC = S h o r t -Te r m programs, the programs in special education E d u c a t i o n . C o u r s e 1 offer four specialized areas of study: assistive = Academic The specific programs are outlined below: Year 2006-2007 special education technology, behavioral educa- 2 = Academic • Moderate Disabilities (PreK–8) Year 2007-2008 tion; language and literacy in special M = M o d e education–language-based learning disabilities; (see pages 60–61) * = Schedule t.b.a. and special education administration. • Moderate Disabilities (5–12) Simmons programs in special education (see pages 60–61) offer a pedagogical approach supporting the • Severe Disabilities (Levels: All) participation of learners with special needs in (see pages 61–62) general education classrooms, the community, • Assistive Special Education Technology and the workplace. To support a graduate (see page 62) student in implementing this philosophy, • Behavioral Education (see pages 62–63) Simmons provides each student with course- • Language and Literacy in Education; work and practica that enable the development Language-Based Learning Disabilities – of effective strategies to teach learners with Reading Specialist (see page 64) special needs in a variety of settings. The • Administrator of Special Education programs in special education train specialists to create and implement changes in school (see page 63)

2 0 0 6 – 2 0 0 8 59 • Supervisor/Director (see page 63) endorsement of the ideals of leadership and • Special Education Administration d i v e r s i t y. For more information, please contact (see page 63) Graduate Studies Admissions at 617.521.2915. • Non-Licensure Programs (see page 63) Admission to Programs in Special Those seeking teacher licensure in E d u c a t i o n Massachusetts must pass all appropriate Admission to the Master of Science in sections of the Massachusetts Tests for Education degree programs in special education Educator Licensure (MTEL) before beginning requires a baccalaureate degree from an accred- the practicum. (Please see MTEL chart on ited college or university with a major, or its page 44.) equivalent, in one of the liberal arts or sciences Note: All appropriate Massachusetts Tests for and a strong undergraduate record. Applicants Education Licensure (MTEL) components must be for the education specialist degree programs passed and official documentation must be submitted must hold a master’s degree from an accredited to the Department of Special Education prior to institution of higher learning and submit an offi- registering for the practicum/seminar. The programs cial transcript of the graduate record. All in Special Education often exceed the licensure applicants must submit an official transcript of requirements of the Massachusetts Department of their undergraduate record, a statement of E d u c a t i o n . purpose in seeking the degree, and two letters of recommendation. During the program, a O n e - Year Internship for Candidates in minimum 3.00 grade average must be achieved Special Education in each course. Students may take courses in the Department of Special Education on a full- All candidates for Massachusetts licensure or a part-time basis. Students who wish to must complete a full-time, one-year internship complete the program on a part-time basis working in a public school, private school, or develop an appropriate course sequence with 603 CMR 28.00 approved school. Ca n d i d a t e s the program director or department chair and must document and demonstrate accomplish- must complete the program within a four-year ment of all Massachusetts Department of period. Most courses are available in the late Education licensure requirements. The require- afternoon and/or on weekends. For further ments for the internship experiences in the information and applications, contact the Programs in Special Education at Simmons Department of Special Education, Simmons College exceed the standards set by the College, 300 The Fe n w a y, Boston, MA 02115- Massachusetts Department of Education. 5698, or call 617.521.2570. Urban Teacher Initiative Moderate Disabilities (Levels: PreK–8 The Department of Special Education offers a or 5–12) graduate degree with tuition support for The program in moderate disabilities teachers and specialists employed by the (PreK–8 or 5–12) is designed to prepare special- Boston or Cambridge public schools who are ists to provide direct service to learners in involved in issues that impact the field of inclusive education classrooms. Students in the special education. The purpose of the initiative program may pursue licensure or many select is to provide exemplary training to individuals the nonlicensure option. Tr a d i t i o n a l l y, learners working with learners with disabilities while with moderate disabilities have received educa- granting significant tuition assistance. It tional services within resource rooms or demonstrates Simmons’s investment in urban substantially separate classes in public or 603 education and pledges the College’s continued

60 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G CMR 28.00 private schools. Following the philosophy of inclusion, the program provides SPND 446 Learners with Special Needs the opportunity and skills to develop effective SPND 438 Practicum in Special Education strategies to work with learners with moderate or 439 (Pre K–8 or 5–12) disabilities in a variety of settings while incorpo- SPND 488 Seminar and Fieldwork in rating the Massachusetts Curriculum E d u c a t i o n Frameworks. The typical sequence of courses for full-time students is found in the special Two electives education graduate program advising packet available from the Department of Special Severe Disabilities (Levels: All) E d u c a t i o n . The program in severe disabilities is Candidates for a degree may complete the designed to prepare teachers to work with program in one calendar year, two academic learners with severe disabilities (Levels: All). semesters including one summer session, or on Students in the program may pursue licensure a part-time basis. The typical sequence of or may select the non-licensure option. courses may be found in the special education Graduates of the program teach in inclusive graduate program advising packet available general education classes, in self-contained from the Department of Special Education. special education classes, or in 603 CMR 28.00 Candidates must plan their program with the approved residential or day schools in order to program director or department chair. support the inclusion of learners with severe disabilities into classrooms, the community, and Changes in Massachusetts Department of the workplace. Students are prepared to teach Education regulations could result in program learners in elementary, middle, and high school changes. The programs in the Department of settings the Massachusetts Curriculum Special Education often exceed the Frameworks as well as age-appropriate skills Massachusetts Department of Education that range from communication, self-help skills, r e q u i r e m e n t s . and social behavior to specific job skills. F = Fa l l Program of Study S = S p r i n g Program of Study U = S u m m e r RDG 406 The Structure of Language for S TC = S h o r t -Te r m RDG 410 Multisensory Structured Language C o u r s e Te a c h e r s 1 Strategies for Reading = Academic RDG 410 Multisensory Structured Language Year 2006-2007 SPND 412 Inclusion, Consultation and 2 = Academic Strategies for Reading Year 2007-2008 Collaboration for Meaningful M = M o d e SPND 412 Inclusion, Consultation and * = Schedule t.b.a. Access to Curriculum Collaboration for Meaningful SPND 422 Differentiating Instruction of Access to Curriculum Strategies Using Technology SPND 422 Differentiating Instruction of Across the Curriculum Strategies Using Technology SPND 442 Analysis of Behavior: Principles Across the Curriculum and Classroom Applications SPND 536 Formal and Informal Assessment SPND 443 Special Education Laws, SPND 441 Classroom Management for Regulations and Process Learners with Special Needs in for Te a c h e r s Inclusive Settings SPND 446 Learners with Special Needs SPND 443 Special Education Laws, SPND 447 Assessment and Curriculum Regulations and Process Modification and Development for f or Te a c h e r s Learners with Severe Disabilities

2 0 0 6 – 2 0 0 8 61 SPND 448 Analysis of Community Resources SPND 470 Curriculum Modifications Using Adult Service Agencies, and the Augmentative and Alternative Transition Process Communication Te c h n o l o g i e s SPND 468 Practicum: Severe SPND 473 Providing Specialized Curriculum Disabilities (Levels: All) and Environmental Access Using SPND 488 Seminar and Fieldwork Customized Technology To o l s in Education SPND 475 Evaluation of Educational Software Two electives and Internet Resources for Curriculum Support Program in Assistive Special Education Te c h n o l o g y Program in Behavioral Education The program in assistive technology is The program in behavioral education is designed to provide professional development designed to provide advanced training to an for educators who wish to specialize in the field educator who wishes to specialize in behavioral of assistive and adaptive special education tech- education; the graduate program in behavioral nology; the graduate program in assistive education prepares educators for leadership special education technology prepares educa- roles in the implementation, evaluation, and tors for leadership roles in the implementation, administration of behaviorally- based methods evaluation, and administration of assistive tech- of teaching learners with special needs. The nology-oriented teaching methods for learners program emphasizes the application of behav- with special needs. This innovative program ioral principles for solving problems a teacher focuses on the pragmatic accommodation of encounters in educational settings. learners with special needs in real-world, The program in behavioral education general education settings and on participation provides the necessary coursework and in mandated curriculum activities. mentoring hours to apply to sit for the Board Certified Behavior Analyst™ (BCBA™) or Board Program of Study Certified Associate Behavior Analyst™ SPND 422 Differentiating Instruction of (BCABA™) examination. (The specific test taken Strategies Using Technology will depend on each student’s unique circum- Across the Curriculum stances.) In accepting admission to this program, however, students should understand SPND 423 Using Multimedia to Cr e a t e that Simmons College does not guarantee that Curriculum Interventions for they will pass the examination, regardless of Learners with Special Needs grade point average or overall performance SPND 453 Language and Cognitive within the program. Development and Alternative Assessment Using Te c h n o l o g y Program of Study SPND 456 Curriculum Support for Learners BEHV 424 Behavior Analysis in Behavioral with Special Needs Using E d u c a t i o n Technology BEHV 426 Behavioral Assessment SPND 458 Curriculum Access Using Assistive BEHV 427 Methodologies for Changing Technology Devices B e h a v i o r SPND 463 Universal Classroom Design: BEHV 430 Legal and Ethical Issues Creating an Accessible Curriculum in the Inclusive Classroom BEHV 437 Data Collection, Display, and I n t e r p r e t a t i o n

62 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G BEHV 445 Advanced Applied Behavior students who will provide leadership to educa- A n a l y s i s tors and staff working with learners in inclusive BEHV 465 Mentoring in Behavioral Education c l a s s r o o m s . Changes in Massachusetts Department of PhD in Behavioral Education Education regulations could result in program See page 92 for information. changes. The programs in the Department of Special Education often exceed the Program for Special Education Massachusetts Department of Education A d m i n i s t r a t o r r e q u i r e m e n t s . The program for administrator of special Non-Licensure Programs in education prepares students for positions that emphasize developing skills of leadership, A d m i n i s t r a t i o n school management, professional development, Students may pursue non-licensure grad- equity and specific issues in special education uate programs and earn a Master of Science leading to Massachusetts initial licensure for an (MSEd) degree or an Educational Specialist administrator of special education. With a (EdS) degree. The programs prepare graduate strong focus on inclusion, individuals must students who are not seeking a teaching or bring to their professional development a belief administration license, but wish to develop an that all learners can learn and that they have the expertise in the field of special education. right to do so in a classroom of learners their Students develop a course of study in consulta- own age in their own community. The adminis- tion with the department chair, faculty advisor trator of special education course sequence is or program coordinator of the respective designed to prepare graduate students who will programs that have been previously listed. provide leadership to educators and staff EdS in Special Education working with learners in inclusive classrooms. A d m i n i s t r a t i o n Changes in Massachusetts Department of After successful completion of a minimum of Education regulations could result in program F = Fa l l three courses in the EdS program in special S = S p r i n g changes. The programs in the Department of U = S u m m e r education administration, a student may seek Special Education often exceed the S TC = S h o r t -Te r m admission to the PhD program. A separate C o u r s e Massachusetts Department of Education 1 = Academic application is required. See page 93 for more r e q u i r e m e n t s . Year 2006-2007 i n f o r m a t i o n . 2 = Academic Year 2007-2008 Program for Supervisor/Director M = M o d e Program of Study * = Schedule t.b.a. The program for supervisor/director prepares students for positions that emphasize devel- SPND 500 Special Education Organization, oping skills of leadership, school management, Leadership and Change professional development, equity, and specific SPND 501 Special Education Management: issues in special education leading to Personnel and Structure Massachusetts initial licensure for supervisor/ SPND 502 Staff Development, Performance d i r e c t o r. With a strong focus on inclusion, indi- and Ev a l u a t i o n viduals must bring to their professional SPND 503 Managing Schools in a development a belief that all learners can learn Democratic and Diverse Society and that they have the right to do so in a class- SPND 504 Special Education and School Law room of learners their own age in their own for Administrators c o m m u n i t y. The supervisor/director course sequence is designed to prepare graduate SPND 506 Educational Finance for Special Education Administrators

2 0 0 6 – 2 0 0 8 63 SPND 580A Practicum Experience: Special graduate program advising packet available Education Administrator from the Department of Special Education. or SPND Practicum Experience: Candidates must plan their program with the 5 8 0 B S u p e r v i s o r / D i r e c t o r faculty advisor. SPND 588 Practicum in Special Education Changes in Massachusetts Department of A d m i n i s t r a t i o n Education regulations could result in program changes. The programs in the Department of Program in Language and Literacy in Special Education often exceed the Special Education–Language-Based Massachusetts Department of Education Learning Disabilities–Reading r e q u i r e m e n t s . S p e c i a l i s t Program of Study The program in Language and Literacy in RDG 406 The Structure of Language Special Education is designed to provide RDG 410 Multisensory Structured Language advanced training to educators who wish to RDG 428 Teaching of Wr i t i n g specialize in meeting the needs of learners with language-based challenges in both specialized RDG 429 Language Development and and inclusive settings; the program for language D i s o r d e r s and literacy in special education is research- RDG 432 Reading Assessment based, incorporating methodologies, strategies, RDG 433 Language Essentials for Te a c h e r s and techniques developed using multisensory RDG 457 Literacy Support for Learners with structured language principles. The strategies Special Needs Using Te c h n o l o g y employed and the skills mastered are of equal RDG 461 Reading Research relevance and benefit to all learners. The goal is RDG 469 Topics in Clinical Practice a significant reduction in the percentage of learners currently being identified with reading RDG 572 Internship Experience (Wilson and writing skills below a basic level of achieve- R e a d i n g ) ment in general education settings. The RDG 573 Reading Practicum program focuses on the preparation of educa- Pro fe ssio nal Develo pment Co u r s e s tors who will have a sophisticated understanding of the theory, research, and Courses for professional development are conceptual underpinnings necessary for the offered through the Department of Special development of mature, fluent reading ability as Education. These courses cannot be used for well as the methodology for remediation of indi- degree programs, but are offered for teachers viduals who do not learn to read through and administrators seeking further training or methods commonly practiced in the general instruction in an area of interest. These courses education classroom. In addition, the program are most often taken by individuals seeking to offers qualified candidates the opportunity to accrue professional development points (PDPs). pursue Massachusetts licensure for reading Professional Development courses are listed at specialist. Please consult the program coordi- the end of the course offerings below and are nator for specific prerequisites and details. identified by a numeral followed by the letter P. (SPND xxxP) Candidates for a degree may complete the program in one calendar year, two academic semesters including one summer session, or on a part-time basis. The typical sequence of courses may be found in the special education

64 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G C O U R S E S BEHV 437 Data Collection, Display, and Course Offerings for Moderate Disabilities I n t e r p r e t a t i o n (PreK–8 or 5–12) and Severe Disabilities (Levels: 4 sem. hrs. All) Licensure Programs Reviews methods for obtaining data on opera- *Schedule for all courses to be announced. Please contact tionally defined target behaviors. Teaches how to: the Department of Special Education for further visually display quantitative data, interpret data, i n f o r m a t i o n . and make data-based decisions about program interventions. Ainsleigh. BEHV 424 Behavior Analysis in Behavioral Education BEHV 445 Advanced Applied Behavior 4 sem. hrs. A n a l y s i s Reviews the definition and characteristics of 4 sem. hrs. Prereq: Consent of the department. applied behavior analysis. Teaches the funda- Reviews issues regarding the selection of behavior mental principles of behavior that provide the change procedures functional analysis, verbal framework for instructional programming. Dorsey. b e h a v i o r, establishing operations and classroom management. Dorsey. BEHV 426 Behavioral Assessment 4 sem. hrs. BEHV 465 Mentoring in Behavioral E d u c a t i o n Focuses on the identification of functional relationships and the evaluation of interventions from 4–16 sem. hrs. Consent of the department. information gained through behavioral assess- Provides supervision and mentoring to students ment. Teaches how to conduct descriptive using the basic principles of behavior analysis in analyses and how to systematically manipulate the classroom or work setting. Ca m e r o n . variables to demonstrate functional relationships between the educational environment and RDG 306/406 The Structure of Language for b e h a v i o r. Ainsleigh. Te a c h e r s 4 sem. hrs. BEHV 427 Methodologies for Changing Provides an overview of the structure of the B e h a v i o r F = Fa l l language and methods to teach reading and S = S p r i n g 4 sem. hrs. spelling through multisensory and associative U = S u m m e r Explores strategies to establish, strengthen, and teaching techniques. Progresses in a sequential, S TC = S h o r t -Te r m C o u r s e weaken target behaviors. Emphasizes the general- systematic, hierarchical order to cover phonemes, 1 = Academic ization and maintenance of established behavioral graphemes, and patterns of English. Includes Year 2006-2007 repertoires. Johnson. 2 = Academic morphological (rules for the addition of prefixes Year 2007-2008 and suffixes) and syntactical structure. Moats, M = M o d e BEHV 430 Legal and Ethical Issues R o s o w. * = Schedule t.b.a. 4 sem. hrs. Reviews legal and ethical responsibilities to RDG 310/410 Multisensory Structured learners with special needs and their families, Language Strategies for Reading focusing on ethical considerations such as the 4 sem. hrs. learner’s dignity. Familiarizes students with the Focuses on identifying and developing appropriate legal and regulatory requirements of the state or multisensory structured language strategies in agency providing services. Dorsey. phonological/phonics awareness, reading comprehension, and textbook and study skills for students with language and reading challenges. Emphasizes use of these techniques and strategies within the general education classroom. Requires fieldwork. Goodrich, Machamer.

2 0 0 6 – 2 0 0 8 65 RDG 328/428 Teaching of Wr i t i n g RDG 457 Literacy Support for Learners 4 sem. hrs. Prereq.: RDG 406 and 410. with Special Needs Using Te c h n o l o g y Addresses the effect of weaknesses in receptive 4 sem. hrs. and expressive language, organization, memory, Prepares professionals in trying to meet the and visual coordination on written production. l i t e r a c y, learning and assistive technology needs of Includes concrete teaching techniques, graphic students who struggle with reading and writing organizers, and teaching of text structures. across the curriculum. Focuses on technology- M a c h a m e r. based instructional strategies that help to differentiate learning. Topics include: making RDG 329/429 Language Development and adjustments to the computer for learner success, D i s o r d e r s light to high-tech tools for access to English 4 sem. hrs. Prereq.: RDG 406 and 410. Language Arts curriculum, software to support basic skills, making electronic books. Pugliese. Explores the components of typical and atypical language development across the linguistic RDG 461 Reading Research domains: phonology, morphology, semantics, syntax, and pragmatics. Examines the behavioral 4 sem. hrs. Prereq.: RDG 406 and 410. manifestations associated with language disorders Focuses on past and current research in the areas and their impact on academic functioning, particu- of reading and language arts. Provides a frame- larly written language skills. Includes formal and work to evaluate reading theories and research informal evaluative procedures. Bashir, Ca m e r o n . and determines appropriate instruction based upon the findings. Adams, Ca m e r o n . RDG 432 Reading Assessment 4 sem. hrs. Prereq.: RDG 406 and 410. RDG 469 Topics in Clinical Practice Provides experience in administering and inter- 2–8 sem. hrs. Prereq.: RDG 406 and 410. preting data obtained from formal and informal Involves working with learners with moderate reading assessments and integrating this informa- disabilities or severe disabilities under the mentor- tion with data from other sources to develop ship of a faculty advisor. Explores classroom specific recommendations for appropriate techniques and procedures using concept papers reading/written language curricula to enhance or a critical review of the literature on a specific reading/spelling/writing. Incorporates appropriate topic. Raskind. software for diagnosis and remediation. Fe l t o n , K a u f m a n . RDG 532 Reading Assessment for A d m i n i s t r a t o r s RDG 433 Language Essentials for Te a c h e r s 4 sem. hrs. 4 sem. hrs. Prereq.: RDG 406 and 410. Provides overview for staff development in admin- Studies language structure at the levels of seman- istering and interpreting data obtained from tics, syntax, and text structure as a vehicle for formal and informal reading assessments. recognizing and interpreting learners’ difficulties Integrating this information with data from other at higher levels of language processing and for sources to develop specific recommendations for understanding the rationale behind explicit appropriate reading/written language curricula to teaching of comprehension skills and strategies. enhance reading/spelling/writing. Fe l t o n . Reviews current research on vocabulary, reading f l u e n c y, comprehension, and composition instruc- RDG 572 Internship Experience tion along with semantics, syntax, and text 8 sem. hrs. Prereq.: RDG 406 and 410. structure. Involves exercises in language analysis and manipulation and application of concepts for Assigns supervised teaching responsibilities for learner assessment and lesson planning. Moats, learners who have language, reading, and writing R o s o w. challenges. Requires implementing the methods and materials of the Wilson Reading System throughout the course. Develops skills in the instruction of literature and technical writing and

66 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G in consultation techniques. Provides an opportu- problem-solving processes to meet the special nity to pursue Wilson Level One training. Offered needs of diverse learners with disabilities. across two semesters. Wilson Language Tr a i n e r. Emphasizes effective techniques in inclusive and general education settings. Includes the RDG 573 Reading Practicum Massachusetts Curriculum Frameworks. Requires 4–8 sem. hrs. Prereq.: consent of the department. fieldwork. Staff. Provides supervision and mentoring in the area of SPND 312/412 Inclusion, Consultation and reading. Presents program management and evaluation procedures. Machamer, Pompi. Collaboration for Meaningful Access to C u r r i c u l u m SPND 301/401 Teaching Learners with 4 sem. hrs. Special Needs: English/Language Arts Explores building-based issues in the inclusion of 4 sem. hrs. learners with special needs and techniques, including cooperative learning, to include learners Identifies and develops appropriate strategies to with special needs in general educational settings. meet the needs of diverse learners with disabilities Includes development of a collaborative plan in English/language arts. Applies instructional describing implementation strategies for inclu- strategies and curricular adaptations most effec- sion, team building, and school change. Requires tive within inclusion and general education site visit. Fleming. settings. Includes the Massachusetts Curriculum Frameworks. Requires fieldwork. Hardin. SPND 314/414 Classroom Methods of Manual Co m m u n i c a t i o n SPND 302/402 Teaching Learners with Special Needs: Math 4 sem. hrs. 4 sem. hrs. Introduces beginning level manual communication (signing and finger spelling) and other Develops curricula and alternative instructional alternative and augmentative communication strategies for mathematical thinking, computation, systems and strategies for learners with special and problem-solving processes to help meet the needs. Emphasizes American Sign Language and special needs of diverse learners with disabilities includes other manually coded English systems, in inclusive and general education settings. F as well as augmentative communication systems = Fa l l Includes the Massachusetts Curriculum S = S p r i n g and strategies, related literature, and related tech- U Frameworks. Requires fieldwork. Goodrich. = S u m m e r n o l o g y. Cr a i g . S TC = S h o r t -Te r m C o u r s e SPND 303/403 Teaching Learners with 1 = Academic SPND 415 Applied Research I Year 2006-2007 Special Needs: Social Studies and History 2 4 sem. hrs. = Academic 4 sem. hrs. Year 2007-2008 Introduces research methods and strategies in M = M o d e * = Schedule t.b.a. Identifies appropriate strategies to meet the needs education. Focuses on information necessary to of diverse learners with disabilities in social be a skilled consumer of research conducted by studies and history and applies instructional others and on application of these results in plan- strategies and curricular adaptations in content ning, implementing, and evaluating area classrooms within inclusion and general comprehensive services for learners with special education settings. Includes the Massachusetts needs. Emphasizes methods of inquiry, the Curriculum Frameworks. Requires fieldwork. framing of research questions, research designs, B a k e r. strategies for data collection and analysis, and the components of a successful written report of the SPND 304/404 Teaching Learners with findings. Cameron, Fleming, Gould. Special Needs: Science 4 sem. hrs. Develops curricula and alternative instructional strategies for scientific thinking, computation, and

2 0 0 6 – 2 0 0 8 67 SPND 416 Applied Research II SPND 439 Practicum: Moderate Disabilities 4 sem. hrs. ( 5 – 1 2 ) Requires students to plan, implement, and write 4–16 sem. hrs. Prereq.: Consent of the in publishable format a research project demon- d e p a r t m e n t . strating the delivery of effective service to Involves full-time supervised teaching responsibili- learner/s with special needs. Cameron, Fleming, ties in a public school classroom (5–12) or 603 G o u l d . CMR 28.00 approved school with learners with moderate disabilities. Blume, Hardin. SPND 322/422 Differentiating Instructional Strategies Using Technology Across the SPND 341/441 Classroom Management for Curriculum Learners with Special Needs in Inclusive 4 sem. hrs. S e t t i n g s 4 sem. hrs. SPND 423 Using Multimedia to Cr e a t e Focuses on the basic principles and approaches Curriculum Interventions for Learners with for the effective management of behavior for Special Needs learners with special needs. Emphasizes preven- 4 sem. hrs. Prereq.: SPND 422 or consent of the tive discipline, classroom environments and d e p a r t m e n t . techniques effective with learners with diverse needs and abilities, and strategies for behavior Multimedia is a powerful tool for modifying or management in multicultural settings. Staff. providing access to the curriculum. Participants will explore the features of a collection of multimedia authoring software tools, learn to integrate SPND 342/442 Analysis of Behavior: these features into the planning and design of Principles and Classroom Applications customized curriculum that meets the diverse and 4 sem. hrs. exceptional needs of learners, and learn to develop Introduces behavior modification and operant and use authentic assessment rubrics to review techniques, including clarification of more project work. Tu c k e r. commonly used terms, with specific reference to application in the classroom. Provides overview of SPND 336/436 Formal and Informal procedures and practices successful in schools, A s s e s s m e n t communities, and work settings. Requires field- 4 sem. hrs. work. Ainsleigh, Langer. Involves observation, analysis, and interpretation of children’s learning needs, utilizing formal and SPND 343/443 Special Education Laws, informal assessment devices in order to write, Regulations and Process for Te a c h e r s implement, and evaluate individualized educa- 4 sem. hrs. tional programs. Reviews test instruments and Focuses on the historical, philosophical, legal, and current issues in assessment. Requires weekly ethical perspectives of educational services for fieldwork in an integrated setting. Brooks, Wa t e r s . learners with special needs. Reviews exemplary programs, relevant current literature, state and SPND 438 Practicum: Moderate Disabilities federal laws, development of an IEP, and case ( P r e K – 8 ) studies. Requires fieldwork. Blume, Esposito, 4–16 sem. hrs. Prereq: Consent of the department. Kaufmann, Abramson. Involves full-time supervised teaching responsibili- SPND 346/446 Learners with Special Needs ties in a public school classroom (PreK–8) or 603 4 sem. hrs. CMR 28.00 approved school with learners with Explores major areas of special needs and exam- moderate disabilities. Blume, Hardin. ines issues unique to the delivery of service to learners with special needs, including assessment strategies, equipment adaptation, materials, and parent/professional relations. Focuses on

68 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G language development and communication prob- authoring tools to design learning along a lems. Requires fieldwork. Evans, Hardin. continuum of language and cognitive development. Design alternative assessment methods to SPND 347/447 Assessment and Curriculum show what individual learners achieve. Pugliese. Modification and Development for Learners with Severe Disabilities SPND 454 Multimedia in Special Education 4 sem. hrs. 4 sem. hrs. Prereq.: Previous computer experience r e q u i r e d . Examines curriculum development, assessment techniques, and teaching/learning procedures to Covers digital and video cameras, color scanners, plan instructional programs in major life skills the Internet, digital sound, resource CDs, multi- areas. Emphasizes analyzing functional tasks and media authoring software, and strategies to plan developing individualized educational programs for multimedia, project-based, thematic learning for implementation in general education class- as well as guidance in developing lessons for rooms and settings. Requires fieldwork. Ainsleigh, learners in specific skill areas. For special educa- L e n a n e . tion school-based team members who want to create electronic learning environments for their SPND 348/448 Analysis of Co m m u n i t y learners and/or use multimedia technologies with Resources Adult Service Agencies, and the learners in inclusive classrooms. Pugliese. Transition Process SPND 456 Curriculum Support for Learners 4 sem. hrs. with Special Needs Using Technology Examines employment opportunities and support 4 sem. hrs. Prereq.: SPND 422 or consent of the services available to citizens with severe disabili- d e p a r t m e n t . ties. Involves job inventories in local industry and analysis of the prerequisite skills in such areas as Learn numerous technology-based strategies and functional academics, language, hygiene, motor resources for helping students with high-incidence skills, interpersonal skills, transportation, and learning disabilities and other learning style differ- money management. Includes placement and ences to become more successful and supervision of learners in worksites. Requires independent learners. This course will combine fieldwork. Novick, Williams. current research with technology tools that support basic skills, written expression, literacy F = Fa l l S and reading skills, organization, study skills, note- = S p r i n g SPND 449 Directed Study U = S u m m e r taking and research projects. Janowski. S TC = S h o r t -Te r m 2–4 sem. hrs. C o u r s e For graduate students only. Staff. 1 = Academic SPND 458 Curriculum Access Using Year 2006-2007 Assistive Technology Devices 2 = Academic SPND 450 Independent Study Year 2007-2008 4 sem. hrs. Prereq.: SPND 422 or consent of the M = M o d e 2–4 sem. hrs. d e p a r t m e n t . * = Schedule t.b.a. For graduate students only. Staff. Legislation addressing the needs of learners with special needs in public education mandates the SPND 453 Language and Co g n i t i v e use of assistive technology. A special education Development and Alternative Assessment professional is required to design curriculum Using Te c h n o l o g y access using such methodologies. This course 4 sem. hrs. Prereq.: SPND 422 or consent of the introduces the vast array of products on the d e p a r t m e n t . market today that enable special needs student’s to access the computer and function at their Learn software selection strategies and examine optimal level in the classroom. There are extensive an extensive collection gathered to create a hands-on opportunities to explore various assis- supportive curriculum-based learning environment tive technology methods from low-tech solutions for learners with intensive special needs. Cr e a t e to high tech devices with a focus on functional long-range plans to address computer-based application of these technologies for students with needs for learners of developing skills. Use devel- intensive learning special needs. Berberian. opmentally appropriate access devices and

2 0 0 6 – 2 0 0 8 69 SPND 459 Electronic Portfolios: Alternate SPND 470 Curriculum Modifications Using Assessment for Learners with Special Needs Augmentative and Alternative 2–4 sem. hrs. Prereq.: Previous computer experi- Communication Te c h n o l o g i e s ence required. 4 sem. hrs. Prereq˜˜.: SPND 422 or consent of the Provides an opportunity to create electronic port- d e p a r t m e n t . folios that document learning. Uses performance Examines technology for augmentative/alternative assessment strategies and multimedia authoring communication (AAC). Discusses candidacy, technology to create portfolios, build alternate assessment and goals of intervention within the methods, and show individual learners’ achieve- framework of alternative access options and func- ments. Includes planning for performance-based tional outcomes. Considers different AAC assessment, writing rubrics, and portfolio design systems and devices. Uses computer applications elements. Helps participants to organize their own for authoring an integrated system for enhanced personal portfolios. Pugliese. participation, functional communication, language development and issues related to inclusion in the SPND 463 Universal Classroom Design: classroom. Wa l s h - Ca s s i d y. Creating an Accessible Curriculum in the Inclusive Classroom SPND 473 Providing Specialized Curriculum 2–4 sem. hrs. Prereq.: SPND 422 or consent of the and Environmental Access Using d e p a r t m e n t . Customized Technology To o l s Universal classrooms use digital media to mold 4 sem. hrs. Prereq.: SPND 422 or consent of the existing and emerging curriculum materials and d e p a r t m e n t . approaches to teaching, making it more respon- Examines current alternative access technologies sive to the needs of diverse learners. Develops and related accommodations for supporting K–12 curriculum and teaching strategies sensitive written and expressive communication, environ- to all learners, especially students in regular class- mental control and learning in general for learners rooms with high incidence disabilities such as with physical and multiple disabilities. Learn mild cognitive and fine motor difficulties or access assessment guidelines as well as a variety ADHD. Edge-Savage. of highly specialized strategies so that learners with intensive special needs can participate in the SPND 468 Practicum: Severe Disabilities standard or modified educational curriculum. (Levels: All) G a r d n e r - Fo x . 4–16 sem. hrs. Prereq: Consent of the department. SPND 475 Evaluation of Educational Involves full-time supervised teaching responsibilities in a public school or 603 CMR 28.00 Software and Internet Resources for approved school with learners with severe disabili- Curriculum Support t i e s . Candidates demonstrate completion of 4 sem. hrs. Prereq.: SPND 422 or consent of the Massachusetts licensure regulations. Ev a n s , d e p a r t m e n t . H a r d i n . Examines educational software, including reference materials, simulations, tools, problem SPND 469 Topics in Clinical Practice solving, early learning and drill and practice. 2–8 sem. hrs. Develops evaluation criteria for software and We b sites. Explores how technology can facilitate Involves working with learners with moderate research, organization, and problem solving disabilities or severe disabilities under the mentor- across the curriculum. Examines the roles of ship of a faculty advisor. Explores classroom student and teacher. Shows how to evaluate and techniques and procedures using concept papers select appropriate educational software and We b or a critical review of the literature on a specific sites that are integrated with curriculum. Quade. topic. Blume.

70 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G SPND 480 Clinical Experience: Moderate SPND 503 Managing Schools in a Disabilities (PreK–8) Democratic and Diverse Society 4–8 sem. hrs. Prereq: consent of the department. 4 sem. hrs. Assigns full-time supervised teaching responsibili- Considers the impact of changing demographics ties in a PreK–8 classroom setting with learners on special education and educational opportuni- with moderate disabilities. Hardin, Blume. ties, including the role of individual and group differences, historical and political backgrounds, SPND 488 Seminar and Fieldwork in and identified educational resources and agencies E d u c a t i o n that provide support of all within a diverse society. Reviews bias in teaching materials, assessment, 8–16 sem. hrs. Prereq.: Consent of the depart- practice, and organization. Co n n o r. m e n t . Involves developing curriculum materials using SPND 504 Special Education and School Law the Massachusetts Curriculum Frameworks and for Administrators demonstrating service to learners with special needs. Requires papers and attendance at semi- 4 sem. hrs. nars. Blume, Hardin, Evans, Villani, Arnold. Evaluates basic principles of school laws and regulations with special attention to special education, SPND 500 Special Education Organization, implications of liability, and requirements of due Leadership and Change process. Defines and reviews problems of developing effective communication strategies, union 4 sem. hrs. and labor organizations, civil rights issues, media Examines the principles of effective special educa- relations, and student and staff advocacy and tion leadership, organizational structure, and negotiation. Includes related topics such as techniques for facilitating and responding to insti- teacher retention, dismissal, employment, and tutional change. Explores the impact of limitations with respect to federal and state laws demographics on general education and special and regulations. James. education policy and practice and program evaluation. Analyzes contemporary operational and SPND 506 Educational Finance for Special administrative problems and trends. Buchanan. Education Administrators F = Fa l l 4 sem. hrs. S = S p r i n g SPND 501 Special Education Management: U Explores school finance and school business = S u m m e r Personnel and Structure S TC = S h o r t -Te r m administration at all levels. Applies economic 4 sem. hrs. C o u r s e theories, funding, resource allocation, sources of 1 = Academic Explores techniques used to maintain effective revenue, and current trends in school district Year 2006-2007 2 = Academic human relations and use of human resources structure and operation. Includes review of special Year 2007-2008 specific to special education. Analyzes supervi- education budgets. Flanagan. M = M o d e sion, staff evaluation systems, team building, * = Schedule t.b.a. school security and safety, personnel manage- SPND 580A Practicum Experience: Special ment, and labor relations. Esposito. Education Administrator SPND 502 Staff Development, Performance 4 sem. hrs. and Ev a l u a t i o n Each student is assigned administrative responsibilities, under supervision, with a special 4 sem. hrs. education administrator. A minimum of 300 clock Analyzes theories of human development and hours of direct administrative responsibilities adult learning for effective staff development and must be documented. Heimbecker. in-service education. Reviews methods of staff evaluation, performance review, and orientation specific to special education, including options for professional plan development for self- and external evaluation. Fu r t a d o .

2 0 0 6 – 2 0 0 8 71 SPND 580B Practicum Experience: learning disabilities at the sentence and single S u p e r v i s o r / D i r e c t o r paragraph level. Uses a theme-centered develop- 8 sem. hrs. mental curriculum to demonstrate basic sentence and paragraph development. Covers techniques to Each student is assigned administrative responsi- activate a learner’s background knowledge and bilities, under supervision, with a supervisor/ facilitate brainstorming of key vocabulary and d i r e c t o r. Each student must document a concepts. Staff. minimum of 300 clock hours of direct administrative responsibilities. Heimbecker. SPND 405P Teaching Writing: Sentences to Paragraphs SPND 400P Phonemic Awareness: A Key to Developing Literacy for All Ages 1sem.hr. 4 sem. hrs. Focuses on strengthening writing skills at the sentence and single-paragraph level. Covers tech- Provides training in advanced techniques for niques to activate a student’s background teaching reading, focusing on auditory discrimina- knowledge and facilitate brainstorming of key tion, and multisensory learning. Uses the vocabulary and concepts. Uses structured Lindamood Auditory Conceptualization (LAC) Te s t linguistic activities at the phonologic, semantic, and the Auditory Discrimination in Depth (ADD) syntactic, and discourse level. Staff. Program to identify individuals with poorly developed phonemic awareness. Staff. SPND 406P Teaching Writing: Paragraphs to E s s a y s SPND 402P Diagnostic and Prescriptive Teaching 1sem.hr. 4 sem. hrs. Examines a five-step sequential model for teaching writing skills, including brainstorming, organizing Offers practical strategies to help classroom (via mapping and outlining), rough drafting, teachers informally assess learner skills, plan and proofreading, and final drafting. Demonstrates evaluate teaching activities, assess each learner’s how these writing strategies can be applied to academic strengths and weaknesses, and tailor paragraph, multiparagraph, or essay-level writing instruction that builds upon strengths and reme- for assignments across the curriculum. Includes dies weaknesses. Introduces students to informal techniques for oral rehearsal, paragraph framing, assessments, teaching and learning strategies, and report writing. Staff. and methods to monitor learner progress and evaluate the impact of the prescriptive strategies. SPND 407P Teaching Reading and Spelling Reviews current research in the field. Staff. 1sem.hr. SPND 403P Teaching Pragmatic Language Presents the essential elements of an explicit, Skills Across Curricula m u l t i s e n s o r y, structured-language approach to teaching reading. Reviews current research 4 sem. hrs. relating to developments in reading and spelling Introduces students to a theoretical framework of skills with an emphasis on the role of phonolog- pragmatic development. Demonstrates strategies ical awareness. Emphasizes prescriptive plans for and techniques for remediation, with an emphasis teaching reading and strategies for integrating on utilizing a collaborative model. Uses case meaning-based approaches with reading instruc- studies throughout to illustrate pragmatic tion. Staff. language deficits and accompanying teaching methodologies. Staff. SPND 408P Pragmatic Language Difficulties: Helping Adolescents with Social- SPND 404P Strategies for Expository Communication Disorders Expression 1sem.hr. 4 sem. hrs. Explores how many learners with learning disabili- Examines ways to introduce and strengthen ties struggle with the social use of language, or writing skills of learners with language-based “pragmatics.” Provides an overview of pragmatic

72 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G language development from the perspective of a phonologic, semantic, syntactic, and discourse speech-language pathologist. Presents specific (paragraph) levels of language. Staff. ideas for classroom activities and lessons for learners with social language difficulties. Staff. SPND 413P Assessment and Evaluations for Diagnostic, Prescriptive Teaching SPND 409P Teaching Algebra and Beyond 1 sem. hr. 1 sem. hr. Focuses on using the results from formal diag- As emphasized in NTCM Standards, explores nostic evaluations to determine effective, application and exploration as a way of learning individualized teaching programs for learners with math concepts. Examines the learning styles language-based learning disabilities. Examines test displayed by learners with language-based learning results in several areas of assessment including, disabilities and offers effective strategies for cognitive (WISC-III), speech and language, percep- teaching pre-algebra, algebra, and geometry. tual and skills achievement. Addresses early Provides alternative techniques for teaching diffi- literacy skill development in order to maximize cult math concepts. Staff. effective reading and language instruction. Staff.

SPND 410P Teaching Mathematics SPND 414P Study Skills: Overview and 1 sem. hr. Applications at the Middle School Level Explains math difficulties in terms of language- 1 sem. hr. based learning disabilities. Explores various indi- Reviews methods for teaching organization and vidual learning styles and addresses them with study skills and focuses on practical applications strategies that compensate for language syntax of these methods at the middle school level. deficits, poor automatization skills, inaccurate Includes organization skills (notebooks, assign- estimation and sequencing overload. ments), recognizing and formulating main ideas, Demonstrates methods that ensure correct note taking, and basic summarizing skills. Staff. rehearsal and recall of basic facts by using nonverbal cues. Staff. SPND 415P Study Skills: Overview and Applications at the Secondary Level SPND 411P Current Issues for Administrators 1 sem. hr. F 1 sem. hr. = Fa l l Reviews methods for teaching organization and S = S p r i n g Explores current clinical perspectives and issues U = S u m m e r study skills and focuses on practical applications S TC = S h o r t -Te r m pertaining to autism and PDD; new developments of these methods at the secondary level. Includes C o u r s e pertaining to medication and mental health issues organization skills (notebooks, assignments), 1 = Academic for children; the study, dissection, and discussion Year 2006-2007 recognizing and formulating main ideas, note 2 = Academic of strategies to resolve common, yet difficult, situ- taking, and basic summarizing skills. Staff. Year 2007-2008 ations and problems that an administrator M = M o d e * = Schedule t.b.a. encounters in his/her job; and a review of new SPND 416P Study Skills: Overview and legal developments over the past year such as Applications at the Elementary Level attorney fees, defining free and appropriate public education, and new legal trends. Staff. 1 sem. hr. Reviews methods for teaching organization and SPND 412P Implementing a Language-Based study skills and focuses on practical applications Program in the Classroom of these methods at the elementary level. Includes organization skills (notebooks, assignments), 1 sem. hr. recognizing and formulating main ideas, note- Examines ways to integrate language-based taking, and basic summarizing skills. Staff. instruction across the curriculum. Introduces applications of expressive language techniques in content classes including a theme-centered, developmental curriculum designed for learners with expressive language deficits. Covers instruction at

2 0 0 6 – 2 0 0 8 73 Degree Requirements: The program of study Graduate Program in English is individually prescribed; the student is permitted to take certain courses in subjects Pamela Bromberg, Director and Professor of closely adjacent to English provided these E n g l i s h courses are directly relevant to a coherent plan Lowry Pei, Chair and Professor of graduate work. The MA candidate is expected David Gullette, P r o f e s s o r to demonstrate reading knowledge in a Afaa Michael We a v e r, Alumnae Professor language other than English before receiving the *Renee Bergland, Associate Professor degree. A master’s thesis is optional. Kelly Hager, Associate Professor The master’s degree requires the satisfactory completion of 32 semester hours. No more than Cathryn Mercier, Associate Professor eight semester hours of transfer credit for grad- J. Douglas Perry, Jr., Associate Professor uate study elsewhere may be allowed toward the **Richard Wollman, Associate Professor master’s degree. Each student entering the MA Sheldon George, Assistant Professor program is required to take ENGL 405 Jacqueline Horne, Assistant Professor Contemporary Critical Theory unless he/she has Rachel Ruggles, Administrative Assistant had the equivalent. The remainder of the program is elected *On leave academic year 2006–2007 from courses best adapted to the student’s ** On leave spring semester 2007 needs and interests as determined in consultation with the program director. The length of time allowed for completion of coursework and The Master of Arts the language requirement is seven years. The Master of Arts in English program provides a strong foundation in English and Other Programs American literature and in literary theory and The program offers a writing option. analysis. The curriculum is designed to provide Appropriate courses include ENGL 402 Seminar study to supplement and consolidate the in the Teaching of Writing, ENGL 505 Advanced student’s undergraduate work in literature and Creative Writing: Non-Fiction, and ENGL 510 writing and to allow some further specialization. Advanced Poetry Workshop . A d m i s s i o n : Admission requires a baccalaureate degree from an accredited college or university and a superior undergraduate record. C O U R S E S Students are admitted to the program on either a full- or part-time basis. The applicant for ENGL 400 Directed Study: Graduate Level admission must submit an official transcript of (F-1,2; S-1,2) the undergraduate record, a statement of 4 sem. hrs. purpose in seeking the degree, a critical writing Offers an opportunity for students to study a topic sample, and recommendations from two former of their choosing. Requires the consent of a super- teachers. An interview is optional. Students are vising faculty member; approval of the program admitted to this program in fall, spring, and director; and a brief proposal outlining the focus, s u m m e r. Inquiries should be addressed to the purpose, and projected outcome, to be submitted to the program director during the semester prior program director, Department of English, to registration. Staff. Simmons College, 300 The Fe n w a y, Boston, MA, 02115-5898.

74 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G ENGL 402 Seminar in the Teaching of [ENGL/CHL 423 19th Century American Writing (S-1) Children’s Literature 4 sem. hrs. 4 sem. hrs. Not offered in 2006–2008.] Serves graduate students interested in the theory See description on page 36. and practice of teaching writing at the undergraduate and secondary school level. Focuses on ENGL 455 Graduate Thesis (F-1,2, S-1,2) reading of research and texts in the field, regular 4 sem. hrs. writing assignments, and classroom observation and simulation. Pei. Involves a semester-long research and writing project culminating in a paper of approximately 30 pages of publishable quality under the supervision ENGL 405 Contemporary Critical Theory of a faculty member with expertise in the subject ( F - 1 , 2 ) area. Requires permission from the program 4 sem. hrs. director and a proposal approved by the program Introduces graduate students to the concepts and director and by the thesis advisor during the practices of contemporary literary and cultural crit- semester before the course is taken. Staff. icism. Surveys poststructuralist, psychoanalytic, Marxist, new-historicist, postcolonial, feminist, ENGL 504 Problems in Romantic Literature: and gender theory, bringing these perspectives to The Romantic Rebel (S-2) bear on key literary and historical texts. (Also 4 sem. hrs. listed as GCS 405 and SPAN 405.) Bromberg. Begins with Milton’s Paradise Lost, the subtext for all Romantic rebellion, and moves to Blake, its ENGL/GCS 406 Feminism and Literature great theorist and visual artist, then to the poetry ( S - 2 ) of Wordsworth and works by women Romantic 4 sem. hrs. poets. Concludes with the female perspective on Surveys feminist approaches to literary analysis Romantic rebellion in the novels of the Brontë and production, examining poetry and fiction that sisters and in Mary Shelley’s F r a n k e n s t e i n. engages with sex, gender, and sexuality, while also B r o m b e r g . studying feminist literary criticism, literary history, feminist theory, gender theory, and queer theory in ENGL 505 Advanced Creative Writing: F = Fa l l literary context. Bergland. Non-Fiction (F-1,2) S = S p r i n g U = S u m m e r 4 sem. hrs. S TC = S h o r t -Te r m ENGL 410 History of the Book (S-1,2) C o u r s e Concentrates on the writing of personal narratives 1 = Academic 4 sem. hrs. and essays. Encourages structural and stylistic Year 2006-2007 Covers a wide variety of topics concerned with the experimentation, imitation of models, and testing 2 = Academic Year 2007-2008 history and development of the book, both as a of one’s limits as a writer. Requires short critical M = M o d e physical object and as the bearer of intellectual exercises to sharpen consciousness of form and * = Schedule t.b.a. content. Berger. technique in non-fiction. Pei.

ENG/GCS 412 Special Topics: Theoretical [ENGL 506 Victorian Literature and Culture Approaches to Cultural Narratives (S-1) 4 sem. hrs. Not offered in 2006–2008.] 4 sem. hrs. Surveys British poets, prose writers, and novelists Studies a recent work in critical or cultural theory from the 1840s to the turn of the century. Studies in depth and applies it to the analysis of multicul- writers who may include Tennyson, Robert and tural and popular cultural narratives (to novels Elizabeth Browning, Matthew Arnold, Florence and stories by writers working within and outside Nightingale, Queen Victoria, Darwin, Ruskin, Mill, Anglo-American tradition, to television and film Newman, and Carlyle. Hager. series). Examples of theoretical approaches include aesthetic theory, post-colonialism, and new historicism. Hager.

2 0 0 6 – 2 0 0 8 75 [ENGL 507 Jane Austen and Virginia Wo o l f contemporary considerations, criticism, and repre- 4 sem. hrs. Not offered in 2006–2008.] sentative works from major genres. Staff. Studies the two major English women novelists of the 19th and 20th centuries in relation to their ENGL 514 The Invented Self in Modern major works and current critical debates. American Fiction (F-1,2) B r o m b e r g . 4 sem. hrs. Looks at Americans as authors of themselves and ENGL 508 The Postcolonial Novel (F-1) creators of their own personae in the modern 4 sem. hrs. American novel. Examines both the literary and societal implications of such self-fabrications in Studies the novels of such writers as Joseph works by F. Scott Fitzgerald, William Fa u l k n e r, Conrad, Jean Rhys, V.S. Naipul, Nadine Gordimer, Philip Roth, Jamea Baldwin, Ralph Ellison, and Tayeb Salih, Chinua Achebe, Buchi Emecheta, Toni Morrison. Perry. Jamaica Kincaid, and Anita Desai in the context of contemporary post-colonial theory. Bromberg. [ENGL 515 Topics in Early Literature: ENGL 510 Advanced Poetry Workshop (S-1,2) Chaucer’s Canterbury Ta l e s and Its Milieu 4 sem. hrs. 4 sem. hrs. Not offered in 2006–2008.] Serves as an advanced-level workshop for poets Focuses on Chaucer’s masterpiece, T h e seeking a space in which to concentrate on their Canterbury Ta l e s, in the context of other early liter- craft and participate in sophisticated discussions ature and drama that preceded it: Sir Gawain and of poetry. Requires completion of a manuscript of the Green Knight, The Mystery Plays, and 20 poems worthy of being submitted for publica- Ev e r y m a n . Wo l l m a n . tion as a chapbook, and an essay on poetics. We a v e r, Wo l l m a n . [ENGL 518 The Dramatic Imagination in America ENGL/CHL 511 Victorian Children’s 4 sem. hrs. Not offered in 2006–2008.] Literature (F-1) Focuses on 20th- century American plays by 4 sem. hrs. writers like Susan Glaspell, Eugene O’Neill, Examines the wide variety of Victorian literature Clifford Odets, Tennessee Williams, Arthur Miller, written for children, from fairy tales and nonsense Lorraine Hansberry, Edward Albee, and August verse to didactic fiction and classic examples of Wilson. Reads plays as literature and enacts them the Victorian bildungsroman. Authors studied may in class—as far as possible—as theater. We a v e r. include Lewis Carroll, Charles Kingsley, Fr a n c e s Hodgson Burnett, Dinah Mulock Craik, Christina ENGL 520 American Women’s Poetry (F-2) Rossetti, Robert Louis Stevenson, Charlotte Mary 4 sem. hrs. Yonge, and Rudyard Kipling. Hager. Focuses on Emily Dickinson and Adrienne Rich alongside their influences and inheritors, from ENGL 512 Classic American Writers (S-1,2) Anne Bradstreet to Joy Harjo. Uses frameworks of 4 sem. hrs. textual, intertextual, and cultural analysis within a Studies in depth, with critical readings, the major seminar format. Bergland. 19th- century writers Hawthorne, Dickinson, and Melville, with attention to their contributions to ENGL 521 Studies in Shakespeare (U-2) the development of a distinctively American litera- 4 sem. hrs. ture. Perry. Closely analyzes a few major plays and varied critical approaches to them. Wo l l m a n . ENGL 513 Survey of Literature for Children and Young Adults (F-1-2, S-1,2) [ENGL 522 The Postmodern Novel 4 sem. hrs. 4 sem. hrs. Not offered in 2006–2008.] Provides a broad overview of the field of children’s Explores an array of postmodern fiction and film, and young adult literature, including historical and primarily from England and the Co n t i n e n t .

76 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Authors include Barnes, Kundera, Fowles, Ca l v i n o , ENGL 527 Race and Gender in Byatt, Atwood, and Swift. Designed for graduate Psychoanalytic Discourse (S-2) students and advanced English majors. Bromberg. 4 sem. hrs. Investigates psychoanalysis as a theoretical ENGL 523 Special Topics in Literature (S-1) discourse that has been forced continually to 4 sem. hrs. rewrite itself as it rethinks and makes room for the Topic for S-1: Toni Morrison and American concepts of race and gender. Focuses upon Fr e u d , L i t e r a t u r e . Lacan, and more recent scholars and theorists This course will read most of the novels and short who have used race and gender to redefine works of Toni Morrison, viewing them both as psychoanalysis. George. involved in thematic conversations with other writers of the American literary canon and as ENGL 530 Postcolonial Cinema (U-1) presenting critical evaluations of the racial history 4 sem. hrs. that Morrison believes continually haunts this Surveys post-colonial cinema with emphasis on canon. George. films from Africa, the Middle East, and Latin America. Focuses especially on how these films ENGL 524 James Joyce (F-2) address the cultural and political issues relevant 4 sem. hrs. to an understanding of post-colonial identity. Examines Dubliners, A Portrait of the Artist as a Weekly screenings of films and reading in post- Young Man, Ulysses, and selections from colonial theory and film criticism. Staff. Finnegan’s Wa k e. Considers Joyce’s transforma- tion from fin-de-siecle ironist to high modernist ENGL 542 Studies in 18th Century Literature comedian, as well as a broad selection of Joyce ( S - 1 ) criticism, including the French feminists who have 4 sem. hrs. adopted him as one of their own. Gullette. Examines the ways the poets, playwrights, journal- ists, and fiction writers of the period imitated, ENGL 525 Modern Irish Literature (F-1) reworked, and finally rejected classical and 4 sem. hrs. Renaissance genres to forge new kinds of literary Considers major works in verse, fiction, and expression. Reading may include works by Aphra F = Fa l l drama by William Butler Yeats, James Joyce, John Behn, Dryden, Swift, Pope, Anne Finch, Lady Mary S = S p r i n g Wortley Montagu, Johnson, and Burney. U = S u m m e r Millington Synge, Sean O’Ca s e y, and some of the S TC = S h o r t -Te r m newer voices in Irish writing, such as Seamus Bromberg. C o u r s e Heaney and others, whose work has been influ- 1 = Academic Year 2006-2007 enced by the recent sectarian violence in Northern ENGL 598 Feminist Film Studies [F-2] 2 = Academic Ireland. Gullette. 4 sem. hrs. Year 2007-2008 M = M o d e Looks at various cinematic traditions from the * = Schedule t.b.a. ENGL 526 Studies in Medieval and ‘40s to the present and examines how films Renaissance Literature (F-1) implicitly and explicitly locate gender and sexuality 4 sem. hrs. along a continuum of the acceptable and the Studies topics including Milton, magic and fantasy perverse. Includes intensive consideration of femi- in the Renaissance, and literary depictions of love nist film criticism and theory. Staff. in the 16th century. Wo l l m a n .

2 0 0 6 – 2 0 0 8 77 Diane Hammer, Director of Simmons Institute Gender/Cultural Studies for Leadership and Change P r o g r a m Meghan Killian, Administrative Assistant

Kelly Hager, Director and Associate Professor * On leave academic year 2006–2007. of English and Women’s Studies Carole Biewener, Professor of Economics and Women’s Studies The Master of Arts in Gender/Cultural Pamela Bromberg, Professor of English and Studies (GCS) Director of the Graduate Program The Master’s in Gender/Cultural Studies is in English an interdisciplinary program across the humani- Theresa Perry, Professor of Education ties and social sciences that emphasizes the constructions of gender and race within the U.S. Diane Raymond, Dean of the College and and in transnational contexts. The program is Professor of Philosophy and Women’s designed to broaden women’s studies theory S t u d i e s and practice to include multiracial perspectives Cheryl Welch, Professor of Political Science and as well as national and post-colonial struggles. International Relations A d m i s s i o n : Admission requires a baccalau- *Renee Bergland, Associate Professor of reate degree from an accredited college or E n g l i s h university and an outstanding undergraduate Cathryn Mercier, Associate Dean of the record. Applicants must submit an official tran- College, Associate Professor of script of their undergraduate record, a Children’s Literature, and Director of statement of purpose, a writing sample, and the Graduate Program in Children’s two letters of recommendation. At least one L i t e r a t u r e letter should be from someone well acquainted Laura Prieto, Associate Professor of History and with the applicant’s academic ability and poten- Women’s Studies tial. The Graduate Record Examination is not required. Inquiries should be addressed to Jyoti Puri, Associate Professor of Sociology and Graduate Studies Admissions, Simmons Women’s Studies College, 300 The Fe n w a y, Boston, MA, 02115- Jill Ta y l o r, Associate Professor of Education and 5898, call 617.521.2915, or e-mail Women’s Studies g s a @ s i m m o n s . e d u . Becky Thompson, Associate Professor of Degree Requirements: All students take three S o c i o l o g y required courses in interdisciplinary studies and Burlin Barr, Assistant Professor of English cultural theory, design their own programs from Nuran Cinlar, Assistant Professor of History advanced courses offered throughout the and Co - D i r e c t o r, Dual-Degree Program College, and finish with a capstone project that in History and Archives Management furthers their individual academic and profes- Sheldon George, Assistant Professor of English sional interests. Students may enroll on either a full- or part-time basis. The degree requirements Valerie Leiter, Assistant Professor of Sociology should be completed within five years. The Sarah Leonard, Assistant Professor of History master's degree requires the satisfactory Dawna Thomas, Assistant Professor of completion of 32 semester hours. No more than Women’s Studies and Africana Studies eight semester hours of transfer credit for graduate study elsewhere may be allowed toward the master's degree.

78 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Other Programs for students pursuing feminist work within the framework of traditional disciplines. Laurie Crumpacker Scholars The Consortium membership includes This accelerated program for Simmons Boston College, Brandeis University, Harvard students offers the opportunity to acquire a U n i v e r s i t y, Massachusetts Institute of Master of Arts in Gender/Cultural Studies Te c h n o l o g y, Northeastern University, Simmons within one year after completing the undergrad- College, Tufts University, and the University of uate BA degree. Simmons students with a Massachusetts, Boston. strong undergraduate record may apply to the There is no fee for GCWS courses. Students program in the second semester of their junior are granted credit for participation by their year by following the admissions procedure home institutions. For more information about outlined above. Students admitted to the the Consortium, talk to the director of the GCS program begin graduate level work in the GCS p r o g r a m . program in the senior year of their undergraduate degree at Simmons. Students may transfer The Dual Degree with the Master of Arts up to eight credits of 300-level undergraduate in Teaching (MAT) Program coursework from the GCS list of elective courses This full-time two-year program is specifically toward the degree. As students would be designed for those preparing for a career in accepted into the GCS program prior to education and intending to assume leadership enrolling in these courses, they would be positions in schools. Students in this program expected to complete work at the graduate level enroll in both the Master of Arts in in these two 300-level elective courses. Students Gender/Cultural Studies program and the 32- are able to enroll in 400-level GCS courses only semester-hour MAT program. Students in the after they have completed their BA degrees and dual-degree program take five GCS courses and have fully entered the GCS program. If such complete a capstone project that comprises a students would like to write a master’s thesis, teaching unit, thereby bringing together both they may submit a proposal during the last GCS and pedagogical interests. Dual-degree F = Fa l l semester of their senior year, following the students present their pedagogical work at the S = S p r i n g guidelines that apply to all GCS students. U = S u m m e r spring colloquium with other graduating GCS S TC = S h o r t -Te r m s t u d e n t s . C o u r s e Graduate Consortium of Women’s Studies 1 = Academic In the first year of the program, students Year 2006-2007 ( G C W S ) 2 spend some time in the MAT division (usually = Academic In keeping with the collaborative tradition of Year 2007-2008 during the two Simmons summer sessions) but M = M o d e women’s studies, the GCWS offers interdiscipli- * = Schedule t.b.a. dedicate most of their study to the GCS portion n a r y, team-taught seminars to students (usually two courses a semester). In the second matriculated in graduate programs at the eight y e a r, students’ time will be devoted to fulfilling member schools. GCWS faculty explicitly inte- the MAT requirements, including a teaching grates gender analyses with issues of class, practicum. Simmons students work alongside race, culture, ethnicity, and sexualities; and the experienced practitioners to earn a practical and public-policy implications of femi- Massachusetts initial teaching license. nist theory and scholarship are considered. Depending upon a student’s undergraduate back- Courses are designed not only to examine ground, dual-degree GCS/MAT students will be existing feminist scholarship, but to open paths certified in social studies, English, or history. to the creation of new knowledge. Graduate courses also provide crucial intellectual support For further information concerning the MAT portion of the dual-degree program, consult the

2 0 0 6 – 2 0 0 8 79 program director, Maryellen Cunnion. Wr i t t e n GCS 410 Issues in International Studies inquiries should be addressed to the (F-1,2; S-2) Department of Education, Simmons Co l l e g e , 4 sem. hrs. 300 The Fe n w a y, Boston, MA, 02115-5898, or In the fall of 2006 and 2007, the topic will be telephone inquiries to 617.521.2566, or e-mail queer transnationalism. Taking issue with the m a r y e l l e n . c u n n i o n @ s i m m o n s . e d u . notion of the globalization of gay identities, this course explores and analyzes transnational circula- tions of queer sexualities. Drawing upon queer theory and transnational feminist approaches, the course seeks to shift the predominantly domestic C O U R S E S focus of the former and foreground issues of sexu- Candidates for the Gender/Cultural Studies ality within the latter. Puri. degree must satisfactorily complete 24 semester In the spring of 2008, the seminar Gender, hours as follows: Culture, and Human Rights considers the implications for debates over gender and culture as GCS 403 Seminar in Gender/Cultural Studies concern with human rights has moved from the ( F - 1 , 2 ) margins to the center of international affairs. 4 sem. hrs. We l c h . Explores the interdisciplinary nature of gender/ GCS/ENG 412 Special Topics: Theoretical cultural studies and introduces the student to graduate-level research and writing. Draws upon Approaches to Cultural Narratives (S-1) feminist, poststructuralist, and cultural studies 4 sem. hrs. frameworks to examine issues of power, body, Studies a recent work in critical or cultural theory g e n d e r, sexuality, and race. Includes oral reports in depth and applies it to the analysis of multicul- and research papers. Hager. tural and popular cultural narratives (to novels and stories by writers working within and outside GCS 430 Cultural Theory (S-1,2) Anglo-American tradition, to television and film 4 sem. hrs. Prereq.: GCS 403 or consent of the series). Examples of theoretical approaches i n s t r u c t o r. include aesthetic theory, post-colonialism, and new historicism. Hager. An intensive reading seminar, intended to provide an introduction to the theoretical debates regarding the study of culture that have taken GCS 415 Feminism and Economic Difference place in the last 20 years. Explores theories of ( S - 2 ) nations, publics, and identities. Considers a 4 sem. hrs. number of theorists including Bourdieu, Focuses on critical appraisals of economics as a Haberman, Foucault, Hall, and Butler. Leonard. gendered discourse, as well as recent poststruc- (Also listed as GEDUC 430) turalist, materialist feminist, and postmodern Marxist work that diversifies the economic space And one of the following: by theorizing gender, class,sexuality and race along with economic difference. Biewener. GCS/ENGL 406 Feminism and Literature (S-2) 4 sem. hrs. Elective courses, 12–16 semester hours: Surveys feminist approaches to literary analysis GCS/ENG 405 Contemporary Critical Theory and production, examining poetry and fiction that ( F - 1 , 2 ) engages with sex, gender, and sexuality, while also 4 sem. hrs. studying feminist literary criticism, literary history, Introduces graduate students to the concepts and feminist theory, gender theory, and queer theory in practices of contemporary literary and cultural crit- literary context. Bergland. icism. Surveys poststructuralist, psychoanalytic, Marxist, new-historicist, postcolonial, feminist, and gender theory, bringing these perspectives to

80 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G bear on key literary and historical texts. Bromberg. AST 535 Race, Sex, and Class: Co n t e m p o r a r y Film Images of Women of Color (S-1,2) GCS/ENGL 406 Feminism and Literature 4 sem. hrs. ( S - 2 ) Examines popular film as a powerful medium See description above. buttressing subliminal ideologies in the continuing subjugation of women of color. Cr i t i c a l l y GCS 410 Issues in International Studies analyzes “Hollyweird”-produced films and histor- (F-1,2; S-2) ical and sociological data to develop perspective See description above. on how and why stereotypes of women of color endure in films specifically and media in general. GCS/ENG 412 Special Topics: Theoretical S t a f f . Approaches to Cultural Narratives (S-1) AST/SOC/WST 540 Intimate Family Violence: See description above. A Multicultural Perspective (S-1,2) GCS 415 Feminism and Economic Difference 4 sem. hrs. ( S - 2 ) Examines the scope and variety of violence in the family from an interdisciplinary perspective that See description above. includes: (a) a theoretical framework of economics, law, public policy, psychology, and GCS 450 Independent Study (F-1,2; S-1,2) sociology; (b) a cross-cultural understanding of 2–4 sem, hrs. Prereq.: Consent of the program family violence against girls and women; and (c) d i r e c t o r. an exploration of the sociopolitical, legal, and Offers an opportunity to complete research, cultural response to family violence. Discussion of internship, or fieldwork projects related to the the theories used to describe and research family GCS program. Requires consent of a supervising violence that include: violence against women, faculty member; approval of the program director; children, intimate partners, and elderly family and a brief proposal outlining the focus, purpose, members. Thomas. and projected outcome, to be submitted to the program director during the semester prior to CHL 401 Criticism of Children’s Lit (F-1,2) registration. May not be taken more than twice. F = Fa l l 4 sem. hrs. S S t a f f . = S p r i n g Develops the individual critical voices of students U = S u m m e r S TC = S h o r t -Te r m and acquaints them with the literary canon and a AST 513 The Black Struggle for Schooling in C o u r s e variety of literary perspectives through exposure to 1 = Academic America (S-1,2) many influential schools of literary criticism. Year 2006-2007 2 = Academic 4 sem. hrs. Applies critical skills in the examination of a range Year 2007-2008 Examines African Americans’ struggle for the right of novels (realism and fantasy), short stories, M = M o d e * = Schedule t.b.a. to an education in the United States, focusing on biographies, nonfiction, and translated works the content and context (historical and sociopolit- published for children. Mercier. ical) of specific struggles. Selected topics include: the pursuit of literacy by enslaved Africans; the ex- [CHL/ENG 423 19th- Century American slave’s campaign for universal education in the Children’s Literature South; African American literary societies; African 4 sem. hrs. Not offered in 2006––2008] American education in the Jim Crow South; Black Reading writers including Hawthorne, Alcott, education in the post-civil rights era; and African Twain, Susan Wa r n e r, Thomas Bailey Aldrich, and Americans’ struggle for the right to maintain their Margaret Sidney, this class will consider the role of language. Perry. religion, the classed and gendered nature of writing for children, and the way the family is depicted and disciplined. We’ll also take up the question of slavery, women’s suffrage, and indus- trialization in the children’s literature of the

2 0 0 6 – 2 0 0 8 81 period. Hager. students and advanced English majors. Bromberg.

ENGL 402 Seminar in the Teaching of ENGL 523 Special Topics in Literature (S-1) Writing (S-1,2) 4 sem. hrs. 4 sem. hrs. Topic for S-1: Toni Morrison and American Serves graduate students interested in the theory L i t e r a t u r e and practice of teaching writing at the undergrad- This course will read most of the novels and short uate and secondary school level. Focuses on works of Toni Morrison, viewing them both as reading of research and texts in the field, regular involved in thematic conversations with other writing assignments, and classroom observation writers of the American literary canon and as and simulation. Pei. presenting critical evaluations of the racial history that Morrison believes continually haunts this [ENGL 506 Victorian Literature and Culture) canon. George. 4 sem. hrs. Not offered in 2006-–2008.] Surveys British poets, prose writers, and novelists ENGL 527 Race and Gender in from the 1840s to the turn of the century. Studies Psychoanalytic Discourse [S-2] writers who may include Tennyson, Robert and 4 sem. hrs. Elizabeth Browning, Matthew Arnold, Florence Investigates psychoanalysis as a theoretical Nightingale, Queen Victoria, Darwin, Ruskin, Mill, discourse that has been forced continually to Newman, and Carlyle. Bromberg. rewrite itself as it rethinks and makes room for the concepts of race and gender. Focuses upon Fr e u d , [ENGL 507 Jane Austen and Virginia Wo o l f Lacan, and more recent scholars and theorists 4 sem. hrs. Not offered in 2006–2008.] who have used race and gender to redefine Studies the two major English women novelists of psychoanalysis. George. the 19th and 20th centuries in relation to their major works and current critical debates. ENGL 530 Postcolonial Cinema [U-1] B r o m b e r g . 4 sem. hrs. Surveys post-colonial cinema with emphasis on ENGL 508 The Postcolonial Novel (F-1) films from Africa, the Middle East, and Latin 4 sem. hrs. America. Focuses especially on how these films Studies the novels of such writers as Joseph address the cultural and political issues relevant Conrad, Jean Rhys, V.S. Naipul, Nadine Gordimer, to an understanding of post-colonial identity. Tayeb Salih, Chinua Achebe, Buchi Emecheta, Weekly screenings of films and reading in post- Jamaica Kincaid, and Anita Desai in the context of colonial theory and film criticism. Staff. contemporary post-colonial theory. Bromberg.

ENGL 520 American Women’s Poetry (F-2) ENGL 598 Feminist Film Studies [F-2] 4 sem. hrs. 4 sem. hrs. Focuses on Emily Dickinson and Adrienne Rich Looks at various cinematic traditions from the alongside their influences and inheritors, from ‘40s to the present and examines how films Anne Bradstreet to Joy Harjo. Uses frameworks of implicitly and explicitly locate gender and sexuality textual, intertextual, and cultural analysis within a along a continuum of the acceptable and the seminar format. Bergland. perverse. Includes an intensive consideration of feminist film criticism and theory. Staff. [ENGL 522 The Postmodern Novel 4 sem. hrs. Not offered in 2006-2008.] HIST 527 Archives, History, and Co l l e c t i v e M e m o r y * Explores an array of postmodern fiction and film, primarily from England and the Co n t i n e n t . 4 sem. hrs. Authors include Barnes, Kundera, Fowles, Ca l v i n o , Explores the relationship among historical events, Byatt, Atwood, and Swift. Designed for graduate the creation and maintenance of archival records,

82 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G and the construction of social memory. Analyzes civil rights. Prieto. the role of archives in the process of memory conservation, the display or public history, the HIST 577 Seminar in Topics in Modern writing of history, and the construction of political European History (F-1, 2) and national identities. Focuses on 20th century 4 sem. hrs. events, considering such historical and archival issues as repatriation, record preservation, the use Provides an intensive study of a specific topic in of misuse of archives to shape political myths, modern European history varying from year to and the use of documents to influence a shared y e a r. Takes advantage of current issues in histori- historical consciousness. Bastian and Prieto. ography and faculty expertise. Topics include post-1989 Europe, history and memory, and war HIST 560 Seminar in the History of Wo m e n and society. Leonard. and Gender (S-1) HIST 597 Historical Methods and Research 4 sem. hrs. ( F - 1 , 2 ) Offers advanced studies in the history of women’s 4 sem. hrs. experience and the construction of gender. Draws upon one of a series of revolving themes, Studies history as an interpretive craft and including gender and consumer culture; women explores various methods and models for and education; gender and war; women, work and researching, analyzing, and writing history in both professionalization; and the suffrage movement. academic and popular forms, from essays to P r i e t o . public exhibits, monographs to films. Prieto.

HIST 571 Seminar in Early American History INRL 590 Seminar in International Relations (F-2, S-1,2) ( F - 1 , 2 ) 4 sem. hrs. 4 sem. hrs. Studies the development of a new society and Addresses a different topic each year. Ca r r i n g t o n . culture in British America from the settlement of Jamestown in 1607 through the War for PHIL 532 Law and Philosophy (S-1) Independence. Focuses on varied developments in 4 sem. hrs. New England, the Middle Colonies, and the South, F = Fa l l Examines the institution of law from a philosoph- S = S p r i n g with special attention to political institutions, ical point of view. Topics include the nature and U = S u m m e r social structure, race relations, and gender roles. definition of law, the relationship between law and S TC = S h o r t -Te r m Ç i n l a r. C o u r s e m o r a l i t y, grounds for obedience to law or civil 1 = Academic disobedience, justifications of punishment, legal Year 2006-2007 HIST 573 Seminar in 19th Century U.S. 2 = Academic reasoning, justification of the adversary system, Year 2007-2008 History (F-2) professional ethics of lawyers, and feminist M = M o d e 4 sem. hrs. jurisprudence. Raymond. * = Schedule t.b.a. Focuses on topics in the cultural, social, and political history of the U.S. during the course of the PHIL 590 Seminar [S-1,2] “long” 19th century, between the Jacksonian Era 4 sem. hrs. and the Jazz Age. Prieto. Intensively examines a particular philosopher, philosophical school of thought, or philosophical HIST 574 Seminar in Modern U.S. History problem. Staff. ( S - 2 ) 4 sem. hrs. POLS 590 Seminar in Political Science (F-1,2) Focuses on topics in the cultural, social, and polit- 4 sem. hrs. ical history of the U.S. after 1890. Themes include Offers an intensive study of a specific topic in urbanization, progressivism, immigration, the political science. Staff. development of consumer culture, the Great Depression, Cold War culture, and movements for

2 0 0 6 – 2 0 0 8 83 SOCI 439 Introduction to Social Research SOCI 546 Society and Health (S-1,2) (F-1,2; S-1) 4 sem. hrs. 4 sem. hrs. Introduces a framework and methods for under- Introduces methods and strategies used in standing societal characteristics as powerful research in the social sciences. Teaches respon- determinants of population health and the impli- sible consumption of social science research and cations for research and policy. Examines the presents the logic and skills of social research theoretical underpinnings of each social construct methods. Emphasizes the nature of inquiry and (e.g., gender or ethnicity) and the empirical the relationship between theory and research. research linking each to population health status. Includes social research ethics and an introduc- L e i t e r. tion to data analysis using computers in research. Previous courses in statistics or computers not SOCI 547 Antiracism and Justice Work (F-1) required. Leiter, Sandoval Giron. 4 sem. hrs. Offers a multicultural social history of antiracism SOCI 511 Critical Race Legal Theory (F-1) in the U.S. from the 1950s to the present with 4 sem. hrs. particular focus on the civil rights and black power Chronicles critical race theory as an intellectual movements, multiracial feminism, Ce n t r a l field created in dialogue with dominant race and America solidarity work, multicultural education, legal constructions since the civil rights move- and prison activism. Thompson. ment in the U.S. Gives particular attention to key contemporary legal and political debates about SOCI 548 Re-envisioning the Third World affirmative action, assaultive speech, land rights, ( S - 2 ) the punishment industry, violence against women, 4 sem. hrs. and multicultural education. Thompson. Explores the meaning and politics of the concept of the Third World from a post-colonial, feminist SOCI 539 Qualitative Research Workshop perspective. Critically considers histories of colo- ( S - 2 ) nialism, anti-colonial movements, nationalism, 4 sem. hrs. decolonization, science, and geography. Immerses students in qualitative research tech- Encourages rethinking the concept of the Third niques in a workshop format, focusing on the World to enable transnational networks of conduct of qualitative interviews and on the alliances. Puri. analysis of existing documents and interview d a t a . Addresses ethical and political issues in research, WST 500 Gender and Sexuality (F-1,2) emphasizing acquisition of theoretical and hands- 4 sem. hrs. on experience needed to conduct independent Focuses on theoretical and thematic considera- qualitative research. Leiter. tions of gender and sexuality, including the role of medical discourse in constructing notions of SOCI 545 Health Systems and Policy (S-1) gender and heterosexuality; sexuality as an instru- 4 sem. hrs. ment of power; and the links with nationalisms, Examines the current U.S. health system and queer theory, hybridities, and political possibili- health policies focusing on interests of individuals, t i e s . Ta y l o r, Puri. groups, and organizations as clients, providers, WST 504 Feminist Theories (S-1,2) and citizens. Explores the impact of policy and 4 sem. hrs. systems on the health of various populations. Describes the evolution of the U.S. health system Examines the development and current manifesta- and uses organizational concepts and theories to tions of competing feminist views, including explain and predict its form and functions; the liberal, radical, and Marxist feminism, as well as influence of organizations on the definition of more recent feminist theory deploying psycho- health, illness, and healing; and the application of analysis, postmodernism, and multiculturalism. organizational analysis to health policy issues. Raymond, Tr i g i l i o . L e i t e r. Other electives are often available on a semester-by-

84 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G semester basis. A list of current electives for each GCS 470 Internship (F-1,2; S-1,2) semester is available from the program director. 4 sem. hrs. Degree candidates conclude their programs Offers students a work experience of five to ten with one of the following capstone courses. All hours per week under the direction of a workplace students in GCS 455, 460, 470, or 480 present supervisor and a Simmons advisor. Serves as a their work at a master’s colloquium in the source of information for inquiry and research. Culminates in a final paper of 20–30 pages that spring. Students may also complete the studies and analyzes an aspect of the work experi- program without completing a capstone option ence or site (e.g., an institutional ethnography). by substituting an eighth course to meet gradu- Requires a proposal approved during the semester ation requirements. However, an essay of 20–30 prior to the internship. Staff. pages in length must be written and presented at a master’s colloquium to fill the capstone GCS 480 Fieldwork (F-1,2; S-1,2) requirement. This essay will be a significantly 4 sem. hrs. revised and expanded version of an essay Offers an opportunity to conduct field research for written within the framework of a GCS course or five to ten hours per week under the direction of a elective. The revision must be supervised by the Simmons advisor. Involves gathering empirical director of the program. information for a study of approximately 20–30 pages. Requires a proposal approved during the GCS 455 Thesis (F-1,2; S-1,2) semester prior to the fieldwork and may require approval from the institutional review board for 8 sem. hrs. (over two semesters) Prereq.: Co n s e n t research involving human subjects. Staff. of the program director. Involves a year-long independent research and writing project culminating in a paper of approximately 60–80 pages under the supervision of one reader with expertise in the subject area. Requires permission from the GCS director and advisory board and a proposal approved during the semester before the course is taken. Staff. F = Fa l l S = S p r i n g GCS 460 Master’s Project (F-1,2; S-1,2) U = S u m m e r S TC = S h o r t -Te r m 4 sem. hrs. C o u r s e 1 = Academic Involves a research and writing project culmi- Year 2006-2007 nating in a paper of substantial length (30–40 2 = Academic Year 2007-2008 pages) that may include an exhibit, film, media M = M o d e presentation, etc. Entails integration of materials * = Schedule t.b.a. relevant to the student’s specialization. Requires a proposal approved during the semester before the course is taken. Staff.

2 0 0 6 – 2 0 0 8 85 In the archives management program, students The Dual-Degree Program take the following courses: in History and Archives M a n a g e m e n t LIS 403 Evaluation of Information Services LIS 404 Principles of Management Jeannette Bastian, Associate Professor of LIS 407 Reference/Information Services Library and Information Science LIS 415 Information Organization Laura Prieto, Associate Professor of History LIS 488 Technology for Information Nuran Çinlar, Assistant Professor of History P r o f e s s i o n a l s LIS 438 Introduction to Archival Methods I n c r e a s i n g l y, archival employers recognize LIS 440 Archival Access and Use that archivists require both technical training LIS 456 Managing Records in Electronic and historical knowledge. To meet the needs of E n v i r o n m e n t s students pursuing these positions, the Four additional semester hours of elective Simmons Graduate School of Library Science courses are also required. For further informa- and the Department of History offer a dual- tion on the GSLIS curriculum, please visit the degree program in history and archives website, http://www. s i m m o n s . e d u / g s l i s . management leading to a Master of Science in library and information science and a Master of Students in the dual-degree program must Arts in history. The program is designed to also complete the following course, which is provide advanced preparation in both history either as a history or a library science elective: and archival studies with an emphasis on LIS 443/ Archives, History, and historical research. HIST 527 Collective Memory A d m i s s i o n : Applicants to this 57-semester- hour program must be admitted to the master’s programs of both the Department of History C O U R S E S and the Graduate School of Library and The following are required for the graduate Information Science. Students complete one curriculum in history: application for admission. The Master of Arts in History is offered only in conjunction with the HIST 455 Master’s Thesis (F-1,2; S-1,2) dual-degree program; students who do not 4 sem. hrs. Prereq.: Consent of the instructor. complete the program will need to seek advice Involves independent research based on archival on applying credits in history to another degree primary sources culminating in a paper of approxi- at Simmons. mately 60–80 pages under the supervision of two Degree Requirements: In the history portion historians with expertise in the subject area. of the program, students complete 24 semester Requires permission from the history archives management director and a proposal approved hours, beginning with a required course that during the semester before the course is taken. provides a foundation in historiography and m e t h o d o l o g y. Students then choose 16 semester hours of electives in history with the approval of a history department advisor. While most students concentrate in American history, other specializations are possible. The degree in history culminates in a master’s thesis based on original, archival research.

86 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G HIST 597 Historical Methods and Research HIST 560 The History of Women and Gender ( F - 1 , 2 ) (F-2; S-2) 4 sem. hrs. Prereq.: Consent of the instructor. 4 sem. hrs. Studies history as an interpretive craft and Offers advanced studies in the history of women’s explores various methods and models for experience and the construction of gender. Draws researching, analyzing, and writing history in both upon one of a series of revolving themes, academic and popular forms, from essays to including gender and consumer culture; women public exhibits, monographs to films. Çinlar, and education; gender and war; women, work and P r i e t o . professionalization; and the suffrage movement. S t a f f . Graduate Seminar Electives Students select 16 semester hours from HIST 562 Reforms and Revolutions in Asia the following: ( S - 2 ) 4 sem. hrs. HIST 450 Graduate Independent Study Examines revolutions and reforms in modern (F-1,2; S-1,2) Asia, focusing primarily on the watershed events 2 or 4 sem. hrs. Prereq.: Consent of the instructor. occurring in the 20th century. Topics include comparisons between bloody or non-violent revo- HIST 527 Archives, History, and Co l l e c t i v e lutions and gradual or radical reform. Liu. Memory (S-1,2) HIST 567 Memory and the Holocaust (F-2) 4 sem. hrs. Prereq.: LIS 438 and graduate s t a n d i n g . 4 sem. hrs. Explores the relationship between historical Considers how the mass murder of the Holocaust events, the creation and maintenance of archival has impacted postwar collective memory and records, and the construction of collective imagination. Uses literature, memoirs, and film to m e m o r y. Analyzes the role of archives and records examine how different forms of memory shape the in the process of documenting and remembering way we make sense of the event. Examines such (or forgetting) history. Considers such archival issues as the problems of interpreting memory, issues as repatriation, records destruction, trauma, and the use of oral testimony. Leonard. F = Fa l l contested history, and memory construction by S = S p r i n g U = S u m m e r focusing on 20th- century events. Presents these HIST 571 Seminar in Early America (S-1,2) S TC = S h o r t -Te r m issues within the context of various types of 4 sem. hrs. C o u r s e records such as genealogical records, oral records, 1 = Academic Studies the development of a new society and Year 2006-2007 and records of material culture (artifacts) in addi- culture in British America from the settlement of 2 = Academic tion to print materials. Bastian and History Staff. Year 2007-2008 Jamestown in 1607 through the War for M = M o d e Independence. Focuses on varied developments in * = Schedule t.b.a. See program directors for information on whether New England, the Middle Colonies, and the South, this course will count as history or as GSLIS for with special attention to political institutions, your individual program. social structure, race relations, and gender roles. Ç i n l a r. HIST/ENGL 529 Film and Historical Representation (F-2) HIST 573 Seminar in 19th Century U.S. 4 sem. hrs. History (S-1) Examines the intersection of history and film 4 sem. hrs. studies. Looks at whether the study of films that Focuses on topics in the cultural, social, and polit- treat history can shed light on methods of historical history of the U.S. during the course of the ical representation. What can film do that written “long” 19th century, between the Jacksonian Era history cannot, and vice versa? Weekly screening’s and the Jazz Age. Prieto. of films from around the world will focus on a range of historical moments. Barr and Leonard.

2 0 0 6 – 2 0 0 8 87 HIST 574 Seminar in Modern U.S. History ( S - 2 ) Graduate Program in Spanish 4 sem. hrs. Raquel María Halty, Professor of Spanish and Focuses on topics in the cultural, social, and polit- D i r e c t o r ical history of the U.S. after 1890. Themes include urbanization, progressivism, immigration, the Melissa Poehner, Administrative Assistant development of consumer culture, the Great Depression, Cold War culture, and movements for The Master of Arts in Spanish civil rights. Prieto. The graduate curriculum in Spanish is designed to provide students with better HIST 577 Seminar in Topics in Modern command of oral and written Spanish and to European History (F-1) consolidate the student’s knowledge of the 4 sem. hrs. cultures and literature of the Spanish-speaking Provides an intensive study of a specific topic in world. The student plans her program of study modern European history varying from year to with the assistance of the director of the y e a r. Takes advantage of current issues in histori- program, taking into consideration the ography and faculty expertise. Topics include the student’s particular preparation and objectives. history of obscenity, the 20th- century interwar period, and war and society. Leonard. Admission: Admission requires a baccalaureate degree from an accredited college or university and a strong undergraduate record. An undergraduate degree in the language is not required in cases where competency has been acquired through experience. Students will be admitted on a full- or part-time basis to the graduate program. Applicants for admission to the Master of Arts program must submit an official transcript of the undergraduate record, a statement of purpose in pursuing the program, an analytical writing sample in Spanish, and two letters of recommendation from teachers or other persons well acquainted with the academic ability and performance of the candidate. Inquiries should be addressed to the program d i r e c t o r, Department of Modern Languages and Literatures, Simmons College, 300 The Fe n w a y, Boston, MA, 02115-5898, or call 617.521.2182. Degree Requirements: The MA in Spanish requires the completion of eight courses, selected in consultation with the program d i r e c t o r, one of which may be a graduate seminar in literary theory taught in English cross-listed as SPAN 405. A master’s thesis is not required. Students should plan to complete the degree requirements within five years.

88 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Certificate Program in Spanish: SPAN 468 Insiders and Outsiders: Love, This non-degree program is designed for H o n o r, and Social Unrest in 16th- and 17th- students who have a BA and want to further Century Spain (F-2) their studies in Spanish but do not want to 4 sem. hrs. enroll in, or have no need for, an MA program. Explores Spain’s major contributions to world Students take four courses from the graduate literature, from short novels by Cervantes to the original macho, Don Juan, and from honor plays Spanish course listings. Students have the to the underworld of pimps and prostitutes. Views option of taking one graduate summer course saints and scoundrels against the backdrop of the in Santander, Spain through GRIIS. For more Golden Age, whose accomplishments and atroci- information, contact the Graduate Spanish ties reflect the impact of the Spanish Inquisition. office at 617.521.2183. Co h e n .

SPAN 469 The Image of the Bourgeoisie in C O U R S E S the 19th- and 20th- Century Spanish Novel ( S - 2 ) SPAN 445 Conversation and Composition 4 sem. hrs. (F-1,2; S-1-2) Analyzes the changes and evolution of the reli- 4 sem. hrs. gious, social, political, and cultural values of the Aims to increase proficiency in the oral and Spanish bourgeoisie. Studies 19th- century realist written use of language. Readings include selec- writers such as Pérez Galdós, Clarín, and Pardo tions by contemporary Latin American authors Bazán as well as 20th- century neorealists like and focus on various issues, such as women’s Martín Gaite and Delibes. Peláez-Benitez. roles and human rights. Includes written assignments and oral presentations based on readings SPAN 449 Graduate Directed Study (F,S-1,2) and other current events. Halty. 4 or 8 sem. hrs. Prereq.: Consent of the instructor.

SPAN 464 Pushing the Limits: The Quest for SPAN 450 Graduate Independent Study Freedom in Contemporary Hispanic Theater ( F , S - 1 , 2 ) F = Fa l l S ( S - 1 ) 4 or 8 sem. hrs. Prereq.: Consent of the instructor. = S p r i n g U = S u m m e r 4 sem. hrs. S TC = S h o r t -Te r m Discusses modern Spanish and Latin American SPAN 510 The Making of Spain: Studies in C o u r s e 1 = Academic playwrights who, faced with the limitations of a Spanish Culture (F-1) Year 2006-2007 repressive society, seek liberation, freedom of 4 sem. hrs. 2 = Academic expression, and new perspectives through the Year 2007-2008 Introduces students to the culture of Spain M = M o d e medium of the theater. Studies internationally * through the ages, from the multicultural society in = Schedule t.b.a. acclaimed works by García Lorca, Buero Va l l e j o , medieval Iberia to maestros such as El Greco, Sastre, Arrabal, and others. Co h e n . Velázquez, and Goya. Includes works by a wide variety of authors and explores music, dance, and SPAN 466 Imagination, Freedom, and film, as well as contemporary issues through Repression in Latin American Literature (F-1) newspapers and Internet sites. Peláez-Benítez. 4 sem. hrs. Critically examines texts ranging from the SPAN 512 Society and Politics in Latin conquest, the colonial era, the wars of independ- America: The Collision of Two Worlds and the ence, the dictatorships of the 20th century, and Search for Identity (F-2) the present. Covers topics including Spanish views 4 sem. hrs. of America and its peoples, the role of writers as advocates for independence, the emergence of the Studies the political, artistic, and intellectual gaucho, and the tension between literary expres- history of the Spanish-speaking nations of the sion and authoritarianism. Halty. Western Hemisphere, in particular Mexico, Peru,

2 0 0 6 – 2 0 0 8 89 and Argentina. Topics include the conquests of society’s expectations of women and literary Mexico and Peru, Bolívar and the fight for inde- production, the emergence of a feminist point of pendence, the Mexican Revolution, the Cuban v i e w, the role of women in political life, and the Revolution and the dictatorships of the 1970s and role of the writer in shaping national identity. 1980s. Halty. H a l t y.

SPAN 514 Hispanic Culture as Seen Through SPAN 580 Migrant in the City: Fieldwork Film (S-1) Seminar on Puerto Rican Culture (S-2) 4 sem. hrs. 4 sem. hrs. Presents Hispanic culture, politics, and literature Introduces Puerto Rican culture and placements as seen through the prism of cinema. To p i c in the community. Topics include migration, changes yearly. Peláez-Benítez. housing, employment, education, race and racism, machismo, and the Puerto Rican woman. Includes SPAN 520 The World of Don Quijote (F-1) true-life accounts by writers such as Piri Thomas, 4 sem. hrs. Oscar Lewis, Pedro Juan Soto, and Esmeralda Santiago, complemented by videos. Co h e n . Analyzes the first modern novel, Don Quijote de la M a n c h a, the classic whose timeliness and time- SPAN 595 Seminar: Special Topics in lessness establish it as one of the masterpieces of western literature. Explores how the knight and his S p a n i s h * squire come alive for the modern reader as they 4 sem. hrs. have for generations of authors indebted to Topic changes from year to year. Staff. Cervantes. Co h e n . Graduate Seminars SPAN 522 Love, Wa r, and Parody in Medieval and Contemporary Spanish Fiction (F-2) SPAN 405 Contemporary Critical Theory 4 sem. hrs. ( F - 1 , 2 ) Studies war and power as well as the concept of 4 sem. hrs. courtly love both in medieval masterpieces and in Introduces graduate students to the concepts and contemporary Spanish literature. Readings include practices of contemporary literary and cultural crit- the Cantar de Mío Cid (12th century) and U r r a c a icism. Surveys poststructuralist, psychoanalytic, (1991), Cárcel de amor (1492), La Celestina Marxist, new-historicist, postcolonial, feminist, (1499), and Melibea no quiere ser mujer( 1 9 9 1 ) . and gender theory, bringing these perspectives to P e l á e z - B e n í t e z . bear on key literary and historical texts. (Also listed as GCS 405 and ENGL 405.) Bergland. SPAN 532 Contemporary Fiction in Latin America (S-1) Linguistics Courses for Education and 4 sem. hrs. Dual-Degree Students Discusses the artist’s view of social turmoil and the political upheaval that has characterized Latin ML 408 Second Language Acquisition (U-1,2) America in this century. Explores topics that may 4 sem. hrs. include coming of age and confronting the socio- Presents research underlying the major theories of economic, religious, and political realities; the second language acquisition. The importance of figure of the dictator; and exile and i n s i l i o. Halty. such factors as age, role of first language, language environment, learning style, and motiva- SPAN 536 Latin American Women Writers tion is examined. Other topics to be discussed ( S - 2 ) include acquisition order, error analysis, interlan- 4 sem. hrs. guage, and discourse analysis, as well as implications for classroom practice. Students Explores the social, cultural, and aesthetic repre- reflect on the process of language acquisition by sentation of women in Latin America in the 20th tutoring a non-native English speaker. Mikulecky. c e n t u r y. Topics include the relationship between

90 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G ML 410 Introduction to Linguistics and English Grammar (S-1,2) 4 sem. hrs. Examines phonological, morphological, lexical, syntactic, and historical issues for TESL or anyone interested in the English language. Students tutor a non-native speaker for a view of English grammar from the learner’s perspective, and synthesize their own versions of teaching points and strategies. Chumley.

F = Fa l l S = S p r i n g U = S u m m e r S TC = S h o r t -Te r m C o u r s e 1 = Academic Year 2006-2007 2 = Academic Year 2007-2008 M = M o d e * = Schedule t.b.a.

2 0 0 6 – 2 0 0 8 91 must have earned a 3.0 (B) grade point average Doctoral Programs in their graduate study. Practical experience within the health care arena within the past The College of Arts and Sciences now offers three years is required. All application materials three doctoral programs in education. They are must be submitted through the College of Arts in Health Professions Education, Applied and Sciences Office of Graduate Studies Behavior Analysis, and Special Education Admission. Applicants must submit official tran- Administration. scripts from all completed college course work, PhD Program in Health Professions three letters of recommendation, documenta- E d u c a t i o n tion of recent employment in the health care field, and a statement of purpose that identifies Doctoral education is essential for the areas of research interest. The Test of English as advancement of academic and professional a Foreign Language (TOEFL) is required of all educators. The School for Health Studies and applicants whose first language is not English. the College of Arts and Sciences at Simmons Required scores, taken within two years prior to College are offering a unique intra-professional application, must be 600 (paper based), 250 program of doctoral education. The PhD (computer based) or 100 (internet based). program in Health Professions Education is an innovative interdisciplinary program that For more information contact the College of prepares expert health professionals to be Arts and Sciences Graduate Studies Admission academic leaders with skills in educational at 617.521.2915 or [email protected]; or Judy strategies and teaching technologies. This Beal, Associate Dean, School for Health Studies, academic option has been developed in at 617.521.2139 or judy. b e a l @ s i m m o n s . e d u . response to the growing need for health profes- PhD Program in Applied Behavior sionals who can function as effective educators Analysis within their respective fields of practice. Recent The PhD program in Applied Behavior trends in the health care delivery system high- Analysis is a 60-credit doctoral program within light the need for a cadre of health professions the Department of Special Education. The educators who will teach the next generation of program has been developed to train qualified health care providers. behavior analysts who are positioned to make The program is designed to offer a unique significant contributions to the science and the educational curriculum for health professionals c o m m u n i t y. Candidates should be interested in in nursing, nutrition, physical therapy, health a fusion style of research wherein the findings care administration, and other health-related from other disciplines are used to improve disciplines. Once admitted, doctoral students behavior analytic research. They should also will focus on a course of study in health profes- have the motivation and capacity to contribute sions education followed by courses in research to professional literature. methodologies, advanced statistics, and academic leadership. A dissertation project is The Simmons College programs in Applied required of all students. The doctoral degree will Behavior Analysis were developed in the fall of be awarded by the Simmons College of Arts and 1999. The curriculum was approved by the S c i e n c e s . Behavior Analyst Certification Board™ in 2000 and the programs were reviewed and accredited Program Requirements by the Association for Behavior Analysis in Candidates must have earned a master’s or 2005. Simmons is one of only 13 schools world- higher academic degree in a health professions wide to receive this prestigious accreditation. specialty from either a regionally accredited U.S. Program Requirements institution or an international post-baccalaureate institution recognized by the home Candidates must have a master’s degree or higher in Behavioral Education, Applied country’s Ministry of Education. Applicants Behavior Analysis or a related field, including

92 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G p s y c h o l o g y, education, or special education, and Developed to train special education educators must be a Board Certified Behavior Analyst™. interested in making further contributions to Additional requirements include official tran- their field, its areas of focus include leadership, scripts from all coursework completed since school management, policy, professional devel- high school, three letters of recommendation, a opment, academic and social equality, and résumé, a statement of purpose, an analytical classroom diversity. Students within the writing sample, an interview, and official GRE program learn the necessary skills to become general test scores. effective, strategic, and innovative leaders and practitioners. Candidates should be interested Co u r s e w o r k in problem-based learning and action-based This program requires 60 semester hours, research and should also have the motivation the equivalent of 15 courses. Students may and capacity to contribute to professional litera- enroll on either a full- or part-time basis begin- t u r e . ning in the fall, spring or summer semesters. A A leader in special education training since full course load is three courses per semester. 1975, Simmons is a passionate advocate for Core Co u r s e s including learners with special needs in general education classrooms and in community and Statistics (2 courses) work environments. In recent years, the signifi- Research Methods (2 courses) cant trend toward educating special needs Corporate and Academic Leadership learners in integrated settings has created a Pedagogy in Higher Education demand for highly qualified special education professionals with a strong focus on content Cognate Courses and knowledge. History of Applied Behavior Analysis Verbal Behavior Program Requirements Behavioral Research in Education Candidates must have a master’s degree or Behavioral Consultation in Schools higher in a related field. Additional requirements include official transcripts from all coursework Stimulus Co n t r o l F = Fa l l completed since high school, three letters of S = S p r i n g Advanced Functional Assessment and Analysis recommendation, a résumé, a statement of U = S u m m e r Behavioral Medicine S TC = S h o r t -Te r m purpose, an analytical writing sample, an inter- C o u r s e Professional and Scholarly Activity v i e w, official GRE general test scores, and at 1 = Academic Year 2006-2007 Experimental Analysis of Human and Non- least three years of full-time, professional experi- 2 = Academic Human Behavior ence in education. Year 2007-2008 M = M o d e For more information contact the College of Co u r s e w o r k * = Schedule t.b.a. Arts and Sciences Graduate Studies Admission This program requires 78 semester hours. at 617.521.2915 or [email protected]; or Students may enroll on either a full- or part-time Michael Cameron, Program Director, at basis beginning in the fall, spring or summer 617.521.2569 or semesters. A full course load is three courses m i c h a e l . c a m e r o n @ s i m m o n s . e d u . per semester. For more information contact the College of Arts and Sciences Graduate Studies Admission PhD Program in Special Education at 617.521.2915 or [email protected]. Administration About the Program The PhD program in Special Education Administration is a 78 credit doctoral program within the Department of Special Education.

2 0 0 6 – 2 0 0 8 93 N o t e s

94 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G SCHOOL FOR HEALTH STUDIES Gerald P. Koocher, Dean and Professor Commission on Education for Health Services Carmen Fortin, Assistant Dean and Director of Administration (ACEHSA) and is a member of A d m i s s i o n the Association of University Programs in Health Administration. V i s i o n Certificate of Advanced Graduate Study The Simmons School for Health Studies takes pride in its tradition of excellence in the (CAGS) Program academic preparation of health care profes- In addition to the Master of Health sionals and managers. The school values Administration, the program also offers a personalized education, evidence-based Certificate of Advanced Graduate Study learning, and teaching faculty who practice at designed for individuals with advanced degrees the highest level of competence. All School for in other disciplines who wish to become health Health Studies degree programs integrate class- care administrators and leaders in the health room teaching, state-of-the-art laboratories, and care system. high quality clinical or administrative place- Combined Degree Program ments to prepare students for successful HCA offers a five-year baccalaureate to leadership roles in their profession. master’s option for Simmons undergraduates The School for Health Studies programs (see Undergraduate Course Ca t a l o g ) include master’s-level graduate programs in health care administration, nursing, and nutri- N U R S I N G tion; a clinical doctorate program in physical therapy; and a dietetic internship program. Judy Beal, Associate Dean and Professor and Chair of Nursing H E A LTH CARE ADMINISTRAT I O N Programs Offered John M. Lowe III, Associate Professor and Chair of Health Care Administration Master of Science in Primary Health Ca r e The Master of Science in Primary Health Programs Offered Care nursing program is designed for RNs with Master of Health Administration a BA or BS in nursing or a related field. The goal is to extend the delivery of primary health The Master of Health Administration (MHA) care to individuals and communities by program is designed for professionals who wish preparing nurses for advanced practice roles. In to advance their management careers. addition, the program provides graduates with Students come from a broad range of disci- a foundation for pursuing doctoral study. The plines including nursing, physical therapy, following concentrations are available: social work, medical technology, psychology, management, and finance. Graduates and Adult Primary Ca r e students work for hospitals, nursing homes, • Adult health health centers, insurers, health maintenance • Gerontologic health organizations, governments, home care agencies, industries that supply goods and services • Occupational health to health care organizations, and management, • Women’s health consulting, and accounting firms. The program is voluntarily accredited by the Accrediting

2 0 0 6 – 2 0 0 8 95 Parent-Child Primary Ca r e who wish to obtain a graduate degree in • Children with special health care needs nursing within a nurse practitioner specialty c o n c e n t r a t i o n . • Pediatric health • School health Direct Entry Program in Advanced Practice Nursing for Individuals Without a Nursing Family Primary Ca r e Background The College’s educational and clinical facili- This three-year, full-time program allows indi- ties include a vast range of nationally renowned viduals who have a BA or BS in a field other institutions, such as Beth Israel Deaconess than nursing to complete the requirements for Medical Ce n t e r, Brigham and Women’s Hospital, the advanced practice nursing degree. Massachusetts General Hospital, and Children’s Hospitals, that are effectively utilized to prepare F i v e - Year BS-MS Pro gram nurse practitioners who deliver primary health This accelerated five-year option is for care to children, adults, and families. Other clin- students who wish to become nurse practi- ical practice opportunities include experience tioners. The length of the program is shortened with diverse populations in ambulatory settings, one year by taking summer courses. A highlight clinics, occupational health units, nursing of the program is a two-semester RN internship homes, and extended care facilities. that allows students to practice as licensed, The Simmons-Harvard Dual-Degree registered nurses prior to learning the advanced Programs in Parent-Child Health or practice role. Occupational Health Certificate of Advanced Graduate Study These specialized two-year degree programs, (CAGS) Program offered by the Simmons graduate program in This program is designed for those who are primary health care nursing in collaboration prepared at the master’s level in nursing who with the Harvard School of Public Health, wish to prepare as nurse practitioners. prepare nurses to assume leadership positions Certificate programs are also available for adult in primary prevention and health promotion for and pediatric nurse practitioners who wish to parents, children, and workers. become family nurse practitioners. Master of Science Completion Program Certificate in Advanced Graduate Study This program is designed for certified nurse (CAGS) in Health Professions Education practitioners who possess a bachelor’s degree This program offers post-master’s prepared and who wish to obtain a master’s degree. The health professionals (nurses, nutritionists, phys- program is intended for nurse practitioners ical therapists, or health care administrators previously prepared as adult, family, pediatric, with clinical experience within the past three women’s health (OB/GYN), or geriatric nurse years) the opportunity to gain critical skills in practitioners, and presupposes a strong knowl- educational strategies and technology. This edge base in primary care. program can be used as a bridge to applying to RN-MS Program for Diploma or Associate the Ph.D. in Health Professions Education, D egree Nurses offered by the College of Arts and Sciences. This program is designed for diploma and associate degree registered nurses with a minimum of one year of clinical experience and

96 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G N U T R I T I O N PHYSICAL THERAPY Nancie Herbold, Ruby Winslow Linn Professor Diane Jette, Associate Dean and Professor and and Chair of Nutrition Chair of Physical Therapy Programs Offered Doctor of Physical Therapy The graduate program in physical therapy is Master of Science in Nutrition and Health an innovative, integrated three-year entry-level P r o m o t i o n clinical doctorate program. The unique interdis- The Master of Science in Nutrition and ciplinary environment of the Simmons School Health Promotion program is designed for indi- for Health Studies prepares physical therapy viduals with backgrounds in such disciplines as graduates to meet the challenges of today’s nutrition, health sciences, health education, health care system. The curriculum emphasizes athletic training, exercise physiology, or physical an evidence-based, self-directed approach to education. This graduate program builds upon learning that uses case studies to integrate the decades-long expertise of the undergraduate basic science and clinical knowledge and skills program in nutrition and the interdisciplinary in conjunction with the psychosocial, ethical, expertise available in the other School for and behavioral aspects of patient care. The Health Studies graduate programs in health program is designed to educate men and care administration, physical therapy, and women to practice in a variety of health care primary health care nursing. settings with individuals of all ages and to Combined Degree Program provide additional strength in the area of administration management or health promo- The nutrition program offers a five-year tion and wellness. baccalaureate-to-master’s option for Simmons u n d e r g r a d u a t e s (see Undergraduate Co u r s e Additional Information . Ca t a l o g ) For further information about any program Post-Baccalaureate Dietetic Internship described above contact: P r o g r a m School for Health Studies This national program, accredited by the Simm ons Co l l e g e Commission on Accreditation/Approval for 30 0 T h e Fe n w a y Dietetics Education of the American Dietetic Boston, MA, 02115-5898 Association, is designed for students who hold Telephone: 617.521.2605 at least a baccalaureate degree and who meet Fax: 617.521.3137 the Didactic Program in Dietetics (DPD) requirements of the American Dietetic email: [email protected] A s s o c i a t i o n . The catalog and applications are located on the School for Health Studies website at Sports Nutrition Ce r t i f i c a t e h t t p : / / w w w. s i m m o n s . e d u / s h s . This certificate program provides the necessary preparation to take the American College of Sports Medicine (ACSM) Health/Fitness Instructors Exam. It is designed for students who hold at least a baccalaureate degree in dietetics, nutrition, kinesiology, sports medicine, or exercise physiology. This program is offered entirely online.

2 0 0 6 – 2 0 0 8 97 G R A D U ATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE Michèle Valerie Cloonan, D e a n • knowledge and information resources Denise M. Davis, Assistant Dean for management (which includes identifying, Admission and Recruitment organizing, and managing the internal and external sources necessary to help an Em Claire Knowles, Assistant Dean for institution or organization conduct its Student Administrative Services b u s i n e s s ) . Terry Plum, Assistant Dean for Technology and Director of the GSLIS at Mount Programs Offered Holyoke Program Doctoral Level Candy Schwartz, Coordinator of Doctoral Program Goal S t u d i e s The goal of the master’s program in library Since 1973, Simmons has offered a Doctor of and information science is to provide students Arts (DA) degree focusing on library adminis- with the foundation for developing careers as tration. Simmons now offers two PhD information professionals in: programs: one that emphasizes scholarship, • libraries and information centers in teaching and service, and one that focuses on academic, public, school media, and managerial leadership. (Students currently corporate/special settings; enrolled in the DA or MS/DA program may be • archives management in academic, public, eligible to convert to the PhD program.) corporate, and independent historical PhD in Library and Information Science society settings; The PhD program is intended for those who • the information services industries (which want to lead the way in scholarship, education include bibliographic utilities, companies and service in library and information science. providing fee-based access to information Students emerge from the program with sources, firms offering contracted research research and teaching experience, a profes- or technical assistance to individual or sional activity record, and an e-portfolio that information centers, and companies documents their achievements and mastery of involved in the design, development, and areas of study and practice. marketing of tools for information h a n d l i n g ) ; PhD in Managerial Leadership in the • information systems support (for the Information Professions student with pre-existing computing In 2005, the Simmons College Graduate experience or academic preparation, this School of Library and Information Science includes working with software/hardware launched a $1.4 million program to develop a applications such as basic network Ph.D. in Managerial Leadership in the operations, providing technical support Information Professions, supported substan- and training, Web management, tially by a three-year grant of over $780,000 developing documentation or training awarded by the Institute of Museum and tools, and programming); and Library Services (IMLS), as part of its 2005 Librarians for the 21st Century program. This

98 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G doctorate is focused specifically on managerial materials found in manuscripts, moving images leadership in libraries and other information and photographs, oral-history recordings, multi- institutions, and supports working information media, government records, and literary managers by strengthening their intellectual and c o r r e s p o n d e n c e . interpersonal assets while simultaneously contributing a body of research which will Preservation Management improve the knowledge base and the practice of Library and archives preservation managers managerial leadership in the information profes- and collection development officers are respon- sions. The program is characterized by flexible sible for the care of both paper-based learning delivery options to encourage participa- collections and new and multimedia information by candidates in full-time managerial roles tion. These professionals focus on preservation who do not wish to leave their current positions planning issues, such as climate and light to pursue a degree. control, security, and insurance. They also work in conservation — often with conservators, Doctor of Arts Supervisor/Director binders, and other experts — and sometimes in GSLIS also offers a Doctor of Arts disaster-recovery situations after war or natural Supervisor/Director degree designed for those d i s a s t e r s . individuals who wish to qualify for district- or system-level supervisory positions in school School Library Teacher (SLT) Program s e t t i n g s . James Baughman, D i r e c t o r The SLT program prepares individuals Master of Science seeking certification as school library teachers The Master of Science is offered on a full- or for library teacher licensure. The program part-time basis at our Boston campus, and as a includes monitored fieldwork and a school part-time program at our Mount Holyoke practicum at the elementary or secondary campus. It is accredited by the Committee on school level. Accreditation of the American Library Association. GSLIS academic and professional Dual-Degree Programs preparation helps students learn to analyze user Several dual-degree programs are available to information needs and to use a variety of tools students interested in earning two degrees and technologies to locate, evaluate, organize, c o n c u r r e n t l y. manage, and preserve information so that it • Archives Management and History becomes an accessible and permanent source ( M S / M A ) * of knowledge. Students can focus on areas of • Bachelor of Science/Master of Science interest in librarianship and library science, or ( B S / M S ) they can elect to concentrate in one of three • Library Science and Teaching programs which have course requirements: ( M S / M S E d ) preservation, archives management, or school l i b r a r i a n s h i p . Information on all GSLIS Academic Programs can be found on the GSLIS website at Archives Management h t t p : / / w w w. s i m m o n s . e d u / g s l i s / Jeannette Bastian, D i r e c t o r * Applicants to the Archives Management The demand for archivists is expanding as and History dual-degree program must be society becomes more aware of the value of admitted to both the master’s programs of the preserving our heritage. Archivists collect, Simmons College Department of History and to appraise, and preserve documents and GSLIS. Students complete one application for

2 0 0 6 – 2 0 0 8 99 admission. The Master of Arts in History is offered only in conjunction with the dual-degree program. Students who do not complete the program for the Master of Arts in History will need to seek advice on applying credits to another degree at Simmons Co l l e g e . Admission requirements for Master of Science Programs Applicants must hold a bachelor’s degree from an accredited college or university, achieving at least a B (3.0) average. Applicants with less than a 3.0 average will be considered if they score at least 1,000 (verbal and quantitative) on the Graduate Record Examination or hold an advanced degree with a GPA in the advanced degree which also is at least a B (3.0) a v e r a g e . Continuing Education GSLIS Continuing Education offers a variety of institutes and workshops on varying topics in information evaluation and management, technology and implementation geared to update the skills of librarians/information professionals, current GSLIS students and Simmons College staff. Additional Information: For further information about any program described above contact: Graduate School of Library and Information Science Simmons Co l l e g e 3 0 0 Th e Fe n w a y Boston, MA 02115-5898 Telephone: 617.521.2800 Fax: 617.521.3192 email: [email protected] website: http://www. s i m m o n s . e d u / g s l i s

100 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G SCHOOL OF MANAGEMENT Deborah Merrill-Sands, D e a n Master of Business Administration Susan Hass, Associate Dean Mary Dutkiewicz, Assistant Dean, MBA Program and Administration Simmons School of Management is the The Simmons MBA program is designed to center for women, leadership, and manage- enhance a woman’s professional success in all ment. For 100 years as an undergraduate types of organizations—from for-profit compa- management program and for 25 years as an nies to not-for-profit organizations to MBA program, it has pursued the unique entrepreneurial undertakings. The hallmark of mission of educating women for power and the Simmons MBA program emphasizes leadership. It is committed to providing a advanced business and management skills that premier business education to women MBA extend beyond the basics of a classic business and undergraduate students and executives, degree to address the effect of gender on leader- being a recognized authority on women and ship, communication, and management. The leadership, and serving as a leading-edge Simmons MBA passionately honors an educa- resource for organizations committed to the tional promise that places students first, success of women managers and leaders. delivering quality education through a personal approach to leadership and intellectual explo- Programs of Study ration. It is an empowering education for w o m e n . Undergraduate Management Program See the Undergraduate Course Ca t a l o g . Other Programs The Undergraduate Management Program Executive Education offers a choice of four core majors and minors (finance, management, marketing, and retail Martha Sheehan, D i r e c t o r management), two interdisciplinary minors The School of Management has been (leadership and business metrics), and three educating women for positions of leadership for joint majors (arts administration, chemistry over 25 years with executive education central to management, and management information its mission. The goal has been the same from systems). Management students at Simmons the beginning, namely to help women succeed are enrolled in the Simmons College of Arts and in the world of business. Over the years, women Sciences and take all of their management managers and leaders have credited their courses from the SOM faculty. Traditional and Simmons experience with job promotions, adult students work together in small, interac- expansions in role scope and complexity, tive, and rigorous classes taught by full-time enhanced influence, and increased career f a c u l t y. A BA/MBA combined degree program is opportunities. With extensive experience in the available for women who want to make faster design, development, and delivery of both open progress towards their ultimate degree goal. enrollment and customized programs, the curriculum in executive education is well positioned to meet the leadership and management development needs of women.

2 0 0 6 – 2 0 0 8 101 Center for Gender in Organizations Patricia Deyton, Interim Director The Center for Gender in Organizations (CGO) at the Simmons School of Management is committed to improving organizational effectiveness by strengthening gender equity in the workplace. Integral to CGO’s approach is the recognition that gender operates with other dimensions of identity such as race, class, e t h n i c i t y, and sexual identity in shaping organizational systems and practices as well as workers’ experiences. CGO believes that focusing on work organizations provides a powerful lever for broader social change. This research center is an international resource to organizations, scholars, practitioners, executives, and managers in the profit and not-for-profit sectors. CGO works at the intersection of research and practice, and pursues its mission through research, consultations, education, convening, and publishing. Additional Information For further information about any program described above, contact: Simmons School of Management 409 Commonwealth Av e n u e Boston, MA 02215 Telephone: 617.521.3800 Fax: 617.521.3880 website: http://www. s i m m o n s . e d u / s o m Admissions Office: [email protected]

102 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G SCHOOL OF SOCIAL WORK Stefan Krug, Interim D e a n Admissions Office, School of Social Work. The Linda Barnes, Assistant to the Dean packet should include three letters of reference, transcripts from all colleges attended, a state- Rosa Williams, Director of Admissions ment of personal and professional intent, the application fee, and completed application Master of Social Work Program forms. Applicants applying for readmission must also conform to this schedule. The SSW Mission Statement Admissions Office strongly encourages appli- Since 1904, the school’s central purpose has cants to meet with a member of the admissions been the education of professional social t e a m . workers. Beginning in 1904, the focus of the The school sets the following requirements school was on the training of master’s students. for admission, some of which may be waived in The focus later broadened to include a program very special situations: in continuing education and, in 1983, a doctoral 1. Graduation from an accredited college. It p r o g r a m . is desirable that applicants have a To d a y, the mission of the Simmons Co l l e g e balanced liberal arts education on the School of Social Work is to: undergraduate level. • excel in the delivery of an innovative 2. Evidence of the applicant’s intellectual education to professional social workers, capacity to sustain rigorous academic preparing them for practice in a multicul- work at the graduate level. At least a 3.0 tural world; cumulative average is required for • prepare graduates who are grounded in the a d m i s s i o n . values of social justice and committed to 3. Evidence of commitment to social work social action and work with oppressed and values, such as the dignity and freedom vulnerable groups; of every individual, appreciation of human • develop social workers for leadership roles d i v e r s i t y, social justice and equal access in organizations and communities and to to resources, institutional responsiveness promote the social work profession; to human needs, and social change. • contribute to knowledge and teaching in 4. Evidence of the applicant’s personal quali- the field through scholarship, curricular fications for social work, such as innovation, and research; and emotional stability, maturity, and the • create partnerships and collaborations that capacity and desire to form helping enhance curriculum and practice with r e l a t i o n s h i p s . particular attention to linking with the 5. Candidates are expected to have explored urban communities within proximity to the field of social work and social work the school. education. Experience in such service may In recent years, the number of qualified have been obtained through summer applicants has greatly exceeded available open- employment, field experience in relation ings. The school strongly encourages early to course work, volunteer work during or application. Application deadlines are December after college, and/or full-time employ- 15 and February 15 for the following September. ment in a human services field after college graduation. Applicants are responsible for mailing the application packet in one unit to the

2 0 0 6 – 2 0 0 8 103 Degree Requirements: Two full academic years or their equivalent in the full-time program are required for the Master of Social Wo r k degree, unless the student has satisfactorily completed the first year in a school of social work accredited by the Council on Social Wo r k Education. In addition, students may enroll in the extended program, completing the degree in three or four years. A minimum of 65 semester hours is required for the degree. Candidates must demonstrate the ability to meet a high professional standard in fulfilling the requirements for the degree. For a catalog giving more detailed information, along with the SSW application, contact: Admissions Office School of Social Wo r k Simmons Co l l e g e 3 0 0 Th e Fe n w a y Boston, MA 02115-5898 Telephone: 617.521.3939 Fax: 617.521.3980 email: [email protected] website: http://www. s i m m o n s . e d u / s s w Doctor of Philosophy Program Simmons College School of Social Work has offered a PhD in social work since 1983. The primary purpose of the program is to prepare advanced clinical scholars who will contribute to and disseminate the profession’s knowledge base as practitioners, educators, researchers, and administrators in a variety of local and national settings. Admission is offered in the fall semester o n l y. Completed applications must be received by February 1. All applicants should have ongoing experience as clinical social workers and must hold a master’s degree from a social work program accredited by the Council on Social Work Education. For more information on the doctoral program, please contact the Admissions Office at the School of Social Wo r k at the address above.

104 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G DIRECTORY OF FACULTY AND ADMINISTRAT O R S

Appointment date refers to the date of original hire Sidney Berger, Professor of Com m u n i c a t i o n s to the Co l l e g e . BA, University of California, Berkeley; MS, University of Illinois; PhD, University of Iowa. F A C U LT Y, COLLEGE OF ARTS Appointed 2003. AND SCIENCES Renee Bergland, Associate Professor of English BA, St. John’s College; PhD, Columbia University. Appointed 1999. Paul Abraham, Associate Professor of General Education and Director of MATESL Program Joy Bettencourt, Assistant Professor of General BA, Boston College; MEd, Boston University; EdD, Education Harvard University. Appointed 1993. BA, University of Colorado; MEd, Antioch Co l l e g e . Appointed 1999. Joan Abrams, Assistant Professor of Communications and Director of the Master’s in Carole Biewener, Professor of Women’s Studies Communications Management and Economics BA, MS, Simmons College; MPA, Harvard BA, Douglass College; PhD, University of U n i v e r s i t y. Appointed 1999. Massachusetts. Appointed 1987. Zachary Abuza, Associate Professor of Political Allan S. Blume, Assistant Professor and Chair of Science Special Education BA, Trinity College; MALD, PhD, Tufts University. BA, State University of New York at Geneseo; Appointed 1996. MEd, University of Vermont; MS, Simmons College. Appointed 1995. Susan Ainsleigh, Assistant Professor in Special Education and Mentoring Coordinator Ellen Borges, Assistant Professor of Sociology BS, MS, Simmons College. Appointed 1997. BA, University of Hartford; MA, PhD, Ya l e U n i v e r s i t y. Appointed 1996. Masato Aoki, Associate Professor and Chair of E c o n o m i c s Edith Bresler, Instructor in Art and Music BA, Bucknell University; MA, PhD, University of BFA, School of Visual Arts. Appointed 2003. Massachusetts, Amherst. Appointed 1993. Pamela Bromberg, Professor of English and Judith Aronson, Assistant Professor of Director of Graduate Program in English Co m m u n i c a t i o n s BA, Wellesley College; PhD, Yale University. BA, University of Michigan; MFA, MCP, Ya l e Appointed 1972. U n i v e r s i t y. Appointed 1998. David Browder, Professor and Chair of Donald L. Basch, Professor of Economics M a t h e m a t i c s BA, Trinity College; MA, MPhil, PhD, Ya l e BA, Amherst College; MA, PhD, University of U n i v e r s i t y. Appointed 1980. Oregon. Appointed 1971. Kirk James Beattie, Professor of Political Science Michael L. Brown, Professor of Mathematics BA, Kalamazoo College; MA, PhD, University of BA, Columbia University; MA, PhD, Harvard Michigan. Appointed 1985. U n i v e r s i t y. Appointed 1986. Donna Beers, Professor of Mathematics Virginia Brown, Instructor of Chemistry BA, MS, PhD, University of Co n n e c t i c u t . BS, St. Nobert College; MS, Roosevelt University. Appointed 1986. Appointed 2004. Michael Berger, Assistant Professor of Chemistry Sarah Burrows, Internship Program Director, BA, Cornell University; MBA, Boston University; Co m m u n i c a t i o n s MA, PhD, Harvard University. Appointed 2005. Appointed 1999.

2 0 0 6 – 2 0 0 8 105 Tulio Campos, Spanish Preceptor, Modern Maryellen Cunnion, Associate Professor of Languages and Literatures General Education BA, Pontificia Universidad Catolica del Peru. BA, College of Mt. St. Vincent; MA, Trinity Co l l e g e ; Appointed 2006. MS, Johns Hopkins University; EdD, Harvard U n i v e r s i t y. Appointed 1993. Michael Cameron, Assistant Professor of Special Education and Program Coordinator of Behaviroal Ellen May Davidson, Assistant Professor of E d u c a t i o n General Education BA, Rhode Island College; MA, PhD, Northeastern. BA, Antioch College; MA, State University of New Appointed 1998. York at New Paltz. Appointed 1998. Walter C. Carrington, Warburg Professor of Leanne Doherty, Assistant Professor of Political International Relations S c i e n c e AB, Harvard College; JD, Harvard Law School. BA, Clark University; MA, PhD, Northeastern Appointed 2004. U n i v e r s i t y. Appointed 2000. Changqing Chen, Instructor of Laboratories, Michael Dorsey, Assistant Professor of Special C h e m i s t r y E d u c a t i o n BE, Xi’an Jiatong University; MS, Peking BS, University of Texas at Arlington; MA, PhD, University; PhD, University of Connecticut, Storrs. Western Michigan University. Appointed 2005. Appointed 2005. Vladimir Douhovnikoff, Assistant Professor of Janet Chumley, Instructor in General Education Biology BA, Antioch College; MEd, Boston University. BA, MS, PhD, University of California, Berkeley. Appointed 1996. Appointed 2005. Nuran Çinlar, Assistant Professor of History and Christine J. Evans, Assistant Professor and Co-Director of Dual-Degree Graduate Program in Practicum Co o r d i n a t o r, Special Education Archives Management BA, Hartwick College; MEd, Lesley College. SB, Massachusetts Institute of Technology; MA, Appointed 1993. PhD, John Hopkins University. Appointed 2002. Eduardo Febles, Assistant Professor of Modern Florence Ciret-Strecker, Assistant Professor of L a n g u a g e s Modern Languages BA, Tulane University; MA, PhD, Brown University. MA, PhD, Tulane University. Appointed 2005. Appointed 2003. Louise G. Cohen, Associate Professor of Modern Gregory Feldman, Assistant Professor of Languages and Director of Graduate Program in P s y c h o l o g y Modern Languages BA, University of Connecticut at Storrs; MS, PhD, BS, Simmons College; AM, PhD, Harvard University of Miami. Appointed 2006. U n i v e r s i t y. Appointed 1967. Marlene Fine, Professor of Co m m u n i c a t i o n s Daniel Connell, Instructor in Co m m u n i c a t i o n s BA, PhD, University of Massachusetts; MA, BA, Hobart College; MA, State University of New University of Minnesota; MBA, University of York at Buffalo. Appointed 2002. Massachusetts, Amherst. Appointed 1999. James Corcoran, Associate Professor and Chair of Elizabeth Fleming, Assistant Professor of Special Co m m u n i c a t i o n s E d u c a t i o n BA, University of North Dakota; MPA, Harvard BS, Fitchburg State College; MEd, EdS, George U n i v e r s i t y. Appointed 1986. Peabody College; DA, Simmons Co l l e g e . Appointed 1988. Melinda J. Cr o w l e y, Assistant Professor of P s y c h o l o g y Rachel L. Galli, Associate Professor of Psychology BS, Boston College; MA, MEd, Co l u m b i a BA, Hofstra University; MA, PhD, Boston University; PhD, The University of Texas at Austin. U n i v e r s i t y. Appointed 1998. Appointed 2004.

106 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Barbara F. Gentile, Associate Professor and Chair Raquel M. Halty, Professor of Modern Languages of Psychology and Director of Graduate Program in Spanish BA, University of Rochester; PhD, Co r n e l l BA, Chatham College; AM, PhD, Harvard U n i v e r s i t y. Appointed 1971. U n i v e r s i t y. Appointed 1975. Sheldon George, Assistant Professor of English Stephanie Hamel, Instructor in General Education BA, The City College of New York; PhD, Boston BS, Lesley College; EdM, Harvard University. Appointed College. Appointed 2005. 1 9 9 5 . Velda Goldberg, Professor and Chair of Physics Margaret Hanni, Associate Professor of Art BA, State University of New York, Potsdam; MS, BA, Simmons College; MA, PhD, Boston PhD, Boston College. Appointed 1984. U n i v e r s i t y. Appointed 1996. Robert N. Goldman, Professor of Mathematics Jane Hardin, Assistant Professor and Practicum BS, London School of Economics; AM, PhD, Co o r d i n a t o r, Department of Special Education Harvard University. Appointed 1972. BA, University of Massachusetts; MEd, Framingham State College. Appointed 1995. Anne Goodwin, Assistant Professor of Biology BA, Albion College; PhD, Harvard University. Jacqueline Horne, Assistant Professor of English Appointed 2005. BA, Yale University; MA, Simmons College; PhD, Brandeis University. Appointed 2005. Ellen Grabiner, Assistant Director of the Honors Program and Instructor in Co m m u n i c a t i o n s Alister Inglis, Assistant Professor of Modern BA, SUNY Albany; MEd, Goddard Co l l e g e . L a n g u a g e s Appointed 2000. BA, University of Canberra; PhD, University of Melbourne. Appointed 2003. D. Bruce Gray, Associate Professor of Biology BS, Tufts University; MS, Columbia University; Lynda K. Johnson, Assistant Professor and PhD, University of Connecticut. Appointed 1993. Assistant Dean of General Education BA, MS, Simmons College; CAGS, Boston David Gullette, Professor of English U n i v e r s i t y. Appointed 1992. AB, Harvard College; PhD, University of North Carolina. Appointed 1967. Patrick M. Johnson, Assistant Professor of Physics BA, Swarthmore College; PhD, University of Richard W. Gurney, Assistant Professor of Minnesota. Appointed 2004. C h e m i s t r y BS, Benedictine University; PhD, Purdue Michael Kaplan, Professor of Chemistry and U n i v e r s i t y. Appointed 2003. P h y s i c s MS, Kishinev State University; PhD, Leningrad Helen Guttentag, Assistant Professor of General State University; DrSci, Moscow State University, Education and Director of Clinical Programs and M o s c o w. Appointed 1993. Undergraduate Education BA, Wellesley College; EdM, Harvard University. Roberta Kelly, Senior Lecturer in General Appointed 1978. Education and Coordinator of Urban Education P r o g r a m Elizabeth Amelia Hadley, Associate Professor of BA, Tufts University; MS, Lesley University. Africana Studies and Women’s Studies Appointed 1995. BA, University of Rochester; MA, University of Pittsburgh; PhD, Indiana University at Colleen Kiely, Assistant Professor of Art and Music Bloomington. Appointed 1997. BFA, Rhode Island School of Design; MFA, School of the Museum of Fine Arts. Appointed 2005. Kelly Hager, Associate Professor of English and Women’s Studies and Director of Gender/Cultural Richard Lavoie, Visiting Professor in Special S t u d i e s E d u c a t i o n BA, Rice University; PhD, University of Ca l i f o r n i a , BA, Fitchburg State College; MS, Assumption Irvine. Appointed 2001. College; MEd, Fordham University. Appointed 2 0 0 2 .

2 0 0 6 – 2 0 0 8 107 Nancy Lee, Associate Professor of Chemistry Thomas J. Montagno, Assistant Professor of BA, University of Pennsylvania; PhD, Brown B i o l o g y U n i v e r s i t y. Appointed 1994. BS, MS, PhD, The Ohio State University. Appointed 1997. Valerie Leiter, Assistant Professor of Sociology BA, State University of New York at Albany; AM, W. David Novak, Associate Professor of Harvard University; PhD, Brandeis University. M a t h e m a t i c s Appointed 2003. BA, MA, PhD, Washington State University. Appointed 1976. Sarah L. Leonard, Assistant Professor of History BA, University of California, Santa Cruz; MA, PhD, Gary Oakes, Assistant Professor of General Brown University. Appointed 2004. Education and Director of the Multidisciplinary Core Co u r s e Suzanne Leonard, Assistant Professor of English BA, University of South Florida; MA, Florida State AB, Dartmouth College; MA, PhD, University of University; EdD, Boston University. Wisconsin-Milwaukee. Appointed 2006. Appointed 2000. Randi Lite, Instructor in Biology Stephen Ortega, Assistant Professor of History AB, Brown University; MA, Columbia University. BA, New York University; MA, Harvard University; Appointed 1989. PhD, University of Manchester. Appointed 2006.

Zhigang Liu, Associate Professor of History and Robert Oppenheim, Professor of Art and Director Modern Languages, Chair of History, and Director of Trustman Art Gallery of East Asian Studies BFA, Rhode Island School of Design; MFA, University Diploma, Beijing Normal University; Michigan State University. Appointed 1969. MA, PhD, Boston University. Appointed 1991. Mary H. Owen, Associate Professor and Chair of Stephen D. London, Professor of Sociology B i o l o g y BA, Bowdoin College; PhD, University of Chicago. BA, Regis College; M.A., PhD, Clark University. Appointed 1975. Appointed 1992. Jane Lopilato, Associate Professor of Biology Catherine Paden, Assistant Professor of Political BA, Emmanuel College; PhD, Harvard University. Science and International Relations Appointed 1989. BA, Vassar College; PhD, Northwestern University. Shirong Luo, Assistant Professor of Philosophy Appointed 2006. MS, Peking Union Medical College; MA, Texas A & Lowry Pei, Professor and Chair of English M University; PhD, University of Miami. AB, Harvard College; MA, PhD, Stanford Appointed 2006. U n i v e r s i t y. Appointed 1985. Bridget Lynch, Instructor of Art and Music Dolores Peláez-Benítez, Associate Professor and BA, University of Kansas. Appointed 2006. Chair of Modern Languages and Literatures Licenciatura, PhD, Universidad Complutense de Abby Machamer, Instructor and Program Madrid. Appointed 1992. Coordinator for Language and Literacy BA, Lycoming College; MBA, New Hampshire J. Douglas Perry, Jr., Associate Professor of English College; EdS, Simmons College. Appointed 2002. BA, Yale College; MA, PhD, Temple University. Appointed 1968. Margaret Menzin, Professor of Mathematics BA, Swarthmore College; MA, PhD, Brandeis Theresa Perry, Professor of Africana Studies and U n i v e r s i t y. Appointed 1969. Education BA, Loyola University; MA, Marquette University; Cathryn M. Mercier, Associate Dean, Associate PhD, Yale University; EdD, Harvard University Professor of English, and Director of the Center for Graduate School of Education. Appointed 2005. the Study of Children’s Literature BA, Mount Holyoke College; MA, MPhil, Simmons Vonda Powell, Associate Professor of College; PhD, Boston University. Appointed 1985. Co m m u n i c a t i o n s BA, Spellman College; PhD, University of Illinois. Appointed 2005.

108 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Laura Prieto, Associate Professor of History Elizabeth Scott, Assistant Professor of Biology BA, Wellesley College; MA, PhD, Brown University. MI, Manchester Metropolitan University; MPhil, Appointed 1997. PhD, University of London. Appointed 2001. Madalaine Pugliese, Instructor in Special Wendy Seller, Assistant Professor of Art and Music Edu cation and Co o r d i n a t o r, Special BAE, Rhode Island School of Design; MFA, Education/Assistant Technology Program University of Illinois. Appointed 2001. EdS, Simmons College. Appointed 1992. Walter Shaw, Assistant Professor of Spanish Jyoti Puri, Associate Professor of Sociology and BA, Berea College; MA, University of Georgia; Women’s Studies, and Chair of Sociology PhD, University of North Carolina at Chapel Hill. BA, Bombay University; PhD, Northeastern Appointed 2006. U n i v e r s i t y. Appointed 1996. Vaughn Sills, Associate Professor of Art Diane Raymond, Dean of the College of Arts and BA, The American University; MFA, Rhode Island Sciences and Professor of Philosophy and School of Design. Appointed 1987. Women’s Studies BA, Vassar College; MA, PhD, New York University. Gregory Slowik, Associate Professor of Music and Appointed 1985. Chair of Art and Music BM, Mansfield University; MM, DMA, Boston John Reeder, Assistant Professor of Psychology U n i v e r s i t y. Appointed 1994. BA, McMaster University; PhD, Princeton U n i v e r s i t y. Appointed 2004. Niloufer Sohrabji, Assistant Professor of E c o n o m i c s Judith Richland, Instructor of Communications MA, University of Maine; PhD, Boston Co l l e g e . BS, Cornell University; MA, Boston University; Appointed 1999. MFA, Massachusetts College of Art. Appointed 2 0 0 5 . Leonard Soltzberg, Hazel Dick Leonard Professor and Chair of Chemistry Alfred A. Rocci, Jr., Associate Professor of General BS, University of Delaware; MA, PhD, Brandeis E d u c a t i o n U n i v e r s i t y. Appointed 1969. AB, MEd, Tufts University; CAGS, Boston Co l l e g e . Appointed 1993. Sue P. Stafford, Professor of Philosophy BA, Wheaton College; MA, University of Illinois, Jennifer Roecklein-Canfield, Assistant Professor of Chicago; PhD, University of Co n n e c t i c u t . C h e m i s t r y Appointed 1990. BS, University of Maryland, PhD, State University of New York at Stony Brook. Appointed 1999. Lynissa Stokes, Assistant Professor of Psychology AB, Princeton University; PhD, Boston University. Bruce Rosow, Instructor in Special Education Appointed 2005. BA, University of Vermont; MEd, Norwich U n i v e r s i t y. Appointed 2003. Jill Ta y l o r, Associate Professor of General Education and Women’s Studies, and Chair of Renee Rubin, Senior Lecturer and Co o r d i n a t o r, Women’s Studies Educational Leadership Program BA, New Zealand School of Physiotherapy; BA, BS, Simmons College; MEd, Northeastern University of Massachusetts, Boston; EdM, EdD, U n i v e r s i t y. Appointed 1997. Harvard University. Appointed 1990. Anna Sandoval Girõn, Assistant Professor of Dawna Thomas, Assistant Professor of Wo m e n ’ s Sociology Studies and Africana Studies BS, Oregon State University, Corvallis; MA, PhD, BA, MS, University of Massachusetts, Boston; University of California, Santa Barbara. Appointed PhD, Northeastern University. Appointed 2003. 2 0 0 5 . Becky Thompson, Associate Professor of Sociology Barbara A. Sawtelle, Professor of Economics BA, University of California, Santa Cruz; PhD, BA, University of New Hampshire; PhD, Brandeis University. Appointed 1996. Massachusetts Institute of Te c h n o l o g y. Appointed 1 9 7 0 .

2 0 0 6 – 2 0 0 8 109 Bruce Tis, Associate Professor and Chair of Cheryl B. Welch, Professor and and Chair of Computer Science and Information Te c h n o l o g y Political Science and International Relations BSEE, MSEE, Northeastern University; PhD, BA, Simmons College; MPhil, PhD, Co l u m b i a Boston University. Appointed 1998. U n i v e r s i t y. Appointed 1990. Wanda Torres Gregory, Associate Professor and Bob White, Professor of Co m m u n i c a t i o n s Chair of Philosophy AB, College of the Holy Cross; MS, Boston BA (Pol.Sci.), BA (Phil.), MA, University of Puerto U n i v e r s i t y. Appointed 1971. Rico; PhD, Boston University. Appointed 1997. Richard Wollman, Associate Professor of English Mary Jane Tr e a c y, Professor of Women’s Studies BA, Brandeis University; MA, MPhil, PhD, and Director of the Honors Program Columbia University. Appointed 1993. BA, Emmanuel College; MA, PhD, Boston U n i v e r s i t y. Appointed 1972. A D M I N I S T R ATIVE DIRECTORS, Jo Trigilio, Assistant Professor of Philosophy COLLEGE OF ARTS AND SCIENCES BA, Marietta College; MA, PhD, University of Oregon. Appointed 2005. Catherine Childs-Capolupo, Director, Geoffrey Tu r n e r, Associate Professor of Psychology Undergraduate Admission AB, Lafayette College; MS, PhD, Pennsylvania BA, Stonehill College; BA, Simmons Co l l e g e . State University. Appointed 1997. Appointed 1999. Nanette Veilleux, Associate Professor of Co m p u t e r Kristen Haack, Director, Graduate Studies S c i e n c e A d m i s s i o n ScB, Brown University; MSEE, PhD, Boston BA, Wheelock College; MAT, Boston University. U n i v e r s i t y. Appointed 1999. Appointed 2002. Edward T. Vieira, Jr., Assistant Professor of Diane E. Hammer, Administrative Director, Co m m u n i c a t i o n s Simmons Institute for Leadership and Change BA, Rhode Island College; MBA, Bryant Co l l e g e ; BA, State University of New York at Binghamton; PhD, University of Connecticut. Appointed 2004. MS, Simmons College. Appointed 1978. Marta Villar, Spanish Preceptor, Modern Janet Goulet, Associate Director, Ev e n t L a n g u a g e s Co o r d i n a t o r, Undergraduate Admissions Licenciatura, Universidad Complutense de BA, Stonehill College; MS, Simmons Co l l e g e . Madrid; MA, EL PAIS de Madrid; MA, University Appointed 2002. of Rhode Island; PhD, Boston University. Appointed 2003. Carolyn Grimes, Director of Graduate Service Programs, Scott/Ross Center for Co m m u n i t y James Walsh, Associate Professor of General S e r v i c e E d u c a t i o n BA, Boston College; MS, Simmons Co l l e g e . BA, Boston College; MA, Boston State Co l l e g e ; Appointed 2003. PhD, Boston College. Appointed 2001. Todd Herriott, Director of Disability Services and Janie Ward, Associate Professor of General ADA Compliance Officer Education and Africana Studies and Chair of BA, Drake University; MS, Iowa State University. Africana Studies Appointed 2004. BFA, New York University; EdM, EdD, Harvard U n i v e r s i t y. Appointed 1986. Robin Melavalin, Global Education Opportunities Director/Study Abroad Director Afaa Michael We a v e r, Alumnae Professor of BA, San Diego State University; MA, University of E n g l i s h Iowa. Appointed 2005. BA, University of the State of New York; MA, Brown University. Appointed 1997. Dawn Mendoza, Associate Director, Academic Support Ce n t e r BA, University of Michigan; MA, PhD, Tu f t s U n i v e r s i t y. Appointed 2001.

110 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Lesola Morgan, Director, Academic Support Ce n t e r Terry Mahan Buttaro, Clinical Assistant Professor BA, Boston University, MEd, Lesley University. of Nursing Appointed 2003. MSN, Simmons College. Appointed 2003. Heather Nadeau, Associate Director, Graduate Jean Christoffersen, Clinical Assistant Professor of Studies Admissions N u r s i n g BA, Stonehill College; MA, Sacred Heart BSN, State University of New York, Brooklyn; U n i v e r s i t y. Appointed 2002. MSN, Boston College. Appointed 2004. Josephine Shaddock, Associate Director, Academic Margaret Costello, Instructor of Nursing Support Ce n t e r BSN, Salve Regina College; MS, Simmons Co l l e g e ; MEd, Institute for Open Education, Antioch MSN, Massachusetts College of Pharmacy. U n i v e r s i t y. Appointed 1985. Appointed 2004. Robert F. Coulam, Research Professor of Health F A C U LTY AND STAFF, SCHOOL Care Administration FOR HEALTH STUDIES BA, Harvard College; JD, Harvard Law School; PhD, Harvard University. Appointed 2004. Sabriyah M. Al-Mazeedi, Clinical Assistant Terry Davies, Clinical Assistant Professor of Professor of Physical Therapy N u r s i n g B S P T, University of Southern California, Los MSN, Simmons College. Appointed 2004. Angeles; MSPT, Massachusetts General Hospital Institute of Health Professions; ScD, Boston Colette Dieujuste, Clinical Assistant Professor of U n i v e r s i t y. Appointed 2005. N u r s i n g BSN, Columbia Union College; MSN, Boston Josephine Atinaja-Fa l l e r, Clinical Assistant College. Appointed 2000. Professor of Nursing BSN, Rutgers, The State University of New Jersey, Anne Marie Dupre, Clinical Assistant Professor of Newark; MSN, Northeastern University. Appointed Physical Therapy 2 0 0 4 . BS, Simmons College; MSPT, DPT, Massachusetts General Hospital Institute of Health Professions. Anne-Marie Barron, Assistant Professor of Appointed 2002. N u r s i n g BSN, Boston College; MSN, University of Susan Duty, Assistant Professor of Nursing Massachusetts, Amherst; PhD, Boston Co l l e g e . BSN, University of Massachusetts, Boston; MSN, Appointed 1999. Simmons College; ScD, Harvard University. Appointed 2002 Judy A. Beal, Associate Dean and Professor and Chair of Nursing Sari Edelstein, Assistant Professor of Nutrition BSN, Skidmore College; MSN, Yale University; BS, Florida State University; MS, Florida DNSc, Boston University. Appointed 1989. International University; PhD, University of Florida. Appointed 2002. Victor Bell, Clinical Assistant Professor of Nursing BSN, Northeastern University; MSN, Lynn Fo o r d - M a y, Director of Online Teaching and Massachusetts General Hospital Institute of Learning, School for Health Studies Health Professions. Appointed 2004. BS, Middlebury College; MEd, Cambridge Co l l e g e ; M S P T, Duke University; PhD, Walden University. Kathleen Benedetti, Clinical Assistant Professor of Appointed 1985. N u r s i n g BSN, Fairfield University; MSN, Simmons Co l l e g e . Carmen Fortin, Assistant Dean and Director of Appointed 2004. Admission, School for Health Studies BA, University of Maine; MA, University of Charlene Berube, Clinical Assistant Professor of Connecticut. Appointed 2000. N u r s i n g BSN, Saint Anselm College; MSN, Boston Teresa Fung, Associate Professor of Nutrition U n i v e r s i t y. Appointed 1994. BS, MS, Cornell University; ScD, Harvard U n i v e r s i t y. Appointed 2000.

2 0 0 6 – 2 0 0 8 111 Gary Gaumer, Assistant Professor of Health Ca r e John Lowe, Associate Professor and Chair of A d m i n i s t r a t i o n Health Care Administration BS, Bradley University; PhD, Northern Illinois BS, Duke University; MS, Ohio State University; U n i v e r s i t y. Appointed 2003. PhD, University of Illinois. Appointed 1993. Priscilla Gazarian, Clinical Assistant Professor of Eileen McGee, Assistant Professor of Nursing N u r s i n g BSN, MSN, University of Massachusetts, Boston; BSN, University of Massachusetts, Dartmouth; PhD, Boston College. Appointed 2003. MSN, University of Massachusetts, Boston. Appointed 2002. Elizabeth Metallinos-Katsaras, Assistant Professor of Nutrition Shelley Goodgold, Professor of Physical Therapy BS, MS, PhD, University of California, Davis. BS, New York University; MS, ScD, Boston Appointed 1999. U n i v e r s i t y. Appointed 1985. Linda Moniz, Clinical Assistant Professor of Karlyn Grimes, Instructor of Nutrition and Dietetic N u r s i n g Internship Co o r d i n a t o r BS, Boston State College; BSN, MSN, Salem State BA, Colgate University; MS, Boston University. College. Appointed 2004. Appointed 1998. Susan Neary, Clinical Assistant Professor of Nancie H. Herbold, Ruby Winslow Linn Professor N u r s i n g and Chair of Nutrition BA, Emmanuel College; BSN, St. Louis University; BS, University of Rhode Island; MS, EdD, Boston MSN, Simmons College; PhD, Boston Co l l e g e . U n i v e r s i t y. Appointed 1976. Appointed 1989. Diane U. Jette, Associate Dean and Professor and Angela Patterson, Instructor of Nursing Chair of Physical Therapy BSN, MSN, Simmons College. Appointed 1998. BS, Simmons College; MS, DSc, Boston U n i v e r s i t y. Appointed 1981. Janet Rico, Clinical Assistant Professor of Nursing BSN, St. Anselm College; MSN, University of Stephanie Johnson, Assistant Professor of Physical North Carolina; MBA, Boston University. Therapy and Clinical Co o r d i n a t o r Appointed 2000. BS, Simmons College; MBA, University of Houston. Appointed 1995. Patricia Rissmiller, Associate Professor of Nursing BSN, Catholic University; MSN, DNSc, Boston Rebecca Koeniger-Donohue, Assistant Professor of U n i v e r s i t y. Appointed 1992. N u r s i n g BSN, Saint Anselm College; MSN, Boston Clare Safran-Norton, Assistant Professor of University; PhD, University of Rhode Island. Physical Therapy Appointed 1988 BS, Northeastern University; MS, Boston University; MS, University of Massachusetts, Gerald Koocher, Dean and Professor, School for Boston. Appointed 1995. Health Studies BA, Boston University; MA, PhD, University of Alice Sapienza, Professor of Health Ca r e Missouri. Appointed 2001. A d m i n i s t r a t i o n BS, Stonehill College; MA, Boston College; MBA, Jocelyn Loftus, Clinical Assistant Professor of DBA, Harvard University. Appointed 1990. N u r s i n g BSN, University of Massachusetts, Boston; MSN, Karen Te e l e y, Clinical Assistant Professor of Simmons College. Appointed 1998. N u r s i n g BSN, Fairfield University; MSN, Boston University. Carol Love, Professor Emerita and Director of Appointed 2002. Health Professions Education-CAGS, School for Health Studies Julie Vo s i t - S t e l l e r, Clinical Assistant Professor of BS, Simmons College; MEd, Xavier University; N u r s i n g PhD, University of Cincinnati. Appointed 1985. BSN, College of Our Lady of the Elms; MS, MSN, University of Massachusetts, Boston. Appointed 2 0 0 4 .

112 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Sarah Volkman, Associate Professor of Nursing Denise M. Davis, Assistant Dean for Admission BA, University of California, San Diego; ScD, and Recruitment Harvard University. Appointed 2001. BA, University of Nebraska; MS, Simmons College. Appointed 2003. Janet Washington, Instructor of Nutrition BS, University of Minnesota, St. Paul; MPH, Sheila Denn, Assistant Professor of Library and Boston University. Appointed 2004. Information Science BA, MSIS, University of North Carolina at Chapel Patricia A. White, Assistant Professor of Nursing Hill. Appointed 2006. BSN, MSN, Boston College. Appointed 1987.

F A C U LTY AND STAFF, GRADUAT E Jennifer Doyle, Director of GSLIS Curriculum and SCHOOL OF LIBRARY AND Co m m u n i c a t i o n s BA, Connecticut College; MSLIS, Simmons I N F O R M ATION SCIENCE College. Appointed 2001.

Jeannette Allis Bastian, Associate Professor of Daniel N. Joudrey, Assistant Professor of Library Library and Information Science, Director of and Information Science Archives Program, and Co-Director of Dual-Degree BA, George Washington University; MLIS, PhD, Program in Archives Management University of Pittsburgh. Appointed 2005. BA, New York University; MLS, Shippensburg Peter Hernon, Professor of Library and University; MPhil, University of the West Indies; Information Science PhD, University of Pittsburgh. Appointed 1999. BA, MA, University of Colorado; MA, University of James C. Baughman, Professor of Library and Denver; PhD, Indiana University. Appointed 1978. Information Science and Director of School Library Em Claire Knowles, Assistant Dean for Student Teacher Program Administrative Services BS, Clarion University; MS, Drexel University; MA, BA, University of California, Davis; MLS, University PhD, Case Western Reserve University. Appointed of California, Berkeley; MPA, California State 1 9 7 1 . U n i v e r s i t y, Sacramento; DA, Simmons Co l l e g e . Gerald Benoit, Associate Professor of Library and Appointed 1988. Information Science Martha Mahard, Visiting Assistant Professor of BA, University of California, Davis; MS, Columbia Library and Information Science University; PhD, University of California, Los BA, Barnard College, Columbia University; MA, Angeles. Appointed 2003. Tufts University; MS, DA, Simmons Co l l e g e . Margaret Bush, Professor of Library and Appointed 2005. Information Science Gerald P. Miller, Associate Professor of Library and BA, MLS, University of California, Berkeley. Information Science Appointed 1984. BA, Sacred Heart Seminary; MDiv, St, John’s Sergio P. Chaparro, Assistant Professor of Library Seminary; MS, PhD, University of Michigan. and Information Science Appointed 1989. BA, Pontificia Universidad Católica Perú; MLS Patricia Oyler, Professor of Library and Information Rutgers University. Appointed 2004. S c i e n c e Ching-chih Chen, Professor of Library and BA, Chestnut Hill College; MBA, Simmons Information Science College; MLS, PhD, University of Pittsburgh. BA, National Taiwan University; MALS, University Appointed 1974. of Michigan; PhD, Case Western Reserve Amy Pattee, Assistant Professor of Library and U n i v e r s i t y. Appointed 1971. Information Science Michèle V. Cloonan, Dean and Professor of Library BA, University of North Carolina, Greensboro; and Information Science MLS, Rutgers University; PhD, University of North AB, Bennington College; AM, University of Carolina, Chapel Hill. Appointed 2004. Chicago; MS, PhD, University of Illinois, Urbana- Champaign. Appointed 2002.

2 0 0 6 – 2 0 0 8 113 Robin Peek, Associate Professor of Library and Andrea Bruce, Assistant Dean, MBA Marketing Information Science and Admissions BS, University of Oregon; MS, PhD, Syracuse BA, Bucknell University; MA, University of U n i v e r s i t y. Appointed 1992. Michigan. Appointed 1998. Terry Plum, Assistant Dean for Technology and Patricia Clarke, Assistant Professor Director of GSLIS at Mount Holyoke College BA, Lawrence University; MBA, University of P r o g r a m Illinois; PhD, University of Massachusetts, BA, Middlebury College; MLS, University of Amherst. Appointed 1998. Washington; MA, PhD candidate, University of Connecticut. Appointed 2000. Wendy D’Ambrose, Director, Career Services BA, Elmira College; MSW, Boston Co l l e g e . Nancy Rossiter, Assistant Professor of Library and Appointed 1999. Information Science BA, Providence College; MBA, Bryant Co l l e g e ; Patricia Deyton, Assistant Professor, Interim DBA, University of Sarasota. Appointed 2003. D i r e c t o r, CGO BS, Empire State College, SUNY; M Div., Ya l e ; Carolyn S. Schwartz, Professor of Library and M S W, Columbia. Appointed 2004. Information Science and Coordinator of PhD P r o g r a m s Mary Dutkiewicz, Assistant Dean, MBA Programs BA, MLS, McGill University; PhD, Syracuse and Administration U n i v e r s i t y. Appointed 1980. BA, Holy Cross; MEd, University of Ve r m o n t ; MBA, Simmons College. Appointed 1999. Susan Shoemaker, Assistant Professor of Library and Information Science Sheila Estes, Associate Director, MBA Marketing BA, Bryn Mawr College; MLS, PhD, University of and Admissions Illinois. Appointed 1999. BA, Providence College; MS, Northeastern U n i v e r s i t y. Appointed 2000. Allen Smith, Associate Dean and Professor of Library and Information Science Joyce Fletcher, Visiting Professor of Management, BA, Ohio University; MA, University of Denver; CGO Faculty Affiliate PhD, Institute of Dialect and Folklife Studies, BS, Eastern Michigan University; MCE, University of Leeds. Appointed 1978. Northeastern University; D.B.A., Boston U n i v e r s i t y. Appointed 1998. Tywanna Whorley, Assistant Professor of Library and Information Science Maurice Gervais, Instructor BA, MA, University of Virginia; MA, Ca r n e g i e BS, Paris CN Arts & Métiers; MBA, Boston Mellon University; PhD, University of Pittsburgh. U n i v e r s i t y. Appointed 1999. Appointed 2004. Indra Guertler, Associate Professor BA, Albion College; MBA, MS, University of Maryland; DBA, University of Virginia. Appointed F A C U LTY AND STAFF, SCHOOL 2 0 0 0 . OF MANAGEMENT Vipin Gupta, Associate Professor, Roslyn Solomon Bonita Betters-Reed, Pro fessor, C GO Fa c u l t y Jaffe Chair in Strategy Affiliate B . Com, Shri Ram College; MBA, Indian Institute of BA, State University of New York at Potsdam; MA, Management; MA, PhD, Wharton School, Bowling Green State University; PhD, Boston University of Pennsylvania. Appointed 2005. College. Appointed 1986. Susan Hass, Associate Dean, Professor of Stacy Blake-Beard, Associate Professor, Research M a n a g e m e n t Fa c u l t y, CGO BS, Boston University; MBA, Harvard University; BS, University of Maryland; MA, PhD, University of CPA MA and MD. Appointed 1981. Michigan. Appointed 2002. Richard Homonoff, Instructor SB, MBA, MIT. Appointed 2005.

114 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Cynthia Ingols, Associate Professor, CGO Fa c u l t y Susan D. Sampson, Associate Professor and Affiliate D i r e c t o r, Prince Program BA, University of Georgia; MA, University of BS, Salem State College; MA, PhD, Kent State Wisconsin; EdD, Harvard University. Appointed U n i v e r s i t y. Appointed 1995. 1 9 9 6 . Mary Shapiro, Assistant Professor Jill Kickul, Associate Professor, Elizabeth J. BFA, MS, MBA, Wright State University. Appointed M c Candless Professor of Entrepreneurship, CGO 1 9 9 2 . Faculty Affiliate Martha Sheehan, Director, Executive Education BBA, College of St. Francis; MBA, DePaul BA, University of Massachusetts, Amherst; MA, University; MA, PhD, Northern Illinois University. Boston University; MBA, Simmons Co l l e g e . Appointed 2003. Appointed 2004.

Deborah M. Kolb, Professor, Deloitte Ellen Gabriel Lisa To b y, Associate Director, Executive Education Professor for Women and Leadership, CGO BS, Fitchburg State College. Appointed 2002. Faculty Affiliate Suzzette Turnbull, Associate Director, MBA BA, Vassar College; MBA, University of Co l o r a d o ; Programs and Administration PhD, Massachusetts Institute of Te c h n o l o g y. BS, Florida Atlantic University; MBA, Simmons Appointed 1977. College. Appointed 2001. Deborah Marlino, Professor Bruce Warren, Professor BA, MBA, University of Tennessee; PhD, University BS, Bryant College; MBA, Clark University; JD, of California, Los Angeles. Appointed 1989. Suffolk University. Appointed 1970. Sylvia Maxfield, Associate Professor Abbot Weiss, Visiting Senior Lecturer BA, Cornell University; MA, PhD, Harvard BS, Webb Institute; MS, MIT; DBA, Harvard U n i v e r s i t y. Appointed 2001. U n i v e r s i t y. Appointed 2005. Deborah Merrill-Sands, Dean, CGO Fa c u l t y Fiona Wilson, Instructor A f f i l i a t e MBA, Simmons; DBA Candidate, Boston BA, Hampshire College; MA, PhD, Co r n e l l U n i v e r s i t y. Appointed 2002. U n i v e r s i t y. Appointed 1995. Betsy Whipple, Director of Major Gifts Lynda Moore, Associate Professor, CGO Fa c u l t y BA, University of Cincinnati. Appointed 2003. Affiliate BA, Hollins College; M.Ed., Antioch Graduate School; Ed.D, University of Massachusetts, F A C U LTY AND STAFF, SCHOOL Amherst. Appointed 1981. OF SOCIAL WORK Jane Mooney, Associate Professor AB, Vassar College; MBA, Wharton School, Gary Bailey, Assistant Professor of Social Wo r k University of Pennsylvania; PhD, Baruch Co l l e g e , BA, Eliot Pearson School of Child Study and Tu f t s C U N Y. Appointed 2005. University; MSW, Boston University. Appointed 1 9 9 9 . Paul Myers, Instructor BA, Yale University; MA, PhD candidate, Harvard Myrna D. Bocage, Associate Professor of Social U n i v e r s i t y. Appointed 2001. Wo r k BA, University of New Orleans; MSW, Simmons Mindy Nitkin, Instructor College. Appointed 1986. BA, University of Missouri; MS, Hebrew University; MBA, Simmons College; PhD candi- Carol E. Bonner, Associate Dean for date, Boston University. Appointed 2000. Administration and Community Relations BA, Mount Holyoke College; MSW, Simmons Kimberly O’Neil, Assistant to the Dean, Budget College; MBA, Boston University. Appointed 1984. M a n a g e r BA, University of Massachusetts, Dartmouth, Appointed 2003.

2 0 0 6 – 2 0 0 8 115 Ruth Grossman, Dean and Professor of Social Helen Z. Reinherz, Professor of Social Work and Wo r k Principal Investigator BA, MSW, University of Pittsburgh; PhD, Boston BA, Wheaton College; MSW, Simmons Co l l e g e ; College. Appointed 1978. ScD, Harvard School of Public Health. Appointed 1965. Ann Fleck-Henderson, Professor of Social Wo r k AB, Radcliffe College; MSSW, Columbia University. Suzanne Sankar, Director of Field Education Appointed 1983. BA, University of Michigan; MSW, Simmons College. Appointed 1994. Abbie K. Frost, Associate Professor of Social Wo r k BA, MSSA, PhD, Case Western University. Christine Flynn Saulnier, Professor of Social Wo r k Appointed 1983. BS, Michigan State University; MSW, Boston University; PhD, University of California at Mary Gilfus, Associate Professor of Social Wo r k B e r k e l e y. Appointed 2005 BA, St. Lawrence University; MSW, Boston University; PhD, Brandeis University. Appointed Beverly Sealey, Associate Professor of Social Wo r k 1 9 9 3 . BA, University of Massachusetts; MSW, Simmons Ellen Goodman, Assistant Professor of Social College; PhD, Brandeis University. Appointed 1991. Wo r k Rosa Williams, Director of Admissions, School of BA, University of New Hampshire; MSW, Social Wo r k Simmons College. Appointed 1995. BS Sociology, UMASS Amherst, MSW Boston Johnnie Hamilton-Mason, Associate Professor of College Graduate School of Social Wo r k . Social Wo r k Appointed 2005. BS, State College of Boston; MSW, Simmons College. Appointed 1991. ALL-COLLEGE ADMINISTRAT I O N Emeline Homonoff, Associate Professor of Social AND STA F F Wo r k BA, Smith College; MSW, Simmons College; DSW, Megan Abbett, Director of Donor Relations and Boston College. Appointed 1988. Scholarship Giving Denise Humm-Delgado, Associate Professor of BA, Boston College; MA, Emerson Co l l e g e . Social Wo r k Appointed 2004. BA, Marymount Manhattan College; MSSW, Cheryl Alexis, Director of Human Resources, Office Columbia University; PhD, Brandeis University. of Employee Services and Resources Appointed 1983. AB, Harvard University/Radcliffe College; JD, Stefan G. Krug, Interim Dean University of Chicago Law School. Appointed 2001. BA, University of California; MSW, PhD, Simmons Lynette Benton, Director of Marketing and College. Appointed 1989. Co m m u n i c a t i o n s Michael P. Melendez, Associate Professor of Social BA, Northeastern University; MS, Simmons Wo r k College. Appointed 1997. BA, University of Arizona, Tempe; MSW, Boston Jacob Berry, Interim Vice President of Marketing U n i v e r s i t y. Appointed 1988. BA, University of Vermont. Appointed 2002. Kathleen Millstein, Professor of Social Wo r k Braddlee, Director, Academic Te c h n o l o g y BA, Tufts University; MSW, Smith College; PhD, BA, Hampshire College; MA, The University of Boston College. Appointed 1985. Texas at Austin; PhD, Indiana University. Joseph Regan, Professor of Social Wo r k Appointed 1999. M S W, Loyola University; PhD, Brandeis University. Marie Brais, Director of Major Gifts Appointed 1976. BA, Simmons College. Appointed 2000. Jeanais Brodie, Director of Residential Life BA, Hampshire College; MA, San Francisco State U n i v e r s i t y. Appointed 2004.

116 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Lisa Chapnick, Senior Vice President for Judith Johnson, Senior Director of Advancement Administration and Planning Co m m u n i c a t i o n s BA, Boston University. Appointed 1998. BA, Brown University; MS, Simmons Co l l e g e . Appointed 2005. Gerard Di Chiara, Associate Director of Payroll and B e n e f i t s Jon A. Kimball, Director of Grants and Sponsored BA, Boston College. Appointed 1989. P r o g r a m s BA, Keene State College. Appointed 1998. Donna M. Dolan, Registrar BA, MS, Simmons College. Appointed 1973. Robert Kuhn, Executive Director of Te c h n o l o g i e s BA, University of Sydney; AM, PhD, Harvard Jonathan Ehrenworth, Director, J. Garton U n i v e r s i t y. Appointed 2003. Needham Counseling Ce n t e r BA, Carleton College; PhD, Boston University. Kathryn Maloney, Director of Payroll and Benefits Appointed 1968. BS, Boston College. Appointed 1983. Patricia C. Fallon, Director of Accounting Services Barbara Martin, Senior Director of Advancement BA, Stonehill College; MBA, MS, Northeastern S e r v i c e s University; MST, Bentley College. Appointed 1978. BS, Franklin Pierce College. Appointed 2005. Diane Felicio, Director of Corporate and Michaela Masi, Director of Annual Giving Foundation Relations BA, College of the Holy Cross. Appointed 1998. BA, Adelphi University; MA, PhD, University of Vermont. Appointed 2003. Diane Millikan, Director of Public Relations BA, University of North Carolina at Chapel Hill; Susan K. Glazer, Director, Health Ce n t e r MA, University of Massachusetts, Boston; MA, BA, Brandeis University; MBA, Boston University. Boston University. Appointed 1997. Appointed 2000. Sheila Murphy, Dean for Student Life Humberto F. Gonçalves, Vice President for BA, Stonehill College; EdM, Harvard Graduate Finance and Tr e a s u r e r School of Education. Appointed 1994. BS, Northeastern University. Appointed 1998. Sarah Neill, Associate Dean for Student Life Diane M. Hallisey, Director of Student Financial BA, University of Massachusetts Amherst; EdM, S e r v i c e s Harvard Graduate School of Education. Appointed BA, MS, Simmons College. Appointed 1976. 1 9 9 8 . Sadie Hannula, Associate Registrar Barry Paine, Associate Director of Student BS, Simmons College; MA, Case Western Reserve Financial Services U n i v e r s i t y. Appointed 1995. BA, University of Maine. Appointed 2002. Daphne Harrington, Director of Libraries Kathleen Peroni-Callahan, Director of Purchasing BA, University of Massachusetts, Amherst; MLS, State and Accounts Payable University of New York at Albany. Appointed 1981. BA, Simmons College. Appointed 1967. Allyson Irish, Director of Alumni Co m m u n i c a t i o n s Kathleen B. Rogers, General Co u n s e l BA, Assumption College; MS, Simmons Co l l e g e . BA, Regis College; JD, Northeastern University Appointed 1999. School of Law. Appointed 2002. Janet Fishstein, Director of Facilities Planning Kristina G. Schaefer, Vice President of BA, University of Massachusetts at Amherst; MPP, A d v a n c e m e n t Harvard University. Appointed 2005. BA, Allegheny College. Appointed 1998. Kassandra Jolley, Assistant Vice President, Roy Schifilliti, Director of Auxiliary Services Advancement BS, Boston University. Appointed 1997. BA, Simmons College. Appointed 1999. Susan C. Scrimshaw, President AB, Barnard College; MA, PhD, Co l u m b i a U n i v e r s i t y. Appointed 2006.

2 0 0 6 – 2 0 0 8 117 Perri Shapiro Gordon, Director of Programs, Office of the Dean for Student Life EMERITI FACULT Y BA, Skidmore College; MD, University of Ve r m o n t . Appointed 2002. A. J. Anderson, EdD Professor of Library and Information Science, Lisa Smith McQueenie, Assistant Dean for E m e r i t u s Students and Director of Multicultural Affairs BA, Hampton University; MA, Northeastern Woodrow Wilson Baldwin, EdD U n i v e r s i t y. Appointed 1990. Professor of Management, Emeritus Donna We b b e r, College Archivist, Colonel Miriam Louise Silbert Bandler, MSW E. Perry Goll Archives Professor of Social Work, Emerita BA, Concodia University; MA, MALS, University of Wisconsin. Appointed 2004. Mae L. Beck, PhD Lorita Williams, Executive Director of Alumni Associate Professor of Chemistry, Emerita R e l a t i o n s Katherine Bevacqua, MEd BA/BS, Northeastern University. Appointed 2005. Associate Professor of Management, Emerita Stacy Wong, Associate Director of Public Relations Susan Bloom, MA BA, University of Hawaii at Manoa; MS, Boston U n i v e r s i t y. Appointed 2005. Associate Professor of English, Emerita Peter G. Bowers, PhD Rebecca Yturregui, Director of Marketing Publications, Marketing Professor of Chemistry, Emeritus BA, Simmons College. Appointed 1994. Deanna Brooks, MSW Associate Professor of Social Work, Emerita ATHLETIC DIRECTORS Richard Bruce Ca r p e n t e r, PhD R. Douglas Backlund, Aquatics Director and Swim Professor of Art History, Emeritus Coach, Athletics and Physical Education BS, Springfield College; MA, Montclair State Teresa Carterette, PhD U n i v e r s i t y. Appointed 1997. Professor of Psychology, Emerita Alice Kantor, Director of Athletics and Physical Peter Castle, PhD E d u c a t i o n Associate Professor of Psychology, Emeritus BA, Franklin & Marshall College; MS, University of Michigan. Appointed 1988. Dana C. Chandler, Jr., BS Anthony Price, Assistant Director and Head Professor of Art, Emeritus Basketball Coach, Athletics and Physical Education Burton Abercrombie Cleaves, MMus BA, Worcester State. Appointed 2000. Professor of Music, Emeritus Anne Coghlan, PhD Dean of Sciences and Professor of Biology, E m e r i t a Diane T. Coulopoulos, PhD Professor of Psychology, Emerita Laurie Cr u m p a c k e r, PhD Professor of History, Emerita Kathleen Dunn, EdD Professor of Education and Human Services, E m e r i t a

118 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Josephine R. Fang, PhD Susan M. Keane, PhD Professor of Library and Information Science, Associate Professor of French, Emerita E m e r i t a Ann Kittler, MSN Alicia Faxon, PhD Professor of Nursing, Emerita Professor of Art, Emerita Lawrence L. Langer, PhD Deborah Fraioli, PhD Professor of English, Emeritus Professor of Modern Languages, Emerita Ruth Shaw Leonard, MS Sophie Freud, PhD Associate Professor of Library Science, Emerita Professor of Social Work, Emerita Ann E. Lord, MS Anne Soloveichik Gerber, MA, MSW Professor of Nursing, Emerita Professor of Social Work, Emerita Carol Love, PhD Marlyn Gillis, MA, MBA, MS Professor of Nursing, Emerita Associate Professor of Management, Emerita Richard Lyman, PhD Lillian Grayson, PhD Professor of History, Emeritus Associate Professor of Psychology, Emerita Charles R. Mackey, PhD Elaine Hagopian, PhD Dean of Humanities and Professor of French, Professor of Sociology, Emerita E m e r i t u s Henry James Halko, PhD Helen Mamikonian, MA Professor of History, Emeritus Associate Professor of Foreign Languages, E m e r i t a Mary Louise Hatten, PhD Professor of Management, Emerita William Manly, MA Associate Professor of English, Emeritus Iclal Hartman, PhD Professor of Chemistry, Emerita Marion Mason, PhD Ruby Winslow Linn Professor of Nutrition, William J. Holmes, PhD, DLitt E m e r i t a President and Professor of English, Emeritus James Matarazzo, PhD Alice M. Hosack, DSc Dean and Professor of Library and Information Professor of Nursing, Emerita Science, Emeritus John Cleary Hunter, PhD James Mendrick McCracken, Jr., MSW Professor of History, Emeritus Professor of Social Work, Emeritus Sheila Intner, DLS Carroll French Miles, PhD Professor of Library and Information Science, Professor of Government, Emeritus E m e r i t a Margaret Bonney Milliken, MA Reginald L. Jackson, PhD Associate Professor of English, Emerita Professor of Communications, Emeritus Phyllis Moore, DNSc Anne Jardim, DBA Professor of Nursing, Emerita Founding Dean and Professor, Emerita Charlotte M. Morocco, MEd Estelle Jussim, DLS Dean of the College, Emerita Professor of Library and Information Science, E m e r i t a Paul Raymond Nichols, PhD Professor of Economics, Emeritus

2 0 0 6 – 2 0 0 8 119 George W. Nitchie, PhD Jessie Stuart, MA Professor of English, Emeritus Professor of Retailing, Emerita Carol Ochs, PhD Robert Stueart, PhD Professor of Philosophy, Emerita Dean of the Graduate School of Library and Information Science, Emeritus Doris Olmstead, MEd Associate Professor of Athletics, Emerita Carole Swenson, DSW Professor of Social Work, Emerita M. Lynn Palmer, PhD Professor of Physical Therapy, Emerita Karen Talentino, PhD Professor of Biology, Emerita Ynhui Park, PhD Professor of Philosophy, Emeritus Donald Thomas, PhD Professor of Psychology, Emeritus James Piper, PhD Professor of Chemistry, Emeritus Everett Leroy Tuttle, PhD Associate Professor of Biology, Emeritus Alden W. Poole, BS Professor of Journalism, Emeritus Robert C. Vernon, PhD Professor of Physics, Emeritus Edward Prenowitz, MA Professor of Physics, Emeritus Diana P. Waldfogel, MSW Dean and Professor of Social Work, Emerita Elizabeth Rawlins, EdD Professor of Education and Associate Dean, Martha Gorovitz Waldstein, MSS E m e r i t a Associate Professor of Social Economy, Emerita Patricia Rieker, PhD Elizabeth Weiant, DEd Professor of Sociology, Emerita Associate Professor of Biology, Emerita Priscilla Riley, MSW Sandra Williams, PhD Associate Professor of Social Work, Emerita Professor of Biology, Emerita John S. Robinson, EdD Judith Wittenberg, PhD Dean of Graduate Studies and Social Sciences Professor of English, Emerita and Professor of Education, Emeritus Alden Wood, BS Linda Roemer, PhD Lecturer on Editorial Procedures, Emeritus Associate Professor of Health Care Administration, EmeritaM. Don Sargent, MA Tr e a s u r e r, Em eritus Meyer Schwartz, MSSA Dean and Professor of Social Work, Emeritus Kenneth Raymond Shaffer, DLS Professor of Library Science, Emeritus Lydia Smith, EdD Professor of Education, Emerita Mark Solomon, PhD Professor of History, Emeritus Richard Sterne, PhD Professor of English, Emeritus

120 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G AWARDS AND Library and Information Science Frances Harpel Freedman Endowed Aw a r d E N D O W M E N T S Estelle Jussim Aw a r d Kenneth R. Shaffer Outstanding Achievement G R A D U ATE SCHOOL AND Aw a r d PROG RAM AW A R D S GSLIS Western Campus Leadership Aw a r d Communications Management Outstanding Information Science Student Lynda Beltz Prize Aw a r d Marge Bernstein Service Aw a r d M a n a g e m e n t Education, General Albert Beekhuis Foundation Aw a r d Francis W. Gallishaw Award Susa n Buc kley But le r Aw a r d Douglas Eli Schuch Aw a r d William J. Holmes Prize Lydia Smith Aw a r d Pat Miller Memorial Aw a r d Rappaport Award for Alumna Achievement Education, Special Jane Trahey Prize Mary Carlyle Holmes Award (undergraduate or graduate) N u r s i n g Francis W. Gallishaw Award Clinical Excellence Award (undergraduate or graduate) Faculty Achievement Aw a r d The Kennedy Family Scholarship in Research Aw a r d Special Education Pauline Wheble Tripp Aw a r d John S. Robinson Award (undergraduate or graduate) N u t r i t i o n Douglas Eli Schuch Award Nutrition and Health Promotion Outstanding (undergraduate or graduate) Achievement Aw a r d Assistive Technology in Special Education Physical Therapy Award (graduate level only) Outstanding Achievement Aw a r d Award in Behavioral Education (graduate level only) Social Wo r k Language and Literacy Award Iris MacRae Aw a r d (graduate level only) Shirley Saks Greenberg Aw a r d Health Care Administration Award for Community Service Faculty Award for Achievement in Political Health Care Administration Outstanding Action and Social Justice Achievement Aw a r d Faculty Award for Outstanding Competence Tom Crossman Prize for Public Policy in Multicultural Practice Linda Roemer Community Service Aw a r d Faculty Award for Written Scholarship in Upsilon Phi Delta National Honor Society Social Wo r k Faculty Award for Leadership

2 0 0 6 – 2 0 0 8 121 ENDOWED SCHOLARSHIPS B. Marion Brown Memorial Scholarship The following are endowed scholarship funds of Bettye L. Brown Scholarship $25,000 or more at Simmons Co l l e g e : Lillian Clark Brown Scholarship Norman and Leah Abbott Scholarship Lucille Cummings Brown Scholarship Judith I. Abrams Scholarship Phyllis Rosen Brown Scholarship Helen Goller Adams Scholarship Dorothy Budlong Scholarship Wilma Munt Aldrich Scholarship Beryl Hardacker Bunker Award for Phyllis Aldrin Endowed Scholarship Continuing Education Alexander Family Scholarship Phyllis Burlingame Scholarship Hazel Spink Alfast Scholarship Josephine Morello Butz Scholarship Rosamund Allen Scholarship Bydale Scholarship Viola Engler Andersen Scholarship Dina M. Carbonell ’81SW, ’96SW Endowed Elizabeth McCarthy Armand Scholarship S c h o l a r s h i p Winifred Armstrong Scholarship Constance Russo Carroll Scholarship Sarah Louise Arnold Scholarship Nellie Parney Carter Scholarship Marion P. Ayer Scholarship Irene Beers Chaves ’23 Endowed Scholarship Smith Tinkham Balkham Scholarship David A. Chernin Endowed Scholarship Harriet M. Bartlet Scholarship Children’s Literature Scholarship Theodore Bates Scholarship Chrisman Endowed Scholarship Albert Beekhuis Foundation Scholarship Irene Christopher Scholarship Elizabeth Beiter Scholarship Elizabeth Austin Church Scholarship Eva Bayard Berger Scholarship Anna Clark Scholarship Margaret Bergfors Scholarship Maxine Mayer Clarke Scholarship Ruth Dane Bernat Scholarship The First Class of 1906 Scholarship Helen Noyes Bickford Scholarship Class of 1910 Memorial Scholarship Blanche L. and Fred H. Bisbee Scholarship Class of 1922 Scholarship Black Alumnae/i Symposium 2005 Legacy Class of 1930 Scholarship (PRIDE II) S c h o l a r s h i p Class of 1933 Scholarship (PRIDE II) Mildred Bridgham Blake Scholarship Class of 1938 Scholarship Helen Blanchard Scholarship Class of 1939 Scholarship Alice F. Blood Scholarship Class of 1942 Scholarship Josephine C. Grover Bohm Scholarship Class of 1945 Scholarship Boston Simmons Club Scholarship Class of 1946 Scholarship Bowker Grant Scholarship Class of 1947 Scholarship Virginia Bratton Fund for Continuing Class of 1948 Scholarship E d u c a t i o n Class of 1950 Scholarship Margaret D. Brenner Fund for Library Science Dorothy Cleaveland Scholarship S c h o l a r s h i p Fannie F. & Alice W. Clement Scholarship Ruth Bristol Scholarship Ruth H. Cleveland Scholarship Cecile H. Bronfin ’63 and Barry R. Bronfin Josephine and Ernest Cohen Scholarship S c h o l a r s h i p

122 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Jane Conard Scholarship Delphine D. Greene Scholarship Sarah M. Crane Scholarship Eva and Myer Greene Scholarship Crawley – McCarthy Chemistry Scholarship Henry J. Halko and Jane Curtin Halko Travel Mildred Custin Scholarship Abroad Scholarship Dolores and Lawrence D’Angelo Scholarship Halko and Hunter Scholarship Ruth Huntington Danielson Scholarship Katherine Hardwick Scholarship Eleanor S. Davis Scholarship Burton M. and Shirley Scholnick Harris ’61, Jean Kohler Davis ’48 Scholarship ’80SW School of Social Work Endowed Scholarship Marion Gray Davis Scholarship Florence Margaret Harvey Scholarship Carmencita C. de Aponte Latin America S c h o l a r s h i p Virginia Haviland Scholarship Helen Deacon ’36 Scholarship Lawrence Hayes Scholarship Stephen R. Deane Scholarship Eleanor Hayward Memorial Scholarship Mildred Cook Dempsey Scholarship Mary Heneghan Endowed Scholarship June Richardson Donnelly Scholarship William Randolph Hearst Scholarship Isabella N. Dunton Scholarship Maria Howard Hillard Scholarship Laura Frye Elliot Endowed Scholarship Hope A. and David M. Hirsch Family S c h o l a r s h i p Nancy Kitfield Ellison Scholarship Frances Tufts Hoar ’19 Scholarship Endowed Scholarship for Continuing E d u c a t i o n Lavern Averill Hodgkinson Scholarship Ernest and Dorothy McLennan Scholarship Eleanor Hoey ’44 Scholarship Ferdinand Scholarship Laura Rodman Hoffman Scholarship Dorothy Ferebee Scholarship Marjorie Holley Scholarship Allan R. Finlay Scholarship Cynthia E. & Clara H. Hollis Scholarship Jane E. Fisher ’57LS Scholarship Elizabeth Balch Holmes Scholarship Juan R. Freudenthal Scholarship William J. Holmes Scholarship Thomas J. Galvin '56LS Scholarship Home Economics Scholarship Mary Garland Continuing Education Elizabeth Cassell (Dill) Horvath Scholarship S c h o l a r s h i p Hoyt Endowed Scholarship Edward and Janet Hyde Gildea Scholarship Theodora Kimbal Hubbard Scholarship (PRIDE II) George and Maria Jelatis Scholarship Dorothy Giles Scholarship Sarah Orne Jewett Scholarship Alice Ives Gilman Scholarship Ethel M. Johnson Scholarship Sandra (Frank) Goldberg ’57 and Dr. Marshal Eloise M. Jordan Scholarship G. Goldberg Fund for New Americans Ida Kaplan Scholarship D r. Susan Goldstein ’65 Endowed Karp Centennial Scholarship S c h o l a r s h i p David and Leona Feldberg Karp Scholarship Genevieve Gordon-Prince Scholarship Jacqueline and Marshall Kates Scholarship Ina M. Granara Scholarship Katherine S. Kaufmann ’69SW Scholarship Jessie M. Grant Scholarship for Urban Leaders Shirley Saks Greenburg ’56SW Memorial Mary Morton Kehew Scholarship S c h o l a r s h i p

2 0 0 6 – 2 0 0 8 123 Pearl Mason Keller Scholarship Ethel Pokross Miller and Diane Miller Knopf Amelia M. and Minnie E. Kelley Scholarship S c h o l a r s h i p Laura H. Kelley Scholarship Emily Burns Mitchell Scholarship Minnie E. Kelley Scholarship Kathryn Wilson Moore Scholarship Luella Sampson Kellogg Scholarship Evangeline Hall Morris Scholarship Kathryn Kent Endowed Scholarship Frances Rollins Morse Scholarship Mary Kinney Scholarship Frances Rollins Morse Memorial Scholarship Fruema Nannis Klorfein ’52 Scholarship Gwendolen J. Morse Scholarship Anna A. Kloss Scholarship Zdenka Munzer Scholarship Jane V. Koulouris Leigh Scholarship Dorothy Bonn Neal Scholarship Sammy J. Lee Endowed Scholarship in Nellie James Neill Scholarship Memory of Francis Carter Lee '50 Sally Bodwell Nelson Scholarship Angelina M. Lentini Scholarship Christine Ann Noonan Scholarship Ruth Leonard Scholarship Jane P. Noonan Endowed Scholarship Ruth and Murry Lerner Scholarship William H. Norris Scholarship Winifred Tank Lew '58 Endowed Scholarship North Shore Simmons Club Endowed Library Science Endowed Scholarship S c h o l a r s h i p Bernice Linde Scholarship Charlotte Mintz Novick ’29 and Shepard S. Ruby W. Linn Aw a r d Novick Scholarship Ruby Winslow Linn Scholarship Rebecca Cohen Ober Scholarship Stephen London Community Service E. Marilyn Oberle ’49 Scholarship Endowed Scholarship Kristen Olson Trust and Mark Lieberman Ralphyne MacDonald Scholarship S c h o l a r s h i p Miriam Gosian Madfis Aw a r d Anna R. Pandiscio Scholarship Marjorie Johnson Margolis Memorial Ynhui Park Scholarship S c h o l a r s h i p Emerette O. Patch Scholarship Kenneth Lamartine Mark Scholarship Florence Stinchfield Patch Scholarship Ann Wilkie Marotto Scholarship Josephine Perry Peine Scholarship Shirley Leopold Martin ’50 and Randall R. Libby K. Penn ’38 Scholarship Martin NU ’48 Department of Clara Parker Permuth Scholarship Nursing Scholarship John C. and Harriet Phillips Scholarship Ellen F. and Ida M. Mason Scholarship George Arlon Polsey Memorial Scholarship Mary Dickey Masterton Scholarship Caroline Hurd Pooler ’53 Scholarship for Dix James M. Matarazzo Scholarship S c h o l a r s Emily Pulling McDaniel ’51SW Scholarship Emily Scott Pottruck Scholarship Merrimack Valley Simmons Club Scholarship Pottruck Family Foundation Scholarship Susan Spencer Merolla ’74 Scholarship Alice Resch Powers Scholarship Stella B. Merwin Scholarship Lucia Luce Quinn Endowed Scholarship Joseph S. and Sonia B. Michelson '85SW Rebecca B. Rankin Scholarship Endowed SSW Scholarship Elizabeth B. Rawlins ’67GS Scholarship MICROCOSM Scholarship

124 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Carol A. Rennie Scholarship Dorothy Spaulding Scholarship Faith M. Richardson ’84 Scholarship Edna G. Spitz Scholarship Christine Ricker Fund for Institutional Susan K. Stasiowski Endowed Scholarship S t u d i e s Katherine Lent Stephenson Scholarship Annis M. Rideout Scholarship Student Aid Scholarship Agnes Spencer Roach Scholarship Clare L. Sweeney Scholarship Florence R. Robertson Scholarship Charlotte E. Taskier Scholarship Pauline Rogers Scholarship K. D. Thompson Scholarship D r. Barbara J. Rosen Scholarship Libby Friedman Topol Scholarship Harriet L. Rourke Scholarship Annie Studley Tripp Scholarship Phyllis Dawson Rowe Memorial Scholarship Anna Gogos Tskelenis ’53 Scholarship Sachs Family SSW Endowed Scholarship Ruth Tyler Scholarship Nora Saltonstall Scholarship US Steel Endowed Scholarship Mrs. Winthrop Sargent Scholarship Martha G. Waldstein Scholarship Edward and Cornelia Savage Scholarship Emily Ann Parker Walton Scholarship Dolores M. Sayles LS ’29 Endowed Joan Melber Warburg Scholarship S c h o l a r s h i p May Alden Ward Scholarship School of Social Work Class of 1974 Urban Edith B. Warren and Alice T. Smith Leadership Scholarship S c h o l a r s h i p Sewall Scholarship Joy Disbro Warren ’68 Scholarship Martha Shaber Scholarship Mary Louise Washburn Scholarship Jane Bergwall Shattuck ’48 Endowed Katherine Wellman Scholarship Scholarship Lucille Wert Scholarship Mary Lagace Shaughnessy ’54 Endowed Ruth E. Hills Wheeler Scholarship Award in Physical Therapy Eva Whiting White Scholarship Rachel Josefowitz Siegel Scholarship Hattie Melancon White Scholarship Edna Morrison Silverman ’45 Scholarship Helen H. White Scholarship Simmons College Alumnae Scholarship Roland and Olive Whittaker Scholarship Simmons College Legacy Scholarship for Commuter Students Shirley M. Wiesenfeld Scholarship Martin I. Slate Scholarship Fu n d Ida Wilkoff ’26 Scholarship Caroline T. Slater Scholarship Sylvia Wolfe Girl’s Scholarship Beverly Ryd Small Scholarship Lillian (Ginsburg) Wolk and Louis Wolk S c h o l a r s h i p Smalley Foundation Scholarship Women's Scholarship Association Albert Henry Smith Scholarship Ethel Arnold Wood Scholarship Catherine W. Smith Scholarship Carol Schlafman Woolf and Stanley Woolf Miriam S. Smith Scholarship S c h o l a r s h i p F. Mary Sneed Loan Forgiveness Grant Elizabeth Wright Scholarship Maida Herman Solomon Scholarship Janice B. Wyatt Scholarship Ann DeForest Baker Spaulding ’48 Merit Armenia E. Young Scholarship Fund Memorial Endowment

2 0 0 6 – 2 0 0 8 125 Endowed Chairs Sarah E. Field ’44 Endowed Fund for Community Service Alumnae Endowed Chair Fu n d Florence Flores Fu n d Deloitte Ellen Gabriel Chair for Women and Eileen Friars Leader in Residence Program L e a d e r s h i p Garland College General Endowment Fu n d Roslyn Solomon Jaffe Chair in Marketing Robert M. Gay Memorial Lecture S t r a t e g y General Endowment Fu n d Hazel Dick Leonard Faculty Endowed Chair Margaret Yates Gerwin ’62 Fund for Ruby Winslow Linn Endowed Chair in Investment Education N u t r i t i o n Gildea Fund for Faculty Research Elizabeth J. McCandless Entrepreneurship C h a i r Lillian and Morris Goodman Loan Fu n d Coleman Mockler Endowed Chair in Graduate School of Library and Information B u s i n e s s Science Endowment Fu n d Social Work Faculty Endowed Chair Charlotte N. Greene Endowment Fu n d Joan M. and James P. Warburg Faculty GSLIS International Initiatives Fu n d Endowed Chair in International Charles Harrington Fu n d R e l a t i o n s Virginia Haviland Fu n d Eva Whiting White Professorship in Social Edward Hodgkins Fu n d E c o n o m i c s Franklin K. Hoyt Book Fu n d Other Major Endowments Henry C. Jackson Fu n d Helen Barthelmes Fu n d Barbara Jaslow-Schaefer ’82 SW Endowed Lecture Fu n d Bicknall-Kirkham Fu n d Kimerling Endowed Book Award for Women Susan P. Bloom ’60, ’81GS Endowed Fu n d in the Sciences and Te c h n o l o g y Deborah C. Brittain ’74SW Alternative Spring Carol Kline Visiting Faculty Fu n d Break Fu n d Horatio A. Lamb Fu n d Winford N. Caldwell Fu n d Henry Le Favour Fu n d Class of 1906 Library Fu n d Lucius N. Littauer Fu n d Class of 1919 Student Loan Fu n d Gertrude Butler Marcy Fu n d Class of 1934 – PRIDE II Faculty Development Fu n d M. Louise Neill Fu n d Class of 1944 Endowed Library Book Fu n d Nicolas Nelson Fund for the Sciences Ruth D. Coates Fu n d Dorothy Norton Fu n d Anne Coghlan Student Research Fu n d School of Nursing Fu n d Helen Collamore Fu n d Edith Salisbury Olney Memorial Fu n d Dorothy and Miles Dallison Fu n d Lucinda W. Prince Fu n d Dorothea L. Dix Loan Fu n d Faith M. Richardson ’84 Fund for Faculty Research and Development Haim S. Eliachar Memorial Fu n d Charles Rittenhouse Fu n d George H. Ellis Fu n d Gladys M. Rosenthal Fund for Hillel Endowed Alumnae Fu n d Frances Cook Saltz '29 Endowed Library Vera E. Fellows Memorial Fu n d Acquisition Fu n d

126 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Julia E. Schaupp Fu n d Francis and Mildred Sears Fu n d William T. Sedgewick Fu n d School of Social Work Fu n d John Simmons Fu n d Ann Baker Spaulding Fu n d Harold and Olive Sprague Fu n d Mary Sweetser Memorial Fu n d Pauline Wheble Tripp Memorial Endowment for Nursing Frances M. D. Triplett Fu n d Julia Myerson Trustman Fe l l o w s h i p Julia M. and Benjamin A. Trustman Art Gallery Fu n d Julia M. and Benjamin A. Trustman Curatorial Fu n d Jennie B. Wilkinson Fu n d Rut h Woodb ury Fu n d Elizabeth Wright Scholarship

2 0 0 6 – 2 0 0 8 127 HONORARY DEGREES AW A R D E D 2 0 0 5 Jerome Groopman G. Rita Dudely-Grant ’73 Doctor of Humane Science Doctor of Humane Sciences Joyce Kulhawik Doctor of Co m m u n i c a t i o n s Edna Hibel Doctor of Fine Arts Beverly Malone Doctor of Humane Science Cheryl Jacques Doctor of Public Service Nina To t e n b u r g Doctor of Journalism Lisa Jean Mullins ’80 Doctor of Journalism Roma n To t e n b e r g Doctor of Fine Arts Amartya Sen Vivi a n Wa i x a l Doctor of Humane Service Doctor of Journalism 2 0 0 4 2 0 0 1 Sarah Mo llo y Cr a n e Beryl Hardaker Bunker Doctor of Public Service Doctor of Humane Service Anne Garrels Myrlie Ev e r s - W i l l i a m s Doctor of Journalism Doctor of Public Service Ngina Ly t h c o t t Anna Faith Jones Doctor of Health Services Doctor of Humane Letters Nancy D‘Alesandro Pelosi Barbara F. Lee Doctor of Public Service Doctor of Public Service Lewis H. Spence Barbara Wa s h b u r n Doctor of Humane Letters Doctor of Science Bradford Wa s h b u r n 2 0 0 3 Doctor of Science Carmen Aponte Baez Doctor of Co m m u n i c a t i o n s 2 0 0 0 Allan Rohan Cr i t e Olivia Co h e n - C u t l e r Doctor of Fine Arts Doctor of Business Administration David Macaulay Ida F. Davidoff Doctor of Children’s Literature Doctor of Human Service Elizabeth B. Rawlins The Honorable Harriet L. Elam-Thomas Doctor of Education Doctor of Public Service Amy Ta n Rehema Ellis Doctor of Letters Doctor of Journalism Jane Curtin Halko 2 0 0 2 Doctor of Humane Administration Jan Ce l l u c c i Anita F. Hill Doctor of Public Service Doctor of Laws Sister Mary Dooley, SSND Elinor Lipman Doctor of Humane Service Doctor of Letters

128 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G Evelyn G. Lipper 1 9 9 5 Doctor of Humane Service Gwen Bell The Honorable Thomas M. Menino Doctor of Humane Science Doctor of Public Service William J. Holmes Doctor of Humane Letters 1 9 9 9 Stacey Kabat Berthé M. Adams Gaines Doctor of Human Service Doctor of Library Service Evelyn Fox Keller Charles K. Gifford Doctor of Humane Science Doctor of Public Service Florence C. Ladd Cathy E. Minehan Doctor of Humane Letters Doctor of Public Service Linda K. Paresky 1 9 9 4 Doctor of Humane Letters Hortensia de los Angeles Amaro Doctor of Humane Letters 1 9 9 8 Barbara B. Kennelly Anne Co g h l a n Doctor of Public Service Doctor of Science Ruth S. Leonard Miriam A. Drake Doctor of Library Science Doctor of Library Science Sheila Widnall Alicia Craig Fa x o n Doctor of Public Service Doctor of Humane Letters Ann M. Fu d g e 1 9 9 3 Doctor of Management Diane M. Ca p s t a f f Doctor of Human Service 1 9 9 7 Gwen Ifill Denise Di Novi Doctor of Journalism Doctor of Public Arts Laurel Thatcher Ulrich Sylvia A. Earle Doctor of Literature Doctor of Humane Science Faye Wa t t l e t o n Loretta C. Fo r d Doctor of Public Service Doctor of Humane Science Gail Snowden 1 9 9 2 Doctor of Public Service Peggy Charren Joan Melbe r Wa r b u r g Doctor of Human Service Doctor of Humane Letters Franklin K. Hoyt Doctor of Humane Letters 1 9 9 6 Susan Love, MD Sophie Fr e u d Doctor of Humane Service Doctor of Social Service Lynn Martin Lawrence L. Langer Doctor of Public Service Doctor of Humane Letters Gail Levin Doctor of Letters Liz Wa l k e r Doctor of Journalism

2 0 0 6 – 2 0 0 8 129 1 9 9 1 Larry Kessler Marian Wright Edelman Doctor of Human Service Doctor of Human Service 1 9 8 6 Allan R. Finlay Ye n - Tsai Fe n g Doctor of Humane Letters Doctor of Library Science Mary Abbott Hess Ellen Goodman Doctor of Humane Letters Doctor of Letters Klaus Gerhard Saur Kip Tiernan Doctor of Humane Letters Doctor of Human Service 1 9 9 0 1 9 8 5 Cathleen Black Ethel L. Heins Doctor of Humane Letters Doctor of Children’s Literature Joyce C. Clifford Paul Heins Doctor of Humane Science Doctor of Children’s Literature Robert M. Co a r d Ruby Winslow Linn Doctor of Public Service Doctor of Humane Letters 1 9 8 9 Robert E. White Ana Maria Magaloni de Bustamente Doctor of Public Service Doctor of Humane Letters 1 9 8 4 Her Royal Highness, The Princess Mother Patricia Neal of Thailand Doctor of Public Arts Doctor of Humane Science Elizabeth Janeway Muriel Sutherland Snowden Doctor of Literature Doctor of Human Service Patricia Scott Schroeder Otto Phillip Snowden Doctor of Laws Doctor of Human Service 1 9 8 8 1 9 8 3 David Anderson David McCo r d Doctor of Public Service Doctor of Children’s Literature Ruth M. Batson Evelyn Murphy Doctor of Human Service Doctor of Public Service Mildred Custin 1 9 8 2 Doctor of Business Management Doriot Anthony Dwyer Doris Kearns Goodwin Doctor of Music Doctor of Letters W. Arthur Garrity, Jr. Priscilla L. McKee Doctor of Humane Letters Doctor of Humane Administration H. E. Sir Shridath Ramphal 1 9 8 7 Doctor of Humane Letters Maya Angelou Margaret E. Readdy, MD Doctor of Letters Doctor of Humane Science Jack H. Backman Doctor of Public Service

130 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G 1 9 8 1 1 9 7 6 Jan Fo n t e i n Harriett Moulton Bartlett Doctor of Fine Arts Doctor of Social Service Elizabeth Holtzman Rhetaugh Graves Dumas Doctor of Laws Doctor of Public Service William Edgar Park 1 9 8 0 Doctor of Laws Margaret E. Kuhn Elie Wiesel Doctor of Humane Letters Doctor of Letters Robert F. Rutherford Doctor of Social Service 1 9 7 5 Roy Wilkins Sarah Ca l d w e l l Doctor of Humane Letters Doctor of Fine Arts Arthur R. Ta y l o r 1 9 7 9 Doctor of Humane Letters Gregory R. Anrig Doctor of Public Service 1 9 7 3 F. Adetowun Ogunsheye Eugene Adam Acheson Doctor of Library Science Bachelor of Applied Arts Julia M. Wa l s h Gloria Steinem Doctor of Business Administration Doctor of Human Justice Wylie Sypher 1 9 7 8 Doctor of Humane Letters Bancroft Beatley Doctor of Humane Letters 1 9 7 2 Ethel Bere Edith Fishtine Helman Doctor of Business Administration Doctor of Letters Rosamond Lamb Coretta Scott King Doctor of Fine Arts Doctor of Humane Letters Elda Robb Doctor of Public Service 1 9 7 1 Melnea A. Ca s s Louise S. Scott Doctor of Humanities Doctor of Letters J. Garton Needham Kenneth Shaffer Doctor of Humane Letters Doctor of Library Science Dorothy Williams Doctor of Journalism 1 9 7 7 Shirley Anita St. Hill Chisholm Doctor of Humane Letters Henry Beetle Hough Doctor of Letters Alice Rossi Doctor of Laws

2 0 0 6 – 2 0 0 8 131 CAMPUS DIRECTORY

A D M I N I S T R ATIVE OFFICES, ACADEMIC DEPARTMENTS AND PROGRAMS This listing provides on-campus extensions. Calls from off-campus should be dialed using 617-521-xxxx. Please use the following key to determine locations. In most cases, the first letter of the room number indicates the building location.

MCB – Main Campus Building, 300 The Fenway C – MCB Center Wing E – MCB East Wing L – MCB Beatley Library S – MCB Park Science Center W– MCB West Wing M R C – Main Residence Campus, Brookline Ave & Pilgrim Road HC – Health Ce n t e r SC – Sports Center SM – School of Management, 409 Commonwealth Av e n u e P – One Palace Road

N O T E : The following information is subject to change. Please consult www. s i m m o n s . e d u / d i r e c t o r y.html for the most recent directory.

D E P A R T M E N T E X T F A X L O C

Academic Support Center (ASC) 2 4 7 4 3 0 7 9 P 3 0 4 A Academic Technology (AT) and Pottruck Technology Resource Center (PTRC), see Te c h n o l o g y 2 7 3 6 3 0 4 4 P 3 1 3 Accounting Services 2 0 1 6 3 1 9 7 W 1 0 3 Administration & Planning, Office of the Senior Vice President for 2 1 5 4 3 1 9 6 C 2 1 9 Business Affairs 2 2 8 2 3 1 9 6 C 2 1 9 Fa c i l i t i e s 2 2 8 7 3 1 9 4 W 1 0 9 L i b r a r i e s 2 7 4 1 3 0 9 3 L 3 0 5 Registrar’s Office, Fr i a r s 2 1 1 1 3 1 4 4 C 2 1 0 Senior Vice President 2 1 5 4 3 1 9 6 C 2 1 9 Sponsored Programs 2 4 1 4 3 0 8 3 W 2 0 4 Te c h n o l o g y 2 1 9 0 3 0 8 2 P 3 1 0 Administrative Systems, see Te c h n o l o g y 2 1 9 2 3 0 1 8 E 3 0 4 Admission Offices Graduate Studies Admission (CAS) 2 9 1 0 3 0 5 8 W 1 0 1 Health Studies 2 6 0 5 3 1 3 7 S 3 4 0 Library and Information Science 2 8 6 8 3 1 9 2 P 1 1 1 J Management, Graduate 3 8 4 0 3 8 8 0 S O M Social Wo r k 3 9 3 9 3 9 8 0 S S W Undergraduate (CAS, Dix Scholars, SOM) 2 0 5 1 3 1 9 0 C 1 1 6 Advancement, Assistant Vice President of 2 3 1 5 2 3 0 3 E 1 0 4 Donor Relations 2 3 2 3 2 3 0 3 E 1 0 8

132 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C Majo r G if ts 2 3 4 0 2 3 0 3 E 1 0 4 Planne d Gif ts 2 3 8 2 2 3 0 3 E 1 0 4 Advancement Research 2 3 4 4 2 3 0 3 E 1 0 3 Advancement Services 2 3 3 1 2 3 0 3 E 1 0 6 Advancement Research 2 3 4 4 2 3 0 3 E 1 0 3 Advancement, Vice President of 2 3 3 9 2 3 0 3 E 1 0 1 Advancement Services 2 3 3 1 2 3 0 3 E 1 0 6 Alumnae/i Relations 2 3 2 1 2 3 0 3 E 1 0 1 Advancement, Assistant Vice President of 2 3 1 5 2 3 0 3 E 1 0 4 Corporation & Foundation Relations 2 3 4 0 2 3 0 3 E 1 0 5 Vice President 2 3 3 9 2 3 0 3 E 1 0 1 Simmons Fu n d 2 3 1 6 2 3 0 3 E 1 1 0 Africana Studies, Department of 2 2 5 7 3 1 9 9 C 3 1 9 A b a f a z i J o u r n a l 2 2 5 6 3 1 9 9 C 3 1 9 Alumnae/i Relations 2 3 2 1 2 3 0 3 E 1 0 1 ARAMARK, see Dining Services 2 8 9 4 2 9 1 6 C 0 0 8 Archives, Colonel Miriam E. Perry Goll 2 4 4 0 3 0 9 3 L 3 0 1 Archives Management, see History & Archives Management, Dual Degree Graduate Program in 2 2 5 8 3 1 9 9 C 3 1 9 Art & Music, Department of 2 2 6 8 3 1 9 9 C 4 2 6 Arts and Sciences, College of (CAS) 2 0 9 1 3 1 8 5 C 2 0 9 Academic Support Ce n t e r 2 4 7 4 3 0 7 9 P 3 0 4 A Admission, Graduate Studies 2 9 1 0 3 0 5 8 W 1 0 1 Admission, Undergraduate 2 0 5 1 3 1 9 0 C 1 1 6 Africana Studies, Department of 2 2 5 7 3 1 9 9 C 3 1 9 Art & Music, Department of 2 2 6 8 3 1 9 9 C 4 2 6 B i o l o g y, Department of 2 6 6 7 3 0 8 6 S 2 5 9 Career Education Ce n t e r 2 4 8 8 3 1 7 2 P 3 0 4 C h e m i s t r y, Department of 2 7 2 0 3 0 8 6 S 4 4 3 Arts and Sciences, College of (CAS) (continued) 2 0 9 1 3 1 8 5 C 2 0 9 Communications, Department of 2 8 3 8 3 1 3 6 L 5 0 9 Communications Mgmt, Master's in 2 8 4 8 3 1 4 9 L 5 1 7 Computer Science & Information Te c h n o l o g y 2 7 0 7 3 0 8 6 S 2 1 0 Dean, Office of the 2 0 9 1 3 1 8 5 C 2 0 9 Economics, Department of 2 5 9 4 3 1 7 5 E 2 0 3 English, Department of 2 2 2 0 3 1 9 9 C 3 1 0 General Education, Department of 2 5 4 3 3 1 3 3 W 3 0 4 H i s t o r y, Department of 2 2 5 8 3 1 9 9 C 3 1 9 Leadership & Change, Institute (SILC) 2 4 8 0 3 0 9 0 C 2 0 5

2 0 0 6 – 2 0 0 8 133 D E P A R T M E N T E X T F A X L O C Mathematics, Department of 2 7 0 7 3 0 8 6 S 2 1 0 Modern Languages & Literatures, Dept 2 1 8 3 3 1 9 9 C 3 1 6 Multidisciplinary Core Course (MCC) 2 5 4 5 N o n e C 3 0 1 B P h i l o s o p h y, Department of 2 2 2 0 3 1 9 9 C 3 1 0 Physics, Department of 2 7 2 0 3 0 8 6 S 4 4 3 Political Science & International Relations 2 5 7 1 3 1 7 5 E 2 0 3 P s y c h o l o g y, Department of 2 6 1 3 3 1 9 9 S 1 7 3 Scott/Ross Center for Community Service 2 7 0 0 3 0 7 0 W 1 0 2 S o c i o l o g y, Department of 2 5 9 5 3 0 9 0 C 2 0 5 Special Education, Department of 2 5 7 0 3 1 7 4 W 3 0 3 Study Abroad 2 1 2 8 3 1 8 5 C 2 0 8 Undergraduate Admission (CAS) 2 0 5 1 3 1 9 0 C 1 1 6 Women's Studies, Department of 2 2 2 4 3 0 9 0 C 2 0 5 ASC, see Academic Support Ce n t e r 2 4 7 4 3 0 7 9 P 3 0 4 A Assistive Special Education Te c h n o l o g y Graduate Program in 2 5 2 1 3 1 7 4 W 3 0 3 AT, Academic Te c h n o l o g y, see Te c h n o l o g y 2 7 3 6 3 0 4 4 P 3 1 3 Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Barnes & Noble, see Bookstore 2 0 5 4 3 0 9 8 C 0 0 1 Bartol Hall, see Dining Services 1 0 7 3 1 1 8 2 M R C Beginning Teacher Ce n t e r, Graduate Education 2 5 7 7 3 1 3 3 W 3 0 4 Behavioral Education, Special Education 2 5 6 9 3 1 7 4 W 3 0 3 Benefits, see Employee Services and Resources 2 0 3 4 3 7 0 2 W 1 0 5 B i o l o g y, Department of 2 6 6 7 3 0 8 6 S 2 5 9 Bookstore (Barnes & Noble) 2 0 5 4 3 0 9 8 C 0 0 1 M a n a g e r 2 3 6 5 3 0 9 8 C 0 0 1 BTC, Beginning Teacher Ce n t e r 2 5 7 7 3 1 3 3 W 3 0 4 Building Services (UNICCO) 2 6 8 3 3 1 5 3 S 1 0 4 Assistant Director 2 6 0 2 3 1 5 3 S 1 0 4 D i r e c t o r 2 6 1 5 3 1 5 3 S 1 0 4 G r o u n d s 2 6 8 3 3 1 5 3 S 1 0 4 H o u s e k e e p i n g 2 6 8 3 3 1 5 3 S 1 0 4 S h i p p i n g / R e c e i v i n g 2 3 0 0 3 1 9 4 E 0 1 0 Buildings & Grounds, see Building Services 2 6 8 3 3 1 5 3 S 1 0 4 Business Affairs 2 2 8 2 3 1 9 6 C 2 1 9 Building Services (UNICCO) 2 6 8 3 3 1 5 3 S 1 0 4 Campus Card Office (Shark Ca r d ) 2 2 7 3 3 1 7 7 E 0 0 7 Campus Services 1 0 5 3 3 1 9 6 C 2 1 9 Conferences & Special Ev e n t s 2 1 5 8 3 1 9 6 C 2 1 9

134 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C Dining Services (ARAMARK) 2 8 9 4 1 1 8 2 C 0 0 8 D i r e c t o r 2 2 8 2 3 1 9 6 C 2 1 9 Public Saf ety 1 1 1 2 3 1 8 6 E 0 0 8 Cable TV Help Desk, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Cafeteria, see Dining Services Bart ol Hall 1 0 7 3 1 1 8 2 M R C Fens Ca f é 2 8 9 4 2 9 1 6 C 0 0 8 Call Center (Work order requests for Facilities and Building Services) 1 0 0 0 Campus Card Office 2 2 7 3 3 1 7 7 E 0 0 7 To Report a Lost/Stolen Ca r d During Business Hours 2 2 7 3 After Business Hours (24 hours/day) 1 1 1 2 Campus Services 1 0 5 3 3 1 9 6 C 2 1 9 Bookstore (Barnes & Noble) 2 0 5 4 3 0 9 8 C 0 0 1 Call Ce n t e r 1 0 0 0 Copy & Mail Ce n t e r 2 4 2 8 3 1 9 9 E 0 0 2 Residence Campus Services 1 0 5 5 1 1 1 0 HC 2nd Career Education Ce n t e r 2 4 8 8 3 1 7 2 P 3 0 4 Career Resources Library, Miller/Knopf (CRL) 2 5 1 0 3 0 9 3 P 3 0 4 E Career Services, see Career Education Ce n t e r 2 4 8 8 3 1 7 2 P 3 0 4 Career Services, SOM 3 8 5 7 3 8 9 3 S O M Ca r e P o i n t s 2 5 2 2 3 1 3 7 S 3 3 2 F CAS, see Arts and Sciences, College of 2 0 9 1 3 1 8 5 C 2 0 9 Catering, see Dining Services 2 9 0 4 2 9 1 6 C 0 0 8 Catholic Chaplaincy, see Religious Life 2 4 6 8 3 0 4 9 W 0 0 9 Centers (Academic) Beginning Teacher Ce n t e r 2 5 7 7 3 1 3 3 W 3 0 4 Center for Gender in Organizations 3 8 2 4 3 8 7 8 S O M Competitive Intelligence Ce n t e r 2 8 0 9 3 1 9 2 P 2 0 5 C Gustavus Myers Center for the Study of Bigotry and Human Rights 2 1 7 1 3 0 9 0 C 3 1 0 H Scott Ross Center for Community Service 2 7 0 0 3 0 7 0 W 1 0 2 Zora Neale Hurston Literary Ce n t e r 2 2 2 0 3 1 9 9 C 3 1 0 C h a p l a i n c y, see Religious Life C h e m i s t r y, Department of 2 7 2 0 3 0 8 6 S 4 4 3 Children's Literature, Graduate Program 2 5 4 0 3 1 9 9 C 3 0 1 CIC, Competitive Intelligence Ce n t e r 2 8 0 9 3 1 9 2 P 2 0 5 C Circulation Desk, Beatley Library 2 7 8 6 3 0 9 3 Lib 1st

2 0 0 6 – 2 0 0 8 135 D E P A R T M E N T E X T F A X L O C Cleaning, see Building Services 2 6 8 3 3 1 5 3 S 1 0 4 College Counsel, see General Co u n s e l 2 0 7 4 3 0 6 5 C 2 0 2 Communications, Department of 2 8 3 8 3 1 3 6 L 5 0 9 Communications Management, Master's in 2 8 4 8 3 1 4 9 L 5 1 7 Competitive Intelligence Center (CIC) 2 8 0 9 3 1 9 2 P 2 0 5 C Computer Help Desk, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Computer Labs, see Te c h n o l o g y 2 7 6 9 3 0 8 2 Lib 2nd Computer Science and Information Te c h n o l o g y, Program in 2 7 0 7 3 0 8 6 S 2 1 0 Computer Lab 2 7 6 9 3 0 8 2 Lib 2nd Conferences & Special Ev e n t s 2 1 5 8 3 1 9 6 C 2 1 9 Continuing Education, GSLIS 2 8 0 3 3 1 9 2 P 2 1 2 L Copy & Mail Ce n t e r 2 4 2 8 3 1 9 9 E 0 0 2 Corporation & Foundation Relations 2 3 4 0 2 3 0 3 E 1 0 5 Counsel, College, see General Co u n s e l 2 0 7 4 3 0 6 5 C 2 0 2 Counseling Ce n t e r, J. Garton Needham 2 4 5 5 3 0 9 1 P 3 0 5 Counseling Services 2 4 5 5 3 0 9 1 P 3 0 5 CRL, see Miller/Knopf Career Resources Library 2 5 1 0 3 0 9 3 P 3 0 4 E D e a n s Arts and Sciences 2 0 9 1 3 1 8 5 C 2 0 9 Health Studies 2 6 5 4 3 1 3 7 S 3 4 0 Library and Information Science 2 8 0 0 3 1 9 2 P 1 1 1 D M a n a g e m e n t 3 8 1 7 3 8 8 1 S O M Social Wo r k 3 9 3 5 3 9 5 6 S S W Student Life 2 1 2 4 3 0 4 9 C 2 1 1 Development and Alumnae Relations, SOM 3 8 3 0 3 8 8 6 S O M Dining Services (ARAMARK) 2 8 9 4 2 9 1 6 C 0 0 8 Bart ol Hall 1 0 7 3 1 1 8 2 M R C Ca t e r i n g 2 9 0 4 2 9 1 6 C 0 0 8 D i r e c t o r 1 0 7 2 1 1 8 2 B a r t o l Fens Ca f e 2 8 9 4 2 9 1 6 C 0 0 8 Java City 4200 N o n e Col Ctr Quadside Café and Co n v e n i e n c e 1 1 5 0 N o n e S m i t h Disability Services, see Academic Support Ce n t e r 2 4 7 4 3 0 7 9 P 3 0 4 A Dix Scholars, Dorothea Lynde see Undergraduate Admission 2 0 5 1 3 1 9 0 C 1 1 6 Donor Relations 2 3 2 3 2 3 0 3 E 1 0 8 Dunn, Kathleen Scholars Program (5 year BA/MA in Education) 2 5 6 2 3 1 3 3 C 3 1 3 East Asian Studies, Program in 2 5 7 1 3 1 7 5 E 2 0 3 Economics, Department of 2 5 9 4 3 1 7 5 E 2 0 3

136 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C Education, General, Department of, see General Education, Department of 2 5 4 3 3 1 3 3 W 3 0 4 Education, Special, Department of, see Special Education, Department of 2 5 7 0 3 1 7 4 W 3 0 3 E M E R G E N C Y, see Public Safety 1 1 1 1 Employee Services & Resources Human Resources 2 0 8 4 3 1 5 1 E 2 0 1 Payroll and Benefits 2 0 3 4 3 7 0 2 W 1 0 5 Employment, see Employee Services & Resources 2 0 8 4 3 1 5 1 E 2 0 1 Employment, Student, see Career Education Ce n t e r 2 4 8 8 3 1 7 2 P 3 0 4 English, Department of 2 2 2 0 3 1 9 9 C 3 1 0 English, Graduate Programs in 2 2 2 0 3 1 9 9 C 3 1 0 Executive Education, SOM 3 8 7 0 3 8 8 0 S O M Fa c i l i t i e s 2 2 8 7 3 1 9 4 W 1 0 9 Fens Café, see Dining Services 2 8 9 4 2 9 1 6 C 0 0 8 Finance & Tr e a s u r e r, Office of the Senior Vice President for 2 8 7 0 3 7 8 9 C 1 1 5 Accounting Services 2 0 1 6 3 1 9 7 W 1 0 3 Employee Services & Resources Human Resources 2 0 8 4 3 1 5 1 E 2 0 1 Payroll and Benefits 2 0 3 4 3 7 0 2 W 1 0 5 Purchasing & Accounts Payable 2 1 5 3 2 0 6 5 E 0 0 4 Senior Vice President 2 8 7 0 3 7 8 9 C 1 1 5 Student Financial Services 2 0 0 1 3 1 9 5 W 2 0 7 Financial Aid, see Student Financial Services 2 0 0 1 3 1 9 5 W 2 0 7 Five-year BA/MA in Education, see Kathleen Dunn Scholars Program 2 5 6 2 3 1 3 3 C 3 1 3 Food Services, see Dining Services 2 8 9 4 2 9 1 6 C 0 0 8 Foreign Languages & Literatures, see Modern Languages & Literatures 2 1 8 3 3 1 9 9 C 3 1 6 French, Graduate Program in, see Modern Languages & Literatures 2 1 8 3 3 1 9 9 C 3 1 6 Friars Registrar’s Office 2 1 1 1 3 1 4 4 C 2 1 0 GCS, see Gender/Cultural Studies 2 2 2 4 3 0 9 0 C 2 0 5 Gender in Organizations, Center for, SOM 3 8 2 4 3 8 7 8 S O M Gender/Cultural Studies Graduate Program 2 2 2 4 3 0 9 0 C 2 0 5 General Co u n s e l 2 0 7 4 3 0 6 5 C 2 0 2 General Education, Department of, also known as MAT 2 5 4 3 3 1 3 3 W 3 0 4 Beginning Teacher Ce n t e r 2 5 7 7 3 1 3 3 W 3 0 4

2 0 0 6 – 2 0 0 8 137 D E P A R T M E N T E X T F A X L O C Dunn, Kathleen Scholars Program (5-year BA/MA in Education) 2 5 6 2 3 1 3 3 C 3 1 3 Education, Undergraduate (General) 2 5 6 2 3 1 3 3 C 3 1 3 Educational Leadership 2 5 5 1 3 1 3 3 W 3 0 4 Gear Up 2 5 6 2 None C313; C205 Master of Arts in Teaching (MAT ) 2 5 4 3 3 1 3 3 W 3 0 4 Master of Arts in Teaching English as a Second Language (MAT E S L ) 2 5 7 9 3 1 3 3 C 3 1 3 M AT/Dual Degree Program 2 5 4 3 3 1 3 3 W 3 0 4 School Library Media Specialist 2 7 9 7 3 1 9 2 L 3 0 5 Urban Master’s Program 2 2 4 1 3 1 3 3 W 3 0 4 Graduate Studies Admission (CAS) 2 9 1 0 3 0 5 8 W 1 0 1 GRED, see General Education 2 5 4 3 3 1 3 3 W 3 0 4 Grounds, see Building Services 2 6 8 3 3 1 5 3 S 1 0 4 GSLIS, Library & Information Science, Graduate School of 2 8 1 0 3 1 9 2 P 1 1 1 Gustavus Myers Center for the Study of Bigotry and Human Rights 2 1 7 1 3 0 9 0 C 3 1 0 H HCA, see Health Care Administration, Dept of 2 3 7 7 3 0 4 6 S 3 3 8 Health Care Administration (HCA), Dept of 2 3 7 7 3 0 4 6 S 3 3 8 He alth Ce n t e r 1 0 2 0 3 4 6 7 H C Health Education 1 0 0 1 1 1 1 0 HC 11 Health Studies, School for (SHS) 2 6 5 4 3 1 3 7 S 3 4 0 A d m i s s i o n 2 6 0 5 3 1 3 7 S 3 4 0 D e a n 2 6 5 4 3 1 3 7 S 3 4 0 Health Care Administration (HCA), Dept of 2 3 7 7 3 0 4 6 S 3 3 8 Nursing, Department of 2 1 4 1 3 0 4 5 S 3 3 2 Nursing Egyptian Career Co l l e g e 2 3 0 4 n o n e S 1 5 5 Nursing Online CAGS 2 1 4 1 3 0 4 5 S 3 3 2 Nutrition, Department of 2 7 1 1 3 1 3 7 S 3 3 4 Online Teaching and Learning (SHS), Dept of 2 5 1 8 3 0 3 2 S 3 2 9 A Physical Therapy, Department of 2 6 3 5 3 0 3 2 S 3 2 8 Help Desk (Computers, Cable TV, Te l e p h o n e ) 2 2 2 2 3 0 8 2 P 3 1 0 Hillel Director, see Religious Life 2 1 3 7 3 0 4 9 W 0 0 9 H i s t o r y, Department of 2 2 5 8 3 1 9 9 C 3 1 9 History and Archives Management, Dual-Degree Graduate Program in 2 2 5 8 3 1 9 9 C 3 1 9 Holmes Sports Ce n t e r 1 0 8 0 1 0 2 6 S C Honors Program 2 5 5 4 H o u s e k e e p i n g 2 6 8 3 3 1 5 3 S 1 0 4

138 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C Human Resources, see Employee Services & Resources 2 0 8 4 3 1 5 1 E 2 0 1 Hurston, Zora Neale, Literary Ce n t e r 2 2 2 0 3 1 9 9 C 3 1 0 Information Te c h n o l o g y, see Te c h n o l o g y 2 1 9 0 3 0 8 2 P 3 1 0 Institute for Leadership & Change (SILC) 2 4 8 0 3 0 9 0 C 2 0 5 Instructional Computing Tech Desk and Labs, see Te c h n o l o g y 2 7 6 2 3 0 8 2 Lib 2nd International Relations, see Political Science & International Relations 2 5 7 1 3 1 7 5 E 2 0 3 Internet Marketing 2 0 2 7 3 1 7 2 C 2 1 6 Intramurals, see Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Java City 4200 N o n e Col Ctr Jewish Chaplaincy (Hillel Director), see Religious Life 2 1 3 7 3 0 4 9 W 0 0 9 Language-Based Learning Disabilities 2 5 9 8 3 1 7 4 W 3 0 3 Language Lab 2 1 8 0 3 1 9 9 C 3 1 1 Languages, see Modern Languages and Literatures 2 1 8 3 3 1 9 9 C 3 1 6 Leadership & Change, Institute (SILC) 2 4 8 0 3 0 9 0 C 2 0 5 Leadership and First-Year Programs, Office of 2 4 2 3 3 1 4 8 W 0 0 2 Student Box Office 2 4 2 2 None SAC Lobby LEAP, Lifelong Exercise and Activities Program see Athletics & Physical Education 1 0 8 0 1 0 2 6 S C L i b r a r i e s 2 7 4 1 3 0 9 3 L 3 0 5 Access Services 2 7 8 6 3 0 9 3 Lib 1st A d m i n i s t r a t i o n 2 7 4 1 3 0 9 3 L 3 0 5 A r c h i v e s 2 4 4 0 3 0 9 3 L 3 0 1 Career Resources Library, Miller/Knopf 2 5 1 0 3 0 9 3 P 3 0 4 E Circulation Desk 2 7 8 6 3 0 9 3 Lib 1st G S L I S 2 8 2 5 3 0 9 3 L 4 0 3 Public Services 2 7 4 1 3 0 9 3 L 3 1 0 - 3 1 4 Reference Desk (Beatley) 2 7 8 4 / 2 7 8 5 3 0 9 3 Lib 1st Reference Desk (GSLIS) 2 8 2 5 3 0 9 3 L 4 0 3 Reference Desk (SSW) 3 9 5 3 3 0 9 3 P 4 0 3 E S O M 3 8 5 1 3 8 8 5 S O M Technical Services 2 7 4 1 3 0 9 3 L 3 0 5 Library Access Services 2 7 8 6 3 0 9 3 Lib 1st L i b r a r y, Public Se rvices 2 7 4 1 3 0 9 3 L 3 1 0 - 3 1 4 L i b r a r y, Access Services 2 7 8 6 3 0 9 3 Lib 1st L i b r a r y, Technical Services 2 7 4 1 3 0 9 3 L 3 0 5 Library & Information Science, Graduate School of (GSLIS) 2 8 1 0 3 1 9 2 P 1 1 1 Admission and Recruitment 2 8 6 8 3 1 9 2 P 1 1 1 J

2 0 0 6 – 2 0 0 8 139 D E P A R T M E N T E X T F A X L O C Continuing Education 2 8 0 3 3 1 9 2 P 2 1 2 L D e a n 2 8 0 0 3 1 9 2 P 1 1 1 D Faculty Office 2 8 1 0 3 0 3 5 P 2 0 4 B GSLIS Library 2 8 2 5 3 0 9 3 L 4 0 3 Mt. Holyoke College Program Ph: 413-533-2400 Fx: 413-533-4334 Te c h n o l o g y 2 8 3 4 3 1 9 2 P 2 1 3 Website and Publications 2 7 3 8 3 1 9 2 P 2 1 3 Licensure (Certification) Programs, see Special Education 2 5 7 0 3 1 7 4 W 3 0 3 Lifelong Exercise and Activities Program (LEAP), see Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Literature, see Modern Languages and Literatures 2 1 8 3 3 1 9 9 C 3 1 6 Longitudinal Study, SSW 3 9 3 2 3 9 8 0 P 4 1 4 M a i l Copy & Mail Ce n t e r, Main Ca m p u s 2 4 2 8 3 1 9 9 E 0 0 2 Residence Campus Mailroom 1 0 7 8 N o n e S m i t h Maintenance, see Fa c i l i t i e s 2 2 8 7 3 1 9 4 W 1 0 9 Majo r G if ts 2 3 4 0 2 3 0 3 E 1 0 4 Management, School of (SOM) 3 8 0 0 3 8 8 0 S O M Admissions, Graduate 3 8 4 0 3 8 8 0 S O M Admission, Undergraduate 2 0 5 1 3 1 9 0 C 1 1 6 Career Services 3 8 5 7 3 8 9 3 S O M Center for Gender in Organizations 3 8 2 4 3 8 7 8 S O M D e a n 3 8 1 7 3 8 8 1 S O M Development and Alumnae Relations 3 8 3 0 3 8 8 6 S O M Executive Education 3 8 7 0 3 8 8 0 S O M L i b r a r y 3 8 5 1 3 8 8 5 S O M M a r k e t i n g 3 8 3 1 3 8 8 0 S O M MBA Program and Administration 3 8 3 2 3 8 8 0 S O M MBA Operations and Special Ev e n t s 3 8 0 0 3 8 8 0 S O M Undergraduate Management & Prince Program 2 4 0 0 3 1 3 8 E 2 0 8 Marketing, Office of the Vice President for 2 5 0 6 3 0 2 4 C 2 1 6 Advancement Co m m u n i c a t i o n s 2 3 8 0 2 3 0 3 E 1 0 8 Internet Marketing 2 0 2 7 3 0 2 4 C 2 1 6 Marketing & Communications (CAS) 2 5 1 6 3 0 2 4 C 2 1 6 Marketing Publications 2 3 3 6 3 0 2 4 C 2 1 6 Public Relations 2 3 6 8 3 0 2 4 C 2 1 6 Vice President 2 5 0 6 3 0 2 4 C 2 1 6 Master’s in Communications Management 2 8 4 8 3 1 4 9 L 5 1 7

140 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C M AT, see Master of Arts in Te a c h i n g 2 5 4 3 3 1 3 3 W 3 0 4 M AT/Dual-Degree Program 2 5 4 3 3 1 7 4 W 3 0 4 M ATESL, see Master of Arts in Te a c h i n g English as a Second Language 2 5 7 9 3 1 3 3 C 3 1 3 Mathematics, Department of 2 7 0 7 3 0 8 6 S 2 1 0 MBA Operations and Special Ev e n t s 3 8 0 0 3 8 8 0 S O M MBA Program and Administration 3 8 3 2 3 8 8 0 S O M MCC, see Multidisciplinary Core Co u r s e 2 5 4 5 N o n e C 3 0 1 B MCM, Communications Mgmt, Master's 2 8 4 8 3 1 4 9 L 5 1 7 Media Services, see Te c h n o l o g y 2 7 6 5 3 1 0 6 P 1 0 8 Media Specialist, School Lib (Graduate) 2 7 9 7 3 1 9 2 L 3 0 5 Miller/Knopf Career Resources Library (CRL) 2 5 1 0 3 0 9 3 P 3 0 4 E Modern Languages & Literatures, Department of 2 1 8 3 3 1 9 9 C 3 1 6 Language Lab 2 1 8 0 3 1 9 9 C 3 1 1 Mt. Holyoke College GSLIS Program Ph: 413-533-2400 Fx: 413-533-4334 Multidisciplinary Core Course (MCC) 2 5 4 5 N o n e C 3 0 1 B Multimedia Networks, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Music, see Art & Music, Department of 2 2 6 8 3 1 9 9 C 4 2 6 Myers, Gustavus, Center for the Study of Bigotry and Human Rights 2 1 7 1 3 0 9 0 C 3 1 0 H Network and Servers, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Nursing, Department of 2 1 4 1 3 0 4 5 S 3 3 2 G r a d u a t e 2 1 4 1 3 0 4 5 S 3 3 2 Nursing Egyptian Career Co l l e g e 2 3 0 4 n o n e S 1 5 5 Nursing, Department of (continued) 2 1 4 1 3 0 4 5 S 3 3 2 Nursing Online CAGS 2 1 4 1 3 0 4 5 S 3 3 2 U n d e r g r a d u a t e 2 5 3 2 3 0 4 5 S 3 3 2 Nutrition, Department of 2 7 1 1 3 1 3 7 S 3 3 4 Off-Site Programs in Special Education 2 5 6 1 3 1 7 4 W 3 0 3 Online Teaching and Learning (SHS), Dept of 2 5 1 8 3 0 3 2 S 3 2 9 A Parking, see Public Safety 2 8 8 6 3 1 7 7 E 0 0 7 Payroll & Benefits, see Employee Services & Resources 2 0 3 4 3 7 0 2 W 1 0 5 P h i l o s o p h y, Department of 2 2 2 0 3 1 9 9 C 3 1 0 Physical Education, see Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Physical Therapy, Department of 2 6 3 5 3 0 3 2 S 3 2 8 Ca r e P o i n t s 2 5 2 2 3 1 3 7 S 3 3 2 F Physics, Department of 2 7 2 0 3 0 8 6 S 4 4 3 Planne d Gif ts 2 3 8 2 2 3 0 3 E 1 0 4

2 0 0 6 – 2 0 0 8 141 D E P A R T M E N T E X T F A X L O C Political Science & International Relations, Department of 2 5 7 1 3 1 7 5 E 2 0 3 Pottruck Technology Resource Center (PTRC) 2 7 3 6 3 0 4 4 P 1 1 3 President, Office of the 2 0 7 3 3 0 6 5 C 2 0 2 Prince Program in Retail Management 2 4 0 0 3 1 3 8 E 2 0 8 Protestant Chaplaincy, see Religious Life 2 1 6 7 3 0 4 9 W 0 0 9 P s y c h o l o g y, Department of 2 6 1 3 3 1 9 9 S 1 7 3 PTRC, see Pottruck Technology Resource Ce n t e r 2 7 3 6 3 0 4 4 P 1 1 3 Public Relations 2 3 6 8 3 0 2 4 C 2 1 6 PUBLIC SAFETY E M E R G E N C Y 1 1 1 1 Public Saf ety 1 1 1 2 3 1 8 6 E 0 0 8 Non-Emergency & After Hours 1 1 1 2 Assistant Director 2 2 9 5 3 1 8 6 E 0 0 8 D i r e c t o r 2 2 9 6 3 1 8 6 E 0 0 8 L i e u t e n a n t 2293, 2294 3 1 8 6 E 0 0 8 P a r k i n g 2 8 8 6 3 1 7 7 E 0 0 7 Purchasing & Accounts Payable 2 1 5 3 2 0 6 5 E 0 0 4 Quadside Café and Convenience, see Dining Services 1 1 5 0 N o n e S m i t h Recreation, see Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Reference Desk, Beatley Library 2 7 8 4 / 2 7 8 5 3 0 9 3 Lib 1st Registrar’s Office, Fr i a r s 2 1 1 1 3 1 4 4 C 2 1 0 Religious Life Ca t h o l i c 2 4 6 8 3 0 4 9 W 0 0 9 Jewish (Hillel Director) 2 1 3 7 3 0 4 9 W 0 0 9 P r o t e s t a n t 2 1 6 7 3 0 4 9 W 0 0 9 Residence Campus Mailroom 1 0 7 8 n o n e S m i t h Residence Campus Services 1 0 5 5 1 1 1 0 HC 2nd Residence Life, Office of 1 0 9 6 1 1 1 0 HC 2nd Retail Management, Prince Program 2 4 0 0 3 1 3 8 E 2 0 8 School Library Media Specialist Program 2 7 9 7 3 1 9 2 L 3 0 5 Scott/Ross Center for Community Service 2 7 0 0 3 0 7 0 W 1 0 2 Shark Card, see Campus Card Office 2 2 7 3 3 1 7 7 E 0 0 7 To Report a Lost/Stolen Ca r d During Business Hours 2 2 7 3 After Business Hours (24 hours/day) 1 1 1 2 S h i p p i n g / R e c e i v i n g 2 3 0 0 3 1 9 4 E 0 1 0 SHS, Health Studies, School for 2 6 5 4 3 1 3 7 S 3 4 0 SILC, Leadership & Change, Institute 2 4 8 0 3 0 9 0 C 2 0 5 Simmons Fu n d 2 3 1 6 2 3 0 3 E 1 1 0

142 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G D E P A R T M E N T E X T F A X L O C Social Work, School of (SSW) 3 9 0 0 3 9 8 0 S S W A d m i s s i o n 3 9 3 9 3 9 8 0 S S W D e a n 3 9 3 5 3 9 5 6 S S W Longitudinal Study 3 9 3 2 3 9 8 0 P 4 1 4 Urban Leadership Initiative 3 9 2 4 3 9 8 0 S S W S o c i o l o g y, Department of 2 5 9 5 3 0 9 0 C 2 0 5 Gustavus Myers Center for the Study of Bigotry and Human Rights 2 1 7 1 3 0 9 0 C 3 1 0 H SOM, Management, School of 3 8 0 0 3 8 8 0 S O M SOM CGO, Gender in Organizations, Ce n t e r 3 8 2 4 3 8 7 8 S O M Spanish, Graduate Program in, see Modern Languages & Literatures 2 1 8 3 3 1 9 9 C 3 1 6 Special Education, Department of 2 5 7 0 3 1 7 4 W 3 0 3 Assistive Special Education Te c h n o l o g y 2521 3 1 7 4 W 3 0 3 Behavioral Education 2 5 6 9 3 1 7 4 W 3 0 3 Graduate Program 2 5 7 0 3 1 7 4 W 3 0 3 Language-Based Learning Disabilities 2 5 9 8 3 1 7 4 W 3 0 3 Special Education Administrator 2 5 7 0 3 1 7 4 W 3 0 3 Licensure (Certification) Programs 2 5 7 0 3 1 7 4 W 3 0 3 Off-Site Programs 2 5 6 1 3 1 7 4 W 3 0 3 Undergraduate Program 2 5 7 0 3 1 7 4 W 3 0 3 Special Education Administrator Program 2 5 7 0 3 1 7 4 W 3 0 3 SPED, see Special Education 2 5 7 0 3 1 7 4 W 3 0 3 Sponsored Programs 2 4 1 4 3 0 8 3 W 2 0 4 Sports Ce n t e r, Holmes 1 0 8 0 1 0 2 6 S C S S W, Social Work, School of 3 9 0 0 3 9 8 0 S S W S TAC, Student Activities Ce n t e r West Wing Lower Level Student Accounts, see Student Financial Services 2 0 0 1 3 1 9 5 W 2 0 7 Student Activities, Office of 2 4 2 3 3 1 4 8 W 0 0 2 Student Box Office Lobby 2 4 2 2 S TA C Student Financial Services 2 0 0 1 3 1 9 5 W 2 0 7 Student Life, Office of the Dean for 2 1 2 4 3 0 4 9 C 2 1 1 Athletics & Physical Education 1 0 8 0 1 0 2 6 S C Counseling Services 2 4 5 5 3 0 9 1 P 3 0 5 D e a n 2 1 2 4 3 0 4 9 C 2 1 1 He alth Ce n t e r 1 0 2 0 3 4 6 7 H C Leadership & First Year Programs, Office of 2 4 2 3 3 1 4 8 W 0 0 2 Religious Life Residence Life, Office of 1 0 9 6 1 1 1 0 HC 2nd

2 0 0 6 – 2 0 0 8 143 D E P A R T M E N T E X T F A X L O C Student Activities, Office of 2 4 2 3 3 1 4 8 W 0 0 2 Upward Bound 2 6 2 0 3 0 7 3 S 1 2 6 Study Abroad 2 1 2 8 3 1 8 5 C 2 0 8 Summer Studies, Undergraduate 2 1 0 8 N o n e C 2 0 9 TASC, see Te c h n o l o g y 2 1 9 0 3 0 8 2 P 3 1 0 TDD Line 2 4 8 9 Teaching Programs, see General Education 2 5 6 2 3 1 3 3 C 3 1 3 Technology (TA S C ) 2 1 9 0 3 0 8 2 P 3 1 0 Academic Technology and Pottruck Technology Resource Ce n t e r 2 7 3 6 3 0 4 4 P 3 1 3 Administrative Systems 2 1 9 2 3 0 1 8 E 3 0 4 Network and Servers 2 2 2 2 3 0 8 2 P 3 1 0 Multimedia Networks 2 2 2 2 3 0 8 2 P 3 1 0 User Services 2 2 2 2 3 0 8 2 P 3 1 0 Help Desk (Computers, Cable TV, Phone) 2 2 2 2 3 0 8 2 P 3 1 0 Instructional Computing Tech Desk and Labs Media Services 2 7 6 5 3 1 0 6 P 1 0 8 Web Servic es 2 6 6 9 3 0 4 4 P 3 1 3 A Technology Resource Ce n t e r, Pottruck (PTRC) 2 7 3 6 3 0 4 4 P 1 1 3 Telephone Repair Help Desk, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Undergraduate Admission (CAS) 2 0 5 1 3 1 9 0 C 1 1 6 UNICCO, see Building Services 2 6 8 3 3 1 5 3 S 1 0 4 Upward Bound 2 6 2 0 3 0 7 3 S 1 2 6 Urban Leadership Initiative, SSW 3 9 2 4 3 9 8 0 S S W Urban Master’s Program, General Education 2 2 4 1 3 1 3 3 W 3 0 4 User Services, see Te c h n o l o g y 2 2 2 2 3 0 8 2 P 3 1 0 Vice Presidents Administration & Planning (Senior VP) 2 1 5 4 3 1 9 6 C 2 1 9 A d v a n c e m e n t 2 3 3 9 2 3 0 3 E 1 0 6 Finance & Treasurer (Senior VP) 2 8 7 0 3 7 8 9 C 1 1 5 Marketing 2 5 0 6 3 0 2 4 C 2 1 6 Web Services, see Te c h n o l o g y 2 6 6 9 3 0 4 4 P 3 1 3 A Women's Studies, Department of 2 2 2 4 3 0 9 0 C 2 0 5 Zora Neale Hurston Literary Ce n t e r 2 2 2 0 3 1 9 9 C 3 1 0

144 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G RESIDENCE CAMPUS OFFICES E X T F A X L O C Dining Services (ARAMARK) 1 0 7 3 1 1 8 2 B a r t o l He alth Ce n t e r 1 0 2 0 3 4 6 7 H C Health Education 1 0 0 1 1 1 1 0 HC 11 PUBLIC SAFETY E M E R G E N C Y 1 1 1 1 Non-Emergency & After Hours 1 1 1 2 Quadside Café and Co n v e n i e n c e 1 1 5 0 N o n e S m i t h Residence Campus Mailroom 1 0 7 8 N o n e S m i t h Residence Campus Services 1 0 5 5 1 1 1 0 HC 2nd Residence Life, Office of 1 0 9 6 1 1 1 0 HC 2nd

MEETING ROOMS E X T L O C

Conference Ce n t e r, Linda K. Paresky 2 0 2 2 E 3 0 1 Faculty/Staff Room 2 4 1 6 C 0 0 7 Linda K. Paresky Conference Ce n t e r 2 0 2 2 E 3 0 1 Shepard Room 2 9 1 4 C 1 2 4 Special Functions Room 2 9 0 7 C 1 2 5

STUDENT MEETING ROOMS E X T L O C

Commuter Lounge 2 0 2 5 C 0 2 2 Dorothea Lynde Dix Scholars Lounge 2 2 2 7 C 0 0 5 B Student Activities Conference Room W 0 0 1

STUDENT ORGANIZAT I O N S E X T L O C

Alliance, The 1 0 6 6 Mesick 1st Fl America Reads 2 5 9 6 W 0 0 3 Amnesty International 2 4 2 5 W 0 0 4 Asian Student Association (ASA) 1 4 7 3 Evans Bsmt Black Student Organization (BSO) 1 5 1 1 Evans Bsmt Campus Activities Board (CAB) 2 4 2 5 W 0 0 4 Commuter Student Organization (CSO) 2 0 2 5 C 0 2 2 M i c r o c o s m / S i d e l i n e s 2 4 7 5 W 0 0 6 Organizacion Latinoamericano (OLA) 1 5 9 3 Evans Bsmt Simmons Community Outreach (SCO) 2 4 6 7 W 0 0 3 Simmons Voice (Newspaper) 2 4 4 2 W 0 0 6 B Student Box Office 2 4 2 2 SAC Lobby Student Government Association (SGA) 2 4 2 6 W 0 0 9 Wome n's Ce n t e r 2 4 4 3 W 0 0 7

2 0 0 6 – 2 0 0 8 145 CAMPUS BUILDING L O C STREET ADDRESS

All buildings are located on either the Main Residence Campus (MRC), which includes 30, 54, 78, 84, 86, and 94 Pilgrim Road and 255, 275, 291, 305, 321,and 331 Brookline Ave; the Main Academic Campus (MAC), which includes the Main Academic building, One Palace Road, The Park Science Center and the Beatley Library; and the School of Management at 409 Commonwealth Avenue.

Arnold Hall M R C 78 Pilgrim Road Bartol Hall (Dining Hall) M R C 84 Pilgrim Road Dix Hall M R C 30 Pilgrim Road Evans Hall M R C 305 Brookline Av e n u e Health Ce n t e r M R C 94 Pilgrim Road Holmes Sports Ce n t e r M R C 331 Brookline Av e n u e Main Campus Building M A C 300 The Fe n w a y Management, School of S O M 409 Commonwealth Av e n u e Mesick Hall M R C 291 Brookline Av e n u e Morse Hall M R C 275 Brookline Av e n u e North Hall M R C 86 Pilgrim Road Park Science Ce n t e r M A C 300 The Fe n w a y Quadside Café and Co n v e n i e n c e M R C 54 Pilgrim Road, Basement Simmons Hall M R C 255 Brookline Av e n u e Smith Hall M R C 54 Pilgrim Road Social Work, School of M A C One Palace Road South Hall M R C 321 Brookline Av e n u e Sports Ce n t e r, Holmes M R C 331 Brookline Av e n u e

146 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G N o t e s

2 0 0 6 – 2 0 0 8 147 Directions to Simmons Co l l e g e

Academic Ca m p u s From the Massachusetts Turnpike (I-90) • Remain on the Mass. Pike until the 300 The Fe n w a y Prudential Ce n t e r / Copley Square Exit, #22. By Public Tr a n s p o r t a t i o n • Take Prudential Center (left lane) exit onto Huntington Avenue, westbound. 1. From downtown Boston, take MBTA Green Line “E” train marked outbound “Heath • Go one mile (eight lights). You will pass Street/Arborway” to the Museum of Fine Northeastern University and the Museum Arts stop. of Fine Arts (on your right). 2. Exit train; walk to the right on Louis Prang • One block past the Museum, at the traffic Street past the Gardner Museum to 300 light, make a right onto Louis Prang Street. The Fe n w a y, Simmons Co l l e g e . • Continue straight through the light. The From the Airport: Take a free shuttle bus street name will change to The Fe n w a y. (#22 or #33) to the Airport subway station. Ta k e Pass the Isabella Stewart Gardner Museum, the Blue Line inbound to Government Ce n t e r, and the Main Building of Simmons Co l l e g e transfer to the Green Line, and follow the direc- at 300 The Fe n w a y, on your left. tions above. • Bear left onto Avenue Louis Pasteur. From the Back Bay Train Station: Walk two ( You will have to turn at this point, as blocks to the Copley subway station, take the the oncoming traffic is one way only.) Green Line, and follow the directions above. Look for Simmons on your left. From South Station: Take the Red Line From the South/I-93 and from inbound to Park Street, transfer to the Green the North/I-93 and Route 1 Line, and follow the directions above. • Take Storrow Drive west. From North Station: Take the Green Line, • Take the exit marked “The Fe n w a y, and follow the directions above. Route 1 South.” From Bus Te r m i n a l : Cros s t he stre et to the • After the “Fe n w a y, Route 1 South” exit, take subway stop near South Station, take the Red exit marked “Boylston Street, outbound.” Line inbound to Park Street, transfer to the • Bear right. At light, turn left onto Park Green Line, and follow the directions above. D r i v e . By Ca r • Follow Park Drive until it intersects with P a r k i n g : Due to construction there is limited Brookline Avenue (about 0.6 miles). parking available on campus. Prospective • Cross Brookline Avenue, bear left, and students and other visitors should contact the f o l low si gn s t o Th e Fe n w a y. office where they have an appointment for infor- • Cross Brookline Avenue again to mation about off-campus parking. Fo r Th e Fe n w a y. information about area parking lots, call • Take first right onto Avenue Louis Pasteur. 6 1 7 . 5 2 1 . 2 0 0 0 . Look for Simmons on your left.

148 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G One Palace Road Follow above directions to 300 The Fe n w a y and turn right at the intersection with Palace R o a d .

School of Management The School of Management is located at 409 Commonwealth Avenue. Directions can be found on its website at w w w. s i m m o n s . e d u / s o m / m b a / v i s i t / d i r e c t i o n s . s h t m l . For further information Simmons Co l l e g e 6 1 7 . 5 2 1 . 2 0 0 0 h t t p : / / w w w. s i m m o n s . e d u

M B TA (Subway, Buses) 8 0 0 . 3 9 2 . 6 1 0 0

M B TA Office for Transportation Access 1 . 8 0 0 . 5 3 3 . 6 2 8 2 h t t p : / / w w w. m b t a . c o m

Airport Information 8 0 0 . 2 3 5 . 6 4 2 6 h t t p : / / w w w. m a s s p o r t . c o m

2 0 0 6 – 2 0 0 8 149 I n d e x Office of the Dean, 15, 21, 29 College libraries, 17-18 Academic calendar, 6-7 College principles and policies, 9-13 Academic principles and policies, 28 Colonel Miriam E. Perry Goll Archives, 17 Academic Support Ce n t e r, 14 Communications management, 21, 38-41 Accreditation, 95, 103, inside cover Community service learning, 22 Administration, 13 Computer labs and classrooms, 20-21 Administrator of special education program, 63 Corporators of Simmons College, 13 A l l - College administration, 116-118 Counseling center, 15 Alumni relations, 14-15 Course numbering, 32 Alumnet, 14 Crumpacker Scholars, 79 Americans with Disabilities Act, 12 Curriculum, see individual programs Application procedure, (see also individual program listings) D e a n s international students, 27 CAS, 15, 21, 29 non-degree students, 26 Student life, 18 Archives (College), 17 Degree requirements, see individual programs Archives management program, 86-88, 99 Development fund, 30 ASC, see Academic Support Ce n t e r Directions to Simmons, 148 Assistive technology program, special education, 62 D i r e c t o r y, campus, 132-146 A t h l e t i c s D i r e c t o r y, faculty and administrators, 105-118 directors, 118 Disabilities coordinator, 16 facilities, 19 Disabled students, 12, 16 programs, 18-19 D i v e r s i t y, 1 1 Awards, 121 Doctoral degrees Beatley Library, 17-18 applied behavior analysis, 92-93 Begin ning Teacher Ce n t e r, 47 health profession education, 92 Behavioral education, special education, 62-63 library and information science, 98 Billing, 24-25 physical therapy, 97 Board of trustees, 13 social work, 104 Boston, 9 special education administration, 63, 93 CAGS, see certificate programs, Dropping a course, 26 Ca l e n d a r, academic, 6-7 Dual-degree and accelerated programs Campus addresses, 132 children’s literature, 33 Campus directory, 132-146 gender/cultural studies, 79 Campus Security Act, 13 general education, 47 Career Education Center (CEC), 15 (see also Ca r e e r history and archives management, 86 Resource Library) library and information science, 99-100 Career services, 15 nursing, 96 CAS, s e e College of Arts and Sciences nutrition, 71 Center for Gender in Organizations (CGO), 22, E d u c a t i o n 1 0 2 general, 43-57 Certificate of advanced graduate study (CAGS) special education, 58-73 general education, 46 Educational Amendments, 11 educational leadership, 46 Educational leadership, 46 CGO, s e e Center for Gender in Organizations Educational Privacy Act, 10 Children’s literature, 23, 33-38 Emeriti faculty, 118-120 Civil Rights Act, 11 E n d o w m e n t s College archives, 17 chairs, 126 College counsel, 13 other major endowments, 126-127 College of Arts and Sciences, scholarships, 122-126 administrative directors, 110 English, 74-77 f a c u l t y, 1 0 5- 1 10

150 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G English as a second language,teacher preparation J. Garton Needham Counseling Ce n t e r, 15 program, 55-57 Kennedy Scholarship, 27 English Institute, 22 Language and literacy program, special education, Equal employment opportunity, 11 6 4 Executive education, 101 Laurie Crumpacker Scholars, 79 Expenses, 23 Learning disabilities Extension of time to complete coursework, 28 academic support/accommodations, 14 E S L , s e e English as a second language teacher preparation programs, s e e special Fa c u l t y e d u c a t i o n d i r e c t o r y, 105-116 Leave of absence, 28 emeriti, 118-120 Length of time to complete degree, 29 Fees, 23 Library and information science,s e e G r a d u a t e Fenway Alliance, 22 School of Library and Information Science Fieldwork/practicum,s e e individual department Linguistics, 90-91 l i s t i n g s , Management, School of, s e e School of Financial aid M a n a g e m e n t application process, 27 Master of Arts in Teaching (MAT), 44-45 Office of Student Financial Services, 16 Master’s in communications management withdrawal from the College, 25 (MCM), 38-41 grievance procedure, 29 Master of Business Administration (MBA), 101 Financial information, 23-27 (see also financial aid) Master of Science in library and information Gender/cultural studies, 75-81 science (MSLIS), 99 General counsel, 13 Master of Social Work (MSW), 103-104 General education programs, 43-57 Master’s programs, Girls Get Connected, 22 business administration, 101 Grading policy, 29 children’s literature, 33-38 Graduate Consortium of Women’s Studies, 22, 79 communications management, 38-41 Graduate School of Library and Information education, general, 43-57 Science (GSLIS) education, special, 58-73 faculty and staff, 113-114 English, 74-77 l i b r a r y, 17 gender/cultural studies, 78-85 programs, 98-100 health care administration, 89 Graduate statistics, 13 history and archives management, 86-88, 98 Graduate studies admission, 21, 27 library and information science, 99-100 Grievance procedure, discrimination, 11-12 nursing, 95-96 GSLIS,s e e Graduate School of Library and nutrition, 97 Information Science social work, 103-104 Harvard University Spanish, 88-91 English Institute, 22 M AT, see Master of Arts in teaching School of Public Health, 96 M ATESL, 55-57 Haviland (Virginia), scholarship, 27 MBA, s e e Master of Business Administration Health care administration, 95 MCM, s e e master’s in communications Health center, 16 m a n a g e m e n t Health fee, 16 Media center, 20 Health insurance, 16, 23-24 Media instruction and services, 20 Health requirements, 16 Medical insurance, 16, 23-24 Health studies, s e e School for Health Studies Moderate disabilities teacher programs, 60-61 History and archives management, 86-88 MSLIS, s e e Master of Science in library and Holmes Sports Ce n t e r, 19 information science Honorary degrees, 128-131 M S W, see Master of Social Wo r k Inclusion specialist, special education, 64 MTEL chart, 44 International students, 27 Museum of Fine Arts, 9, 22 Isabella Stewart Gardner Museum, 9, 22 New England Conservatory of Music, 9 New England Philharmonic Orchestra, 22

2 0 0 6 – 2 0 0 8 151 Non-degree student, 26 Scott/Ross Ce n t e r, 22 Nondiscrimination, 11 S e c u r i t y, 13 , 19 Nursing, 95-96 Service learning, 22 Nutrition, 97 Severe disabilities teacher program, 61-62 Office directory, 132-146 Sexual harassment, 11 Office of Alumne/i Relations, 14-15 SHS, s e e School for Health Studies Office of Public Safety, 19 Simmons Office of Residence Life, 20 accreditation, 95, 103, inside cover Office of Student Financial Services, 16 administration, 13-14 Office of the Dean (CAS), 15 equal employment opportunity, 11 Office of the Dean for Student Life, 18 faculty and staff, 105-118 Office of the Registrar, 20 general information, 8 Opportunity Scholarship, 27 h i s t o r y, 8 (s e e also College archives) Partnerships, 22 John Simmons, 8 Payment policies, 24 mission, 8 Physical therapy, 97 nondiscrimination, 11 Practicum, 54-55, 57, 71 principles and policies, 9-13 President, 13 Simmons College Health Ce n t e r, 17 Primary health care nursing, 96 Simmons Institute for Leadership and Change P r i v a c y, 1 0 (SILC), 22 Progress toward degree, 28-29 SOM, see School of Management Public safety, 19 Social work,s e e School of Social Wo r k Readmission, 28 Spanish, 88-91 Refund plan, 25-26 Special education, 58-73 Refund policies, 25-26 Sports center, 19 R e g i s t r a r, 13, 20 Sports nutrition, 91 Religious observance, 12-13 S S W, s e e School of Social Wo r k R e g i s t r a t i o n Student accounts, 23-27 deadlines, 25 Student awards, 121 dropping a course, 26 Student financial services, 16 new students, 24-25 Student principles and policies, 9-13 returning students, 25 Student services, 14-21 Rehabilitation Act, 12 Summer Institute in Children’s Literature, 23 Residence fees and deposits, 25-26 (see also Children’s literature ) Residence life, 20 S u p e r v i s o r / d i r e c t o r, special education, 63 Scholarships, 27-28 Teaching assistantships, 28 School Library Teacher Program, s e e G r a d u a t e Time to complete degree, 28-29 School of Library and Information Science TOEFL, 27 School for Health Studies (SHS) Transferring credits, 28 faculty and staff, 111-114 Transportation to Simmons, 148-149 health care administration, 95 Tuition, 23-25 nursing, 95-96 Urban master’s elementary program, education, 46 nutrition, 97 User’s guide to course descriptions, 32 physical therapy, 97 Virginia Haviland Scholarship, 27 School of Management (SOM) Withdrawal, 29 Center for Gender in Organizations, 22, 102 Zora Neale Hurston Literary Ce n t e r, 23 faculty and staff, 114-115 graduate programs, 101 l i b r a r y, 17 School of Social Work (SSW) faculty and staff, 115-116 programs, 103-104

152 S I M M O N S C O L L E G E G R A D U AT E C O U R S E C A T A L O G N o t e s

2 0 0 6 – 2 0 0 8 153